ShapesBy Jessica Knight

TEKSFirst Grade:

• (1.6)  Geometry and reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both.

• The student is expected to:• (A)  describe and identify two-dimensional geometric figures, including

circles, triangles, rectangles, and squares (a special type of rectangle);• (B)  describe and identify three-dimensional geometric figures, including

spheres, rectangular prisms (including cubes), cylinders, and cones;• (C)  describe and identify two- and three-dimensional geometric figures in

order to sort them according to a given attribute using informal and formal language; and

• (D)  use concrete models to combine two-dimensional geometric figures to make new geometric figures.

Students will learn…

• What makes a square different from a rectangle

• What makes a shape three dimensional

• How to combine two dimensional to make geometric figures

• Specific characteristics that are used to label shapes

• A basic collection of shapes

Students will learn this through:

• Group discussion • Art projects• Matching worksheets• Naming worksheets• Hands on

comparisons

Art ProjectsThe students will learn shapes

through various art activities that will ask them to identify that shapes in order to complete the picture.

Example: The students are to make a picture with cut out shapes. The instructions say that the student can only put squares at the bottom of the paper, rectangles in the middles, and circles at the top.

Student Group Discussions

The student will learn by discussing the differences and similarities with their peers in either a small group or as a class. The students will hear other students explain how they remember or learn the shapes and will learn through this communication.

Hands On ExamplesStudents will learn the basic

three dimenstional shapes by example. Teacher will hold up everyday objects and explain what kind of shape the object is and what makes it that shape.

Example: The teacher holds up a can as an example of a cylinder. Then explains that a cylinder has a circle on each end and the middle is a rolled up rectangle. Then the teacher proceeds to make a cyclinder out of paper.

WorksheetsAfter learning a basic knowledge through several different ways, the students can be give an worksheet in order to test their skills. The worksheet will require the student to connect the figures that are the same shape.

Credits and the End

Texas “TEKS” Chapter 111. Subchapter A

The End