1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4 4Students do not need to learn formal names such as rectangular prism.” “right Knowledge Targets Can” Statements Standard Interpretations “I Know that shapes can be composed and I understand that a new shape can be made The ability to describe, use and visualize the effect of composing and decomposing shapes is an by combining 3-D shapes. decomposed to make new shapes important mathematical skill. It is not only relevant to geometry, but is related to children’s ability to I can identify 3-D shapes within combined compose and decompose numbers. Students may Describe properties of original and use pattern blocks, plastic shapes, tangrams, or shapes. composite shapes computer environments to make new shapes. The teacher can provide students with cutouts of shapes I can identify 2-D shapes on 3-D shapes. and ask them to combine them to make a particular shape. Reasoning Targets I can describe 2-D shapes by their attributes. Example: Determine how the original and created What shapes can be made from four composite shapes are alike and different I understand that a new can be made by squares? combining 2-D shapes. I can identify 2-D shapes within combined Students can make three-dimensional shapes with clay or dough, slice into two pieces (not necessarily shapes. congruent) and describe the two resulting shapes. For example, slicing a cylinder will result in two smaller cylinders. Product Target Create composite shapes Compose new shapes from a composite shape Make sense of Reason abstractly and Construct viable Model with Use appropriate tools Attend to precision Look for and make Look for and express problems and quantitatively arguments and mathematics strategically use of structure regularity in repeated preserver in solving critiques the reasoning them. reasoning of others Cluster: Reason with shapes and their attributes.
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4 4Students do not need to learn formal names such as “right rectangular prism.” Knowledge Targets “I Can” Statements Standard Interpretations Know that shapes can be composed and decomposed to make new shapes Describe properties of original and composite shapes I understand that a new shape can be made by combining 3-D shapes. I can identify 3-D shapes within combined shapes. I can identify 2-D shapes on 3-D shapes. I can describe 2-D shapes by their attributes. I understand that a new can be made by combining 2-D shapes. I can identify 2-D shapes within combined shapes. The ability to describe, use and visualize the effect of composing and decomposing shapes is an important mathematical skill. It is not only relevant to geometry, but is related to children’s ability to compose and decompose numbers. Students may use pattern blocks, plastic shapes, tangrams, or computer environments to make new shapes. The teacher can provide students with cutouts of shapes and ask them to combine them to make a particular shape. Example: What shapes can be made from four squares? Students can make three-dimensional shapes with clay or dough, slice into two pieces (not necessarily congruent) and describe the two resulting shapes. For example, slicing a cylinder will result in two smaller cylinders. Reasoning Targets Determine how the original and created composite shapes are alike and different Product Target Create composite shapes Compose new shapes from a composite shape Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Cluster: Reason with shapes and their attributes.
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