First Grade Elements S T A N D A R

First Grade

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

Elements S t a n d a r d M 1 G 1 : S t u d e n t s w i l l s t u d y a n d c r e a t e

M1G1: a. Build draw, name, and describe triangles, rectangles, pentagons and hexagons b. build represent name and describe cylinders cones and rectangular prisms c. Create pictures and designs using shapes including overlapping sides

First Grade V a r i o u s t w o a n d t h r e e d i m e n s i o n a l f i g u r e s a n d

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

First Grade

i d e n t i f y b a s i c s h a p e s ( s q u a r e , r e c t a n g l e , t r i

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

First Grade a n g l e s ) M 1 G 2 : S s t u d e n t s w i l l c o m p a r e , c o n t r a s t , c

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

First Grade l a s s i f y g e o m e t r i c s h a p e s b y t h e c o m m o n a t t r i

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

First Grade b u t e s s h a p e , s i z e , n u m b e r o f s i d e s a n d n u m b e r o

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

First Grade f c o r n e r s M 1 G 3 : S t u d e n t s w i l l a r r a n g e a n d d e s c r i

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

First Grade b e o b j e c t s i n s p a c e b y p r o x i m i t y , p o s i t i o n , a n

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

First Grade d d i r e c t i o n ( i n f r o n t , b e h i n d , l e f t , r i g h t )

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

First Grade

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

Instructional Dates: February 9, 2009 February 12, 2009

Assessment Date:

Instructional Order and Important Notes Warm-up:How can we tell the difference between solid and plane figures? How many sides do the shapes have? What shapes have the same number of sides? How many corners does each shape have? IF Mini Lesson: Students will be shown plane figures to identify. They will be show labeled figures. Next, the children will hold solid figures and compare shapes. Model: Teacher will draw shapes on board and count sides and corners of the shapes. Then the teacher will show solid shapes and we will count sides and faces of a solid shape. Guided Practice: Students will identify shapes on the overhead and we will count sides and corners of the shapes. Independent practice: Student will trace plane shapes on paper. Then they will label name of shape, number of sides, and number of corners. Important note 1. Make sure students know difference between plane figures and solid figures (3 dimensional). Note 2. We use shapes to describe objects used daily. Note 3. Students summarize learning and questions are answered.

M1G1: Students will study and M1G1: a. Build draw, name, and create Various two and three describe triangles, rectangles, dimensional figures and identify pentagons and hexagons basic shapes (square, rectangle, b. build represent name and describe triangles) cylinders cones and rectangular prisms M1G2: Sstudents will compare, c. Create pictures and designs using contrast, classify geometric shapes including overlapping sides shapes by the common attributes-shape, size, number of sides and number of corners M1G3: Students will arrange and describe objects in space by proximity, position, and direction (in front, behind, left, right) Instructional Dates: February 10, 2009 Assessment Date: February 12, 2009

First Grade

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

Instructional Order and Important Notes Warm-up: Why do we need to know about shapes? What shapes can be combined to make new shapes? What shapes have the same number of sides? IF Mini Lesson: Student will be shown plane shapes. Teacher will ask how many sides each shape has. Students will compare number of sides. Teacher will group 4 sided polygons. Then students will be shown how to put two shapes together to make a new shape. Model: Teacher will put together two shapes (rhombus) to make a hexagon. Then teacher will count the number of sides of the new shape and ask students to identify new shape. Guided Practice: Students will be given shapes. They will take two rhombus and put together to make a hexagon. Independent practice: Student will use shapes on desk to make new shapes by combining 2 or more shapes. Teacher will rotate around room to see shapes made. Students will identify shapes and share with each other. Important note 1. Make sure students know how to put shape together during independent practice and can identify shape created. Note 2. We combine shapes to build many things in our daily lives. Note 3. Students will share new shapes and creations with each other

M1G1: Students will study and create Various two and three dimensional figures and identify basic shapes (square, rectangle, triangles) M1G2: Sstudents will compare, contrast, classify geometric shapes by the common attributes-shape, size, number of sides and number of corners M1G3: Students will arrange and describe objects in space by proximity, position, and direction (in front, behind, left, right)

M1G1: a. Build draw, name, and describe triangles, rectangles, pentagons and hexagons b. build represent name and describe cylinders cones and rectangular prisms c. Create pictures and designs using shapes including overlapping sides

First Grade

Jessie Rice Elementary School 8 Step Process Instructional Focus Lesson

Instructional Dates: February 11, 2009 February 12, 2009

Assessment Date:

Instructional Order and Important Notes Warm-up:What are solid figures? What are plane figures? How do we describe the position of the shapes in relation to other shapes? IF Mini Lesson: Teacher will show students many objects and the students will identify the shape as cylinder, rectangular prism, cube, cone, or sphere. Teacher will show plane figures shapes and let the students identify them also. Teacher will remind students we use shapes daily and they can now describe objects by their shape. (Example Ice cream cone, globe as a sphere, computer monitor as a cube shape) Next, teacher will discuss position that an object is sitting in relation to another shape (In front of, beside, above, below, left, and right) Model: Teacher will draw a cube on the board. Then draw a triangle to the left a, a hexagon above, and a rectangle to the right of the cube. Teacher will ask student to identify shape to the right, identify shape to the left, and shape above the cube. Remind students of positions – in front, behind, left, right, above, and below. Guided Practice: Students will draw a tree on paper. They will be guided to draw a triangle to the right, a rectangle to the left and a sphere in front of the tree. Independent practice: Student will answer worksheet in CRCT format that will ask positional questions. Important note 1. Make sure students know positions of up, down, in front of , left, right, down, above, and below. Note 2. We use shapes to describe objects used daily and we can use positional directions to locate things. Note 3. Students summarize learning and questions are answered.