 # Math: Exploring Shapes and Fair Shares

### Suggested Time Frame: 21 Instructional Days

##### Focus TEKS

Exploring 2-D Shapes

• 1.6A  Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language
• 1.6B Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape
• 1.6C  Create two-dimensional figures, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and hexagons
• 1.6D Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and hexagons, and describe their attributes using formal geometric language
• 1.6F  Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

Exploring 3-D Shapes

• 1.6E Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms [including cubes], and triangular prisms, and describe their attributes using formal geometric language
• 1.6B Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

Exploring Fair Shares

• 1.6G  Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words
• 1.6H  Identify examples and non-examples of halves and fourths
##### Numeracy TEKS

Number Sense (Suggested: 10 days)

• 1.2A Recognize instantly the quantity of structured arrangements [10 or less]
• 1.3C compose 10 with two or more addends with and without concrete objects

Counting Patterns and Quantities (Suggested: 10 days)

• 1.5A Recite numbers forward and backward from any given number between 1 and 120
• 1.5B  Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
##### Spiral Review TEKS

Creating, Solving, and Representing Story Problems (Suggested: 20 days)

• Computation
• 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
• 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
• 1.5G Apply properties of operations to add and subtract two or three numbers
• Problem Solving
• 1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 =___; 3 +___= 7; and 5 =___– 3
• 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
• Representing and Explaining
• 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
• 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
• 1.5E  Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

Counting Quantities (Suggested: 5 days, using both numeracy and spiral review time)

• 1.5A recite numbers forward and backward from any given number between 1 and 120;
• 1.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;