Shapes
1st Grade


Alabama Course of Study Standards:
21

Build and draw shapes which have defining attributes. Distinguish between defining attributes and nondefining attributes.
Examples: Triangles are closed and three sided, which are defining attributes; color, orientation, and overall size are nondefining attributes.

Arkansas Academic Standards:
1.G.A.1

Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes 
Arizona  K12 Academic Standards:
1.G.A.1

Distinguish between defining attributes (triangles are closed and 3 sided) versus nondefining attributes (color, orientation, overall size) for twodimensional shapes; build and draw shapes that possess defining attributes. 
Common Core State Standards:
1.G.A.1

Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 
North Carolina  Standard Course of Study:
1.G.1

Distinguish between defining and nondefining 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 nondefining 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 threesided.
 Nondefining 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. 
Ohio's Learning Standards:
1.G.1

Distinguish between defining attributes, e.g., triangles are
closed and threesided, versus nondefining attributes, e.g., color,
orientation, overall size; build and draw shapes that possess
defining attributes. 
Tennessee Academic Standards:
1.G.A.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 twodimensional shapes to possess defining
attributes. 
Alabama Course of Study Standards:
22
Common Core State Standards:
1.G.A.2

Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional 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. 
Arkansas Academic Standards:
1.G.A.2

Compose twodimensional shapes (e.g., rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (e.g., cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape
Note: Students do not need to learn formal names such as “right rectangular prism”. 
Arizona  K12 Academic Standards:
1.G.A.2

Compose twodimensional shapes or threedimensional shapes to create a composite shape. 
Georgia Standards of Excellence (GSE):
1.GSR.4.2

Compose twodimensional shapes (rectangles, squares, triangles, halfcircles, and quartercircles) and threedimensional 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 twodimensional composite shape using rectangles, squares, trapezoids, triangles, and halfcircles naming the components of the new shape.
 Making a threedimensional 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 twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional 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." 
Ohio's Learning Standards:
1.G.2

Compose twodimensional shapes (rectangles, squares,
trapezoids, triangles, halfcircles, and quartercircles) or threedimensional 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." 
Tennessee Academic Standards:
1.G.A.2

Create a composite shape and use the composite shape to make new shapes by using twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, rectangular prisms, cones, and cylinders). 
Wisconsin Academic Standards:
1.G.A.2

Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and
quartercircles) or threedimensional 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.

Arkansas Academic Standards:
1.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

Arizona  K12 Academic Standards:
1.G.A.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.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. 
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.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 partitioning into more equal shares creates smaller shares. 
Texas Essential Knowledge and Skills (TEKS):
1.6.A

classify and sort regular and irregular twodimensional shapes based on attributes using
informal geometric language; 
Texas Essential Knowledge and Skills (TEKS):
1.6.B

distinguish between attributes that define a twodimensional or threedimensional figure
and attributes that do not define the shape; 
Texas Essential Knowledge and Skills (TEKS):
1.6.C

create twodimensional figures, including circles, triangles, rectangles, and squares, as
special rectangles, rhombuses, and hexagons; 
Texas Essential Knowledge and Skills (TEKS):
1.6.D

identify twodimensional 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 threedimensional 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 twodimensional 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 twodimensional 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 nonexamples of halves and fourths. 
Pennsylvania Core Standards:
CC.2.3.1.A.1

Compose and distinguish between twoand threedimensional shapes based on their attributes. 
Pennsylvania Core Standards:
CC.2.3.1.A.2

Use the understanding of fractions to partition shapes into halves and quarters. 
Florida  Benchmarks for Excellent Student Thinking:
MA.1.FR.1.1

Partition circles and rectangles into two and four equalsized parts. Name the parts of the whole using appropriate language including halves or fourths. 
Florida  Benchmarks for Excellent Student Thinking:
MA.1.GR.1.1

Identify, compare and sort twoand threedimensional figures based on their defining attributes. Figures are limited to circles, semicircles, triangles, rectangles, squares, trapezoids, hexagons, spheres, cubes,rectangular prisms, cones and cylinders. 
Florida  Benchmarks for Excellent Student Thinking:
MA.1.GR.1.3

Compose and decompose twoand threedimensional figures. Figures are limited to semicircles, triangles, rectangles, squares, trapezoids, hexagons, cubes, rectangular prisms, cones and cylinders. 
Florida  Benchmarks for Excellent Student Thinking:
MA.1.GR.1.4

Given a realworld object, identify parts that are modeled by twoand threedimensional figures. Figures are limited to semicircles, triangles, rectangles, squares and hexagons, spheres, cubes, rectangular prisms, cones and cylinders. 
Georgia Standards of Excellence (GSE):
1.GSR.4.1

Identify common twodimensional shapes and threedimensional figures, sort and
classify them by their
attributes and build and draw
shapes that possess defining
attributes. 
Georgia Standards of Excellence (GSE):
1.GSR.4.2

Compose twodimensional
shapes (rectangles, squares,
triangles, halfcircles, and
quartercircles) and threedimensional 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. 
