1.6.B

Math1st Grade

The Standard

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 for Mathematics

Teacher's field guide

What Students Need to Do: Students decide which features determine a shape’s name and which features can change. They use sides, corners, faces, and surfaces instead of color, size, or position.
What Mastery Looks Like: Students correctly name shapes that are rotated, resized, or shown in different colors. They explain their choices using sides, corners, faces, and surfaces rather than color, size, or position.
Common Misconceptions: Students may think color, size, position, or material changes a shape’s name. They may also focus on one feature, such as pointed corners, while ignoring sides, faces, or surfaces.
How to Assess It: Show a small red cube and a large blue cube. Ask, “Which features make both objects cubes, and which features do not matter?”

Lesson moves

Use paper shapes and solid blocks; students sort attribute cards into “names the shape” and “can change” groups.
Ask, “Can a large red triangle turned sideways still be a triangle? Explain using sides and corners.”
Play Attribute Detective: describe a hidden shape by sides, corners, faces, or surfaces while classmates guess and reject color or size clues.
Hunt for classroom examples, then compare a small box and large box to explain why both can be rectangular prisms.

Keep exploring

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