21 1.G.1 1.G.1 1.G.1 1.G.1 1.G.1 1.G.1 22 1.G.2 1.G.2 1.GSR.4.2 1.G.2 1.G.2 1.G.2 1.G.2 1.G.2 23 1.G.3 1.G.3 1.GSR.4.3 1.G.3 1.G.3 1.G.3 1.6.a 1.6.b 1.6.c 1.6.d 1.6.e 1.6.f 1.6.g 1.6.h CC.2.1.A.1 CC.2.1.A.2 MA.1.1.1 MA.1.1.1 MA.1.1.3 MA.1.1.4 1.GSR.1 1.GSR.2

Shapes 1st Grade

Alabama Course of Study Standards: 21
Build and draw shapes which have defining attributes. 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.
Arizona Academic Standards: 1.G.1
Distinguish between defining attributes (triangles are closed and 3 sided) versus non-defining attributes (color, orientation, overall size) for two-dimensional shapes; build and draw shapes that possess defining attributes.
Common Core State Standards: 1.G.1 Ohio's Learning Standards: 1.G.1
Distinguish between defining attributes, e.g., triangles are closed and three-sided, versus non-defining attributes, e.g., color, orientation, overall size; build and draw shapes that possess defining attributes.
North Carolina - Standard Course of Study: 1.G.1
Distinguish between defining and non-defining attributes and create shapes with defining attributes by: Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders.
New York State Next Generation Learning Standards: 1.G.1
Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes. e.g., A defining attribute may include, but is not limited to: triangles are closed and three-sided. Non-defining attributes include, but are not limited to: color, orientation, and overall size. Note on and/or: Students should be taught to build and draw shapes to possess defining attributes; however, when answering questions, students can choose to build or draw the shape.
Tennessee Academic Standards: 1.G.1
Distinguish between attributes that define a shape (e.g., number of sides and vertices) versus attributes that do not define the shape (e.g., color, orientation, overall size); build and draw two-dimensional shapes to possess defining attributes.
Alabama Course of Study Standards: 22 Common Core State Standards: 1.G.2 Ohio's Learning Standards: 1.G.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, 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. Students do not need to learn formal names such as "right rectangular prism."
Arizona Academic Standards: 1.G.2
Compose two-dimensional shapes or three-dimensional shapes to create a composite shape.
Georgia Standards of Excellence (GSE): 1.GSR.4.2
Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three-dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.
North Carolina - Standard Course of Study: 1.G.2
Create composite shapes by: Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape.
New York State Next Generation Learning Standards: 1.G.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, 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. Note: Students do not need to learn formal names such as "right rectangular prism."
Tennessee Academic Standards: 1.G.2
Create a composite shape and use the composite shape to make new shapes by using two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, rectangular prisms, cones, and cylinders).
Wisconsin Academic Standards: 1.G.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, 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. Student use of formal names such as "right rectangular prism" is not expected.
Alabama Course of Study Standards: 23
Partition circles and rectangles into two and four equal shares and 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 or four of the shares of circles and rectangles partitioned into two or four equal shares. Explain that decomposing into more equal shares creates smaller shares of circles and rectangles.
Arizona Academic Standards: 1.G.3
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters. Describe the whole as two of, or four of the shares. Understand that decomposing into more equal shares creates smaller shares.
Common Core State Standards: 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, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Georgia Standards of Excellence (GSE): 1.GSR.4.3
Partition circles and rectangles into two and four equal shares
North Carolina - Standard Course of Study: 1.G.3
Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares.
New York State Next Generation Learning Standards: 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, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Tennessee Academic Standards: 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, or four of the shares. Understand for these examples that partitioning into more equal shares creates smaller shares.
Texas Essential Knowledge and Skills (TEKS): 1.6.a
classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;
Texas Essential Knowledge and Skills (TEKS): 1.6.b
distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape;
Texas Essential Knowledge and Skills (TEKS): 1.6.c
create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons;
Texas Essential Knowledge and Skills (TEKS): 1.6.d
identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;
Texas Essential Knowledge and Skills (TEKS): 1.6.e
identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;
Texas Essential Knowledge and Skills (TEKS): 1.6.f
compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;
Texas Essential Knowledge and Skills (TEKS): 1.6.g
partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words; and
Texas Essential Knowledge and Skills (TEKS): 1.6.h
identify examples and non-examples of halves and fourths.
Pennsylvania Core Standards: CC.2.1.A.1
Compose and distinguish between two-and three-dimensional shapes based on their attributes.
Pennsylvania Core Standards: CC.2.1.A.2
Use the understanding of fractions to partition shapes into halves and quarters.
Florida - Benchmarks for Excellent Student Thinking: MA.1.1.1
Partition circles and rectangles into two and four equal-sized parts. Name the parts of the whole using appropriate language including halves or fourths.
Florida - Benchmarks for Excellent Student Thinking: MA.1.1.1
Identify, compare and sort two-and three-dimensional figures based on their defining attributes. Figures are limited to circles, semi-circles, triangles, rectangles, squares, trapezoids, hexagons, spheres, cubes,rectangular prisms, cones and cylinders.
Florida - Benchmarks for Excellent Student Thinking: MA.1.1.3
Compose and decompose two-and three-dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares, trapezoids, hexagons, cubes, rectangular prisms, cones and cylinders.
Florida - Benchmarks for Excellent Student Thinking: MA.1.1.4
Given a real-world object, identify parts that are modeled by two-and three-dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares and hexagons, spheres, cubes, rectangular prisms, cones and cylinders.
Georgia Standards of Excellence (GSE): 1.GSR.1
Identify common two-dimensional shapes and three-dimensional figures, sort and classify them by their attributes and build and draw shapes that possess defining attributes.
Georgia Standards of Excellence (GSE): 1.GSR.2
Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three-dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.

