Common CoreMathematical Practices (MP)

Domains• Number and Operations in Base Ten (NBT)• Geometry (G)

I N V E S T I G AT I O N 1

Composing and Decomposing 2-D ShapesDay Session Common Core Adaptation Common Core Standards

1 1.1 What Shapes Do You See?

MP3, MP5, MP7 1.NBT.1, 1.G.1

SESSION FOLLOW-UPDaily Practice

Family Letter: Make copies of C6–C7, Family Letter, as a replacement for M17–M18, Family Letter.

2 1.2 Same Shape, Different Pieces

MP2, MP5, MP7 1.NBT.1, 1.G.1

3 1.3 Quick Images with Shapes

MP4, MP5, MP7 1.G.1

CLASSROOM ROUTINESMorning Meeting: Mixed Up Calendar

Replace Morning Meeting: Mixed Up Calendar with the following: Morning Meeting Review Follow your daily Morning Meeting Routine. During Calendar, use a 12-month calendar to review the months of the year.

4 1.4 Ways to Make Pattern-Block Shapes

MP2, MP5, MP7 1.G.1, 1.G.2

5 1.5 Three Ways to Fill an Outline

MP3, MP5, MP7 1.NBT.1, 1.G.2

6 1.6 Filling with More and Fewer

MP2, MP5, MP7 1.NBT.1, 1.G.2

SESSION FOLLOW-UPDaily Practice and Homework

Daily Practice: In addition to Student Activity Book page 24, students complete Student Activity Book page 25A or C8 (What Do You See?) for reinforcement of the content of this unit.

7 1.7 Assessment: Many Ways to Fill a Hexagon

MP4, MP5, MP7 1.NBT.1, 1.G.1, 1.G.2

CLASSROOM ROUTINESStart With/Get To: Counting Forward

Replace Start With/Get To: Counting Forward with the following:Quick Images: Combination Shapes Show a transparency of Shape 3 from T18, Combination Shape Cards. Follow the basic Quick Images activity. Ask students to describe the shape after it has been drawn. Repeat with Shape 4. Then compare the two shapes. Repeat with Shapes 5 and 6.

Making Shapes and Designing Quilts

Unit 2

CC8 UNIT 2 Making Shapes and Designing Quilts

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I N V E S T I G AT I O N 2

Describing and Sorting ShapesDay Session Common Core Adaptation Common Core Standards

8 2.1 Making a Shape Poster MP1, MP2, MP3, MP7 1.G.1ACTIVITY

Sorting the Shape Cards

Math NoteDefining Attributes Students will comment on and use many different attributes of shapes. This unit encourages students to focus on what mathematicians call defining attributes (e.g., number of sides, whether sides are straight or curved, length of sides). While non-defining attributes (e.g., color, size, and orientation) may be of note to students, what’s mathematically relevant about a triangle is that it’s a closed 3-sided shape with straight sides, not that it’s large or small, green or some other color, or lying on a side or balanced on a point.

9 2.2 Describing Triangles MP3, MP5, MP7 1.G.1SESSION FOLLOW-UP

Daily PracticeDaily Practice: In addition to Student Activity Book page 30, students complete Student Activity Book page 31A or C9 (Draw These Shapes) for reinforcement of the content of this unit.Family Letter: Skip this activity. Do not send home M31–M32, Family Letter: Our Quilt Display.

10 2.3 Describing Quadrilaterals MP3, MP5, MP7 1.G.1SESSION FOLLOW-UP

Daily PracticeDaily Practice: In addition to Student Activity Book page 31, students complete Student Activity Book page 31B or C10 (Draw More Shapes) for reinforcement of the content of this unit.

11 2.4 Comparing Shapes MP1, MP2, MP3, MP7 1.G.1

12 2.5 Assessment: What Is a Triangle?

MP3, MP7 1.G.1

Instructional Plan CC9

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I N V E S T I G AT I O N 3

Quilts

Day Session Common Core Adaptation Common Core Standards

3.1 Designing a Quilt Square Skip this session.

3.2 Creating a Quilt Pattern Skip this session.

3.3 Sharing Quilts Skip this session.

13 3.4 End-of-Unit Assessment MP1, MP3, MP7 1.G.1, 1.G.2

CC10 UNIT 2 Making Shapes and Designing Quilts

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C6 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1Unit 2 Session 1.1

DateNameMaking Shapes and Designing Quilts Family Letter

(continued)

About the Mathematics in This Unit (page 1 of 2)

Dear Family,

We are beginning a new unit in mathematics called Making Shapes and

Designing Quilts. This geometry unit focuses on two-dimensional shapes and the

relationships among them. Students observe, describe, compare, classify, represent,

and build with 2-D shapes. Later in the year, in another geometry unit, students will

learn about three-dimensional shapes and objects.

Throughout this unit, students will:

BENCHMARKS/GOALS EXAMPLESFill a given region in different ways with a variety of shapes.

