# data[].attributes.headline
Generally, what unit would this lesson fit into? What standard(s) will the unit address?

# data[].attributes.subject
Generally, what unit would this lesson fit into? What standard(s) will the unit address?

# data[].attributes.body
In general, this lesson would fit into a Geometry unit where they are introducing the basics of geometry. In this unit, it will address the standards of:
-CCSS.MATH.CONTENT.2.G.A.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 to possess defining attributes.
-CCSS.MATH.CONTENT.2.G.A.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.
-CCSS.MATH.CONTENT.2.G.A.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.

# data[].attributes.headline
What do you think a great way to introduce the unit might be? 

# data[].attributes.subject
What do you think a great way to introduce the unit might be? 

# data[].attributes.body
I think a great way to introduce this unit would be to look back at prior knowledge. For example, making a chart where students can draw/sort the shapes they already know and compare/contrast how they look.

# data[].attributes.headline
What part of the unit would your lesson fit into? (beginning/intro days, middle, or concluding part?) Why do you imagine it falling at this time? 

# data[].attributes.subject
What part of the unit would your lesson fit into? (beginning/intro days, middle, or concluding part?) Why do you imagine it falling at this time? 

# data[].attributes.body
My lesson for would fit in the middle of the unit. Students would need to learn the basics of geometry such as the attributes, size, orientation, etc first then recognizing 2-D and 3-D shapes. I would imagine it falling at this time because it is after learning the basics and before going into equal share shapes with decomposition of bigger to smaller shapes.

# data[].attributes.headline
Revisit the concept of "backwards design.” Getting to the final project will require students to learn and practice different skills and processes along the way. Brainstorm several (3-4) activities that students could engage in that would address the standard(s) and move them towards the summative/culminating assessment.

# data[].attributes.subject
Revisit the concept of "backwards design.” Getting to the final project will require students to learn and practice different skills and processes along the way. Brainstorm several (3-4) activities that students could engage in that would address the standard(s) and move them towards the summative/culminating assessment.

# data[].attributes.body
i.  One activity will consist of students recognizing the defining and non-defining attributes by sorting with a group-work activity
ii.  Second activity will have students creating shapes based on given attributes with hands-on materials (toothpicks and playdough). Students will also have the option to use paper and pencil.
iii. Third activity consists of students decomposing smaller shapes from bigger shapes.
*Overall, these activities will mostly be hands-on because students can visually see and understand the attributes of each shape.

# data[].attributes.headline
What is an idea for a culminating project for this unit? Think of this not as a test, but a project that demonstrates the standard(s) of the unit in some way.

# data[].attributes.subject
What is an idea for a culminating project for this unit? Think of this not as a test, but a project that demonstrates the standard(s) of the unit in some way.

# data[].attributes.body
An idea for a culminating project for this unit would be for students to create their own city using geometric shapes when given a certain amount of space. As you can see in the example, they will have buildings as different shapes and streets. Students will practice using math tools to draw their shapes and will be able to compose 2-D or 3-D shapes.

# data[].attributes.headline
What part of the school year would suit this unit best? Why?

# data[].attributes.subject
What part of the school year would suit this unit best? Why?

# data[].attributes.body
This unit best suits towards the end of the school year because looking at the common core math standards, first grade student usually cover this unit after learning operations and algebraic thinking, number and operations in base ten, measurement and data. Then they cover geometry towards the end of the year.

# data[].attributes.headline
Write an Enduring Understanding and Essential Question(s) for the unit:

# data[].attributes.subject
Write an Enduring Understanding and Essential Question(s) for the unit:

# data[].attributes.body
EU: Attributes of shapes help understand objects.
A defining attribute involves the shape and sides. A non-defining attribute involves size, color, and orientation.
EQ: How can we use shapes and attributes in the real world?
How can you describe a shape?
What is the difference between defining and non-defining attributes?

# data[].attributes.headline
What are a few sources you would want to use?

# data[].attributes.subject
What are a few sources you would want to use?

# data[].attributes.body
Some sources I would want to use would be:

-->  Math Salamanders

-->  Hands-on Activities
--> Defining Shapes