Shapes

Alabama Course of Study Standards: 21

Build and draw shapes which have defining attributes.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.

Arizona Academic Standards: 1.G.1

Distinguish between defining attributes (triangles are closed and 3 sided) versus non-defining attributes (color, orientation, overall size) for two-dimensional shapes; build and draw shapes that possess defining attributes.

Common Core State Standards: 1.G.1

Ohio's Learning Standards: 1.G.1

Distinguish between defining attributes, e.g., triangles are closed and three-sided, versus non-defining attributes, e.g., color, orientation, overall size; build and draw shapes that possess defining attributes.

North Carolina - Standard Course of Study: 1.G.1

Distinguish between defining and non-defining attributes and create shapes with defining attributes by:Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles.Building cubes, rectangular prisms, cones, spheres, and cylinders.

New York State Next Generation Learning Standards: 1.G.1

Tennessee Academic Standards: 1.G.1

Distinguish between attributes that define a shape (e.g., number of sides and vertices) versus attributes that do not define the shape (e.g., color, orientation, overall size); build and draw two-dimensional shapes to possess defining attributes.

Alabama Course of Study Standards: 22

Common Core State Standards: 1.G.2

Ohio's Learning Standards: 1.G.2

Arizona Academic Standards: 1.G.2

Compose two-dimensional shapes or three-dimensional shapes to create a composite shape.

Georgia Standards of Excellence (GSE): 1.GSR.4.2

Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three-dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.

North Carolina - Standard Course of Study: 1.G.2

New York State Next Generation Learning Standards: 1.G.2

Tennessee Academic Standards: 1.G.2

Create a composite shape and use the composite shape to make new shapes by using two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, rectangular prisms, cones, and cylinders).

Wisconsin Academic Standards: 1.G.2

Alabama Course of Study Standards: 23

Arizona Academic Standards: 1.G.3

Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters. Describe the whole as two of, or four of the shares. Understand that decomposing into more equal shares creates smaller shares.

Common Core State Standards: 1.G.3

Georgia Standards of Excellence (GSE): 1.GSR.4.3

Partition circles and rectangles into two and four equal shares

North Carolina - Standard Course of Study: 1.G.3

Partition circles and rectangles into two and four equal shares.Describe the shares as halves and fourths, as half of and fourth of.Describe the whole as two of, or four of the shares.Explain that decomposing into more equal shares creates smaller shares.

New York State Next Generation Learning Standards: 1.G.3

Tennessee Academic Standards: 1.G.3

Texas Essential Knowledge and Skills (TEKS): 1.6.a

classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;

Texas Essential Knowledge and Skills (TEKS): 1.6.b

distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape;

Texas Essential Knowledge and Skills (TEKS): 1.6.c

create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons;

Texas Essential Knowledge and Skills (TEKS): 1.6.d

identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;

Texas Essential Knowledge and Skills (TEKS): 1.6.e

identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;

Texas Essential Knowledge and Skills (TEKS): 1.6.f

compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;

Texas Essential Knowledge and Skills (TEKS): 1.6.g

partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words; and

Texas Essential Knowledge and Skills (TEKS): 1.6.h

identify examples and non-examples of halves and fourths.

Pennsylvania Core Standards: CC.2.1.A.1

Compose and distinguish between two-and three-dimensional shapes based on their attributes.

Pennsylvania Core Standards: CC.2.1.A.2

Use the understanding of fractions to partition shapes into halves and quarters.

Florida - Benchmarks for Excellent Student Thinking: MA.1.1.1

Partition circles and rectangles into two and four equal-sized parts. Name the parts of the whole using appropriate language including halves or fourths.

Florida - Benchmarks for Excellent Student Thinking: MA.1.1.1

Identify, compare and sort two-and three-dimensional figures based on their defining attributes. Figures are limited to circles, semi-circles, triangles, rectangles, squares, trapezoids, hexagons, spheres, cubes,rectangular prisms, cones and cylinders.

Florida - Benchmarks for Excellent Student Thinking: MA.1.1.3

Compose and decompose two-and three-dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares, trapezoids, hexagons, cubes, rectangular prisms, cones and cylinders.

Florida - Benchmarks for Excellent Student Thinking: MA.1.1.4

Given a real-world object, identify parts that are modeled by two-and three-dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares and hexagons, spheres, cubes, rectangular prisms, cones and cylinders.

Georgia Standards of Excellence (GSE): 1.GSR.1

Identify common two-dimensional shapes and three-dimensional figures, sort and classify them by their attributes and build and draw shapes that possess defining attributes.

Georgia Standards of Excellence (GSE): 1.GSR.2

Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three-dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.

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Build and draw shapes which have defining attributes.
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.

Distinguish between defining and non-defining attributes and create shapes with defining attributes by:
Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles.
Building cubes, rectangular prisms, cones, spheres, and cylinders.

Partition circles and rectangles into two and four equal shares.
Describe the shares as halves and fourths, as half of and fourth of.
Describe the whole as two of, or four of the shares.
Explain that decomposing into more equal shares creates smaller shares.