Use geometric language to describe and identify important features of familiar 2-D shapes.

corners angles points

sides edges

Identify and describe triangles.

All triangles have 3 angles or corners, 3 straight lines, 3 points or vertices.

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C7 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1Unit 2 Session 1.1

DateNameMaking Shapes and Designing Quilts Family Letter

About the Mathematics in This Unit (page 2 of 2)

BENCHMARKS/GOALS EXAMPLESDescribe and sort 2-D shapes. Shapes that have

curvesShapes with only straight lines

Compose and decompose shapes.

A hexagon can be made with different shapes.

Students will continue to engage in math problems and activities and share how

they solve a given problem. At home, you can encourage your children to explain

their thinking as they engage in activities that further support the mathematics in

this unit.

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C8 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1Unit 2 Session 1.6

DateNameMaking Shapes and Designing Quilts

What Do You See?Draw a line to match each sentence with a shape or shapes.

1. I see a square.

2. I see a circle.

3. I see a triangle in a circle.

4. I see a circle in a square.

notE  Students identify shapes.

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Daily Practice

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C9 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

Draw These ShapesDraw a closed shape that matches the description.

1. It has 3 sides. 2. It has 4 sides.

3. It has 5 sides. 4. Draw your own.

How many sides does it have?

Unit 2 Session 2.2

DateNameMaking Shapes and Designing Quilts

notE  Students draw shapes with particular attributes.

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Daily Practice

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DateNameMaking Shapes and Designing Quilts

notE  Students draw shapes with particular attributes.

71

Draw More ShapesDraw a closed shape that matches the description.

1. It has 4 sides. 2. It has 4 sides that have the same length.

3. It has 4 sides that 4. It has 4 sides. 2 sideshave different lengths. have the same length.

Daily Practice

INV12_BLM01_U2.indd 10 6/17/11 2:16 PM

C6 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1Unidad 2 Sesión 1.1

FechaNombreHacer figuras y diseñar colchas Carta a la familia

(continúa)

Sobre las Matemáticas de esta unidad (página 1 de 2)

Estimada familia:

Estamos empezando una nueva unidad de Matemáticas llamada Hacer

figuras y diseñar colchas. Esta unidad de geometría se enfoca en figuras

bidimensionales y en cómo se relacionan entre sí. Los niños observan, describen,

comparan, clasifican, representan y construyen figuras bidimensionales. Más

adelante, en otra unidad de geometría, los niños aprenderán sobre figuras y objetos

tridimensionales.

A lo largo de esta unidad los niños trabajarán para lograr los siguientes

objetivos:

PUNTOS DE REFERENCIA/OBJETIVOS EJEMPLOSRellenar de diferentes maneras una región dada con una variedad de figuras.

Usar lenguaje de geometría para describir e identificar características importantes de figuras bidimensionales conocidas.

esquinas ángulos puntos lados aristas

Identificar y describir triángulos.

Todos los triángulos tienen 3 ángulos o esquinas, 3 líneas rectas y 3 puntos o vértices.

HOGAR

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Sobre las Matemáticas de esta unidad (página 2 de 2)

PUNTOS DE REFERENCIA/OBJETIVOS

EJEMPLOS

Describir y clasificar figuras bidimensionales.

Figuras que tienen curvas.

Figuras que sólo tienen líneas rectas.

Componer y descomponer figuras.

Un hexágono se puede hacer con diferentes figuras.

Los niños seguirán participando en problemas y actividades de Matemáticas, y

comentarán la manera en que resuelven un problema dado. En casa, usted puede

animar a su hijo/a a que le explique su razonamiento a medida que participa en

actividades que le darán más apoyo con las Matemáticas de esta unidad.

FechaNombreHacer figuras y diseñar colchas Carta a la familia HOGAR

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C8 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1Unidad 2 Sesión 1.6

¿Qué ves?Dibuja una línea para unir cada oración con una figura o figuras.

1. Veo un cuadrado.

2. Veo un círculo.

3. Veo un triángulo dentro de un círculo.

4. Veo un círculo dentro de un cuadrado.

notA Los niños identifican figuras.

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FechaNombreHacer figuras y diseñar colchas Práctica diaria

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C9 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

Dibuja estas figurasDibuja una figura cerrada que corresponda a la descripción.

1. Tiene 3 lados. 2. Tiene 4 lados.

3. Tiene 5 lados. 4. Dibuja tu propia figura.

¿Cuántos lados tiene?

Unidad 2 Sesión 2.2

notA Los niños dibujan figuras con atributos particulares.

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C10 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1Unidad 2 Sesión 2.3

notA  Los niños dibujan figuras con atributos particulares.

71

Dibuja más figurasDibuja una figura cerrada que corresponda a la descripción.

1. Tiene 4 lados. 2. Tiene 4 lados que tienen la misma longitud.

3. Tiene 4 lados 4. Tiene 4 lados.que tienen 2 lados tienen lalongitudes diferentes. misma longitud.

FechaNombreHacer figuras y diseñar colchas Práctica diaria

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