The objectives of this 1st grade math unit were to identify shapes names, and

breaking down bigger shapes into smaller ones through various strategies and
instructions. I designed the unit to include both independent and group work.
Students will have both whole group and small group instructions to help mater
the objectives. The students are taught through direct instruction, visual and
kinesthetic learning styles. Students will complete art projects, outside
connections, building experiences, and various read aloud and videos.
One of my goals of this unit was to allow for differentiated instruction for the
diverse learning styles in the class. I wanted to keep the students interest and be
sure they are able to master the objective. The unit plans provide an opportunity
for student to be tested below level, on-level and above level. Students are taught
to connect the lesson to real life situations. It is something they will use in all
subjects, and in and outside of the classroom.
Unit Objectives
Activities/Instruc
Assessment of
Accommodations
tional Strategies
Objective
When given big
Shapes will be
Teacher
Math word wall
shapes students
showed via
observation and
with name and
will be able to
Smartboard, and
student responses. pictures of shapes
correctly name the pictures. Students
Students will turn
shapes with 95%
will name the
in the chart with
Are able to work in
accuracy. (1.G.2shapes that are
the data collected
groups if needed
Compose 2
shown. Students
for a grade to see
and multiple
dimensional
will identify the
if the students
examples will be
shapes or 3
various shapes
were able to
given
dimensional
around the
correctly identify
shapes to create a classroom.
the shapes in the
Shapes will be
composite shape
classroom.
presented in more
and compose new
than one way
shapes from the
composite shape.)

Students will be
able to define
different attributes
of shapes, and
create shapes
based off given
directions or clues
with 90%
accuracy. (1.G.1
Distinguish
between defining
attributes versus

Students will be
given directions
based on what
shapes to draw.
They will be given
the vertices, sizes
and sides.
Students must
listen to the
directions and
draw the picture
based on the

Student
Responses:
student will turn in
the completed
project and be
given a point for
every shape drawn
correctly based off
of directions that
were given.

Given an example
of the finished
product
Practice with
drawing and
extended time will
be given if needed
Directions will be
written as well as
read aloud

non-defining
attributes; build
and draw shapes
to possess
defining
attributes.)

instructions given.

multiple times

Students will be
able to break a big
shape into equal
parts that have
special names.
Students will be
able to answer the
questions: How
can you break a
shape into equal
parts and what
happens to the
parts when you
break up a shape?
(1.G.3- Partition
circles and
rectangles into
two and four equal
shares, describe
the shares using
the words halves,
fourths, and
quarters; and use
the phrases half
of, fourth of and
quarter of.
Describe the
whole as two of, of
four of the shares.
Understand for
these examples
that decomposing
into ore equal
shares creates
smaller shares.)
SSCA: Students
will be able to
practice safety in
the school based
off of safety signs

Students will be
given various sizes
of on shape (one
shape will be
given daily)
students will use
the smaller shapes
and place them in
a larger version
noticing that the
smaller parts are
parts of a whole.
Students will name
the parts based on
size and their
relativeness to the
larger shape.

Small group
instruction:
Teacher
observation and
Student response
will be the
assessment.
Teacher will make
note and create a
check list on
students ability to
identify the
smaller part of the
shapes. Students
will complete a
worksheet given
after the hands on
instruction.

Small group and

time for one on
one teaching

Students will come

up with classroom
laws for bullying
and safety in the
classroom. They

Student Response:
Students will write
their own laws and
practice the laws
in the classroom.

Given an example
of law and rules in
the classroom

Give a copy of the

checklist so
teacher can make
sure things are
being followed
Manipulatives
given based on
needs
Hands on activity
and peer help

Constant review of

in the school.
Students will also
be able to use the
shapes of safety
signs for bullying
purposes.
Students will be
able to perform
this with 90%
accuracy.

will create shapes

that will be posted
in the classroom
practicing safety in
the classroom, on
the computers,
and bullying.

EEDA: Students
will be able to
recognize
community
workers that use
shapes on a daily
basis. When given
street sings from
the community
students will be
able to name
shapes and the
meanings of those
signs with 80%
accuracy.

Show a video of
community
workers and their
materials. Present
students with a
read aloud about
safety signs and a
video to go along
with it.

Teacher will
observe to be sure
that all laws are
being followed and
students will be
given a grade
based on the
creation of the
laws and rather or
not laws are being
followed.
Worksheet and
small quiz based
on the information
given from the
video and the
book.

shapes

Information
presented in
multiple ways.
Pictures and
review before quiz
is given