Debbie Heranandez

Differentiated Unit: 1st Grade

Math Concept: Geometry
CCSS.Math.Content.1.G.1 Distinguish between defining attributes vs. non-defining
attributes; build and draw shapes to possess defining attributes.

Big Idea: Shapes can be sorted and classified according to their

attributes.

Lesson Goal #1: Students describe shapes according to their

attributes.
Have class sit in a circle on the carpet. Each student is given a kit with straws of various
lengths.
1. Direction: Take two minutes and create some shapes with the straws. Leave your
shapes flat on your white board.
Open Question: What do you notice about the shapes that were made?
Expected Responses:
My shape has a pointy end.
I made a house (or some other figure).
I used all of my straws and made a giant ________________.
I made a rectangle, etc.
2. Look around at the shapes close to you. Do any of the shapes have anything in
common? Talk to your neighbor about two things you notice.
Management:
Students discuss together.
Teacher listens in on conversations. (Might have a prearranged signal for when
the first person stops and the next person starts talking.)
3. Share out Have students share what they found. Teacher records on chart paper. As
ideas are shared, teacher helps students use math terms such as the ones below.
Academic Language Check: (Guiding students to using academic/math language)
side
corner
open shape
closed shape
attribute

Now turn to your neighbor and complete the following sentences aloud:
My shape has __________ sides.
My shape has __________ corners.
4. If it hasnt come up in the discussion, introduce what open and closed shapes are.
Have everyone make a closed shape. Do the same with open shapes.
Have students turn to their neighbor and complete one of the following sentences aloud.
I know my shape is open because ______________________.
I know my shape is closed because _____________________.
Anecdotal assessment: on a class list, put a check next to students who seem to be
getting it.
Formative assessment: Give each child a shape pre-printed on a square of paper (Have a
variety of shapes). Have each student put his/her name on it. On the way back to their
seats or on the way to recess, they drop their shape in either the box for closed shapes or
the box for open shapes.

Lesson Goal #2:. Students will sort closed shapes into categories
by attributes.
Tiered Lesson: Students will be divided into two groups depending on
outcome of lesson 1.
ACADEMIC LANGUAGE REVIEW (from previous math and/or lang. arts lessons)
side
corner
open shape
closed shape
attribute
complete sentence
Group 1: Give each pair of students a set of three, four, and five- sided polygons. Ask
them to sort the shapes using one of the attributes discussed in the previous lesson. Then
draw a picture of three of the shapes in each group. Write one sentence under each group
that describes the attribute they have in common. They can use the same sentence frames
as the day before. (Probably need to do an example altogether first. Perhaps use a set of
six-sided polygons.)

Group 2: Students meet with the teacher to clarify what an attribute is and what open and
closed shapes are. Together have them discuss a set of three-sided shapes and describe the
attributes. Do the same with a set of four-sided polygons.
Debrief: Using pre-drawn figures on chart paper, have students discuss the shapes by
completing the following paragraph aloud.
This is (an open or a closed) shape. I know this because ___________________.
The shape has ________ sides and ________ corners.
Formative Assessment: Collect and check the work that Group 1 did. Make anecdotal
notes about the students in Group 2.