ALEX Resources

   View Standards     Standard(s): [MA2019] (1) 2 :

2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects, drawings, or equations with a symbol for the unknown number to represent the problem.

[MA2019] (1) 6 :

6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13

[MA2019] (1) 21 :

21. Build and draw shapes which have defining attributes.

a. Distinguish between defining attributes and non-defining attributes.

Examples: Triangles are closed and three- sided, which are defining attributes; color, orientation, and overall size are non-defining attributes.

Peg is taking a trip to the mall and needs your help to pick out items for her list based on requested shape and color attributes. After finding the right objects, practice money skills by adding together the cost of the items and paying the correct amount at the register.

   View Standards     Standard(s): [MA2019] (1) 21 :

21. Build and draw shapes which have defining attributes.

a. Distinguish between defining attributes and non-defining attributes.

Examples: Triangles are closed and three- sided, which are defining attributes; color, orientation, and overall size are non-defining attributes.

In Module 5 students build on their exploration and knowledge of shapes from kindergarten. In Topic A, students identify the defining attributes of individual shapes. In Lesson 1, students use straws cut at various lengths to create and then classify shapes. A list of the attributes that are common to a set of shapes is created. As students create a new shape with their straws, they decide if it has all the listed attributes. The names of these shapes are intentionally omitted during this lesson to encourage students to use precise language as they describe each shape. In this way, students attend to, and clarify, a shape’s defining attributes (1.G.1). For instance, rather than describing a shape as a triangle, students must describe it as having three sides and three corners. As students sort the shapes as examples and non-examples, they do the thoughtful work that is depicted in the image to the right at a first-grade level. Students are introduced to the term attributes during this lesson and continue to use the new vocabulary throughout the lessons that follow. In Lesson 2, students connect defining attributes to the classification name. Along with circle, triangle, rectangle, and hexagon, which were introduced in kindergarten, students learn trapezoid and rhombus. Like in kindergarten, students see squares as special rectangles. In Lesson 3, defining attributes of three-dimensional shapes are explored. Along with the three-dimensional shape names learned in kindergarten (sphere, cube, and cylinder), students expand their vocabulary to include cone and rectangular prism. Students are presented with models of three-dimensional shapes as well as real-life examples to sort and classify based on their defining attributes. Students complete sentence frames that help to distinguish defining attributes from non-defining attributes. For example: “A [can] is in the shape of the [cylinder]. It has circles at the ends just like all cylinders. This cylinder is made of metal but some cylinders are not.”