Lesson-Planning Template

1st grade
Module 5 Lesson 5

Big Idea(s): Essential Question(s):

Compose a new shape from composite Why is it important to learn how shapes
shapes form composite shapes?
Learn about tangrams

Content Standard(s): Mathematical Practice or Process

Standards:
Standard 1.G.2 
Compose shapes. Objective: compose a new shape from
a. Compose two-dimensional shapes composite shapes
(rectangles, squares, trapezoids,
triangles, half circles, and quarter-
circles) to create a composite
shape, and compose new shapes
from the composite shape.
Learning Intention(s): Success Criteria: (written in student
(mathematical/language/social) voice)

I can create composite shapes from two- I know I am successful when I have made
dimensional shapes. a new shape out of other shapes.

I can identify the shapes in a tangram.

Purpose:
□ Conceptual Understanding □ Procedural Fluency □ Transfer
Task:
Create new shapes from composite shapes.
Identify that there are 7 shapes within a tangram and use tangram to create other
shapes.

Materials (representations, manipulatives, other):

Tangram for each student, Grandfather Tang’s story, problem set, power point

Misconceptions or Common Errors:

Students might not understand how to flip the shapes to make bigger shapes. For
example, using the 2 big triangles to make a square.

Format:
□ Four-Part Lesson □ Game Format □ Small-Group Instruction
□ Pairs □ Other: Whole-Class instruction
Retrieved from the companion website for The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for
Building Cohesive Lessons by Ruth Harbin Miles, Beth McCord Kobett, and Lois A. Williams. Thousand Oaks, CA:
Corwin, www.corwin.com. Copyright © 2019 by Corwin. All rights reserved. Reproduction authorized only for
the local school site or nonprofit organization that has purchased this book.
 Formative Assessment:
First, assess students background knowledge with tangrams by asking what they
know about it. Second, see if students can build the appropriate shapes with their
own tangram. Third, assess students by observing their problem set during
independent work.

Launch:
What do you know about tangrams?
Grandfather Tang’s Story

Facilitate:
This is explained in the power point slides that I have attached.

Closure: Problem set, review each question with the class then work individually.

I will be using the slides from Eureka Math, found on Embarc.

Students will just have returned from recess.

Retrieved from the companion website for The Mathematics Lesson-Planning Handbook, Grades 3–5: Your Blueprint for
Building Cohesive Lessons by Ruth Harbin Miles, Beth McCord Kobett, and Lois A. Williams. Thousand Oaks, CA:
Corwin, www.corwin.com. Copyright © 2019 by Corwin. All rights reserved. Reproduction authorized only for
the local school site or nonprofit organization that has purchased this book.