## Contents

Connections to the 3 Curriculum Threads

Featured Standards for Mathematical Practice

## Connections to the 3 Curriculum Threads

Learn more about the 3 Curriculum Threads

**Operations: **Composing shapes to create a larger figure reinforces the concept of addition as combining two or more quantities.

**Number: **Students use numbers to label the amount of sides and angles of shapes. Students also use number to describe the amount of shapes used to create a more complex figure.

**Equivalence: **By using a variety of shapes to compose a more complex figure, students begin to understand that different shapes can be combined together to create the a composite figure, (e.g., a hexagon can be created by two trapezoids, three rhombus, six triangles, or any combination of the three).

## Content Standards Addressed

### Cluster K.G.B: Analyze, compare, create, and compose shapes.

**K.G.B.5: **Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

**K.G.B.6: **Compose simple shapes to form larger shapes. For example, ""Can you join these two triangles with full sides touching to make a rectangle?""

## Featured Standards for Mathematical Practice

**S.MP.4. Model with mathematics.** Students use objects such as sticks, clay, pattern blocks, etc. to model and build shapes based on given attributes.

**S.MP.5. Use appropriate tools strategically.** Students begin to understand how shapes work together to create larger shapes.

**S.MP.6. Attend to precision.** Students become more precise with their compositions and descriptions of shapes through repeated practice.

## Major Representations Used

This unit will use 2D geometric shapes including circles, rectangles, triangles, rhombuses, squares, and trapezoids.

Pattern blocks can be used to explore shape attributes and to compose larger figures.

Straws, modeling clay, and toothpicks can all be used to build and model shapes using given attributes.

3D solids can be used to build more complex 3D solids.

## Common Misconceptions

- Students may build incorrect shapes because they confuse attributes. Through repeated practice and discussion throughout this unit students will be to deepen understanding of shape attributes.
- Students may have difficulty identifying a non-regular shape and naming it properly. This can also include thinking a particular shape is not a shape because of its orientation.
- Students may still struggle to identify shapes by their attributes or properties and use more non-geometric descriptions. The work done in this unit will help deepen this understanding.
- Students may not immediately believe that a shape can be made up of smaller shapes. When composing larger shapes out of smaller shapes students may not line up full sides and will therefore be unable to see how shapes work together to create larger shapes.