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Taking Shape

Grade 1, Mathematics

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Description of Unit

In this interdisciplinary task, combining mathematics and theatre, students study geometric shapes in their environment through the lens of a fictional story such as The Greedy Triangle by Marilyn Burns. Students reinterpret the text, rewrite scenes, and adapt them into a short performance. Furthermore, students apply mathematical vocabulary and skills such as counting, sequencing and measuring through the design and construction of original costumes for the play.

This guide links the Taking Shape unit to the Texas Essential Knowledge and Skills (TEKS) for first graders. Taking Shape is an interdisciplinary mathematics unit that allows students to study geometric shapes and apply mathematical skills through the creation of an original play. Taking Shape also has interdisciplinary connections to Fine Arts and English Language Arts and Reading. For example, students will identify elements of a story including setting, character, and key events, as outlined in the English Language Arts and Reading TEKS, and assume roles through imitation, as described in the Fine Arts TEKS. The following document includes the applicable TEKS and the details of the Taking Shape unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Review with students the geometric figures. Students will create a Venn diagram to identify the differences between two and three dimensional figures. Students will categorize geometric figures into two and three dimensional figures.
  2. Introduce the idea of using shapes as characters in a dramatization. One possible suggestion is to read the book, The Greedy Triangle by Marilyn Burns. In this story, a triangle becomes dissatisfied with his current lot in life and visits his local shape shifter to turn into other types of shapes. For instance, he becomes a quadrilateral, a pentagon, and a hexagon. Eventually, he becomes greedy and keeps adding angles (and sides) until he becomes very distorted. In the end, he realizes that he was happiest being a triangle. The book contains references to the triangle shape’s appearance in many real-world contexts, such as in the orchestra as a musical instrument, in the negative space when people put their hands on their hips, and in bridges and the roofs of houses.
  3. Identify triangle shapes in objects within the classroom. Generate a list of other places students might see triangles. What other shapes do students see in the room? Ask students to create a catalog of the shapes they see. Students might want to select 2-3 shapes to draw for their catalog. Count the sides of the “collected” shapes, measure them (if possible), note the location of the shapes in the environment, and include this information in the catalog. The catalog will serve as a reference for student puppets and props later in this phase of the task.
  4. Go on a scavenger hunt for shapes outside of the classroom. Ask students to document in a journal where they see triangles and other shapes in their environments. Encourage them to count the sides and take measurements, if possible. If the shapes are not in places students can measure, ask students to estimate how long they think the sides are. Students might want to keep a running tally or poll of where they see particular shapes. What locations do students notice have the most instances of one type of shape? What are the most commonly observed shapes students see? What shape is the most rarely observed?
  5. Help students connect the shapes they see to the story. Ask students, “What might be some of the reasons that the author of The Greedy Triangle chose the real-world examples that she did? What are some other examples you might suggest that she include?” Brainstorm a list of suggestions.
  6. Introduce students to the concepts of role-playing and acting in character and how to demonstrate safe use of voice and movement. Break students into small groups and ask them to refer to their shape catalogs from earlier in this task. Which of the objects can they move easily? Which of the objects might serve as a background or setting? Ask each small group to create a brief puppet show that re-enacts a scene from The Greedy Triangle using the shapes they found in the room as characters and props.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Guide students as a group to reimagine and rewrite The Greedy Triangle as if it were their own play. You may wish to use the SCAMPER technique as you go through the story as a whole group, and ask students where they would:
    • Substitute one of the characters in the story with something else,
    • Combine two of the actions in the story into one,
    • Adapt part of the story to reach a different ending,
    • Modify the plot of the story so that a different shape stars in the lead role,
    • Put the story to another use, for example as in the design of a board game for kindergarteners,
    • Eliminate one of the major characters or actions in the story, or
    • Reverse the plot of the story so that the action flows backwards (e.g., the triangle starts out as a hexagon and loses sides).

      As a large group, spend some time playing with the text and altering it to create something new from it. Facilitate a large class discussion where students identify the key changes they will make to adapt the story for dramatic play.

  2. Asking guiding questions. Collaborate with the fine arts teacher/specialist and/or the English Language Arts and Reading teacher to help students navigate through the decisions they will need to make to construct their own narrative. For example, some possible questions might include:
    • What shape will play the main character?
    • Why might you choose this shape to be the lead?
    • What will cause this main character to decide he wants to change?
    • How will the shape change?
    • Who will he encounter as he undergoes these changes?
    • What will happen to him as a result of the changes?

    Guide students in composing a short, original play based on the ideas the class generated through the SCAMPER technique. You may wish to break students into small groups and isolate certain parts of the story into short scenes. For example, maybe the storyline remains the same, but the key character is a Circle who is sad that he is so round.

    • What happens to the Circle when he meets the shape-shifter but finds he does not have enough money to pay for his services?
    • How does the Circle earn money?
    • What happens to the Circle when, instead of meeting the shape-shifter (who helps him add angles or sides to his body), he instead runs into the dreaded shape-splitter (who divides him into many smaller selves)?
    • How does he become whole again if he becomes split during his encounter with the shape-splitter?
    • What other shapes does he meet along his journey?
    • How do these shapes behave?
    • What do they look like and sound like?
    • Which of these shape-characters help him, and which stand in his way?

  3. Creating a research proposal. Capture the students’ decisions into an outline that covers the main plot points of the story. Check the document with the class for discussion and agreement. Help students incorporate as many mathematics concepts as they can into the storyline, such as skip-counting groups of shapes that the character meets, telling time at some point during the story, and partitioning one or more of the shapes into two or four parts (e.g., How might students demonstrate partitioning into four parts with their movements or gestures? One possibility is for four students to come together to create one large shape that is then split into smaller units through some action in the story.)
  4. Conducting the research. Collaborate with visual arts and theatre specialists to construct costumes for each character in the play. Students will need to identify each shape/character in the play, measure the dimensions for each costume, sketch original designs, and execute their plans to create safe and wearable costumes for the performance. Students should communicate the specific design requirements for each costume using measurement skills and mathematical vocabulary terms.
  5. Sharing findings. Each student should execute the design to create a wearable shape costume. Additionally, the student will develop the shape’s character, incorporating expressive uses of voice and gesture, and perform in the play with peers. If the class is large, you may wish to have groups of students act in a chorus of shapes, possibly summarizing the action for the audience, heightening the suspense through gestures and sound effects, or narrating certain scenes.


    6. Each student develops his or her portrayal of the shape/character that they will depict in the play based on the agreed-upon action (scenes), any dialogue the class developed, and the student’s own creative interpretation. For example, if the play features a character such as a large blue square that impedes the main character’s progress—is the large blue square in the way because he is grumpy and difficult to get along with (frowning, crossing arms, and furrowing his brow) or is he simply sleepy and is in the way because he keeps nodding off and dreaming?

    B. The product

    Each student develops his own costume and portrayal of the character he/she will act out in the play. With guidance from the teacher, as well as in collaboration with fine arts specialists on campus, the class as a whole works collaboratively to stage their play in front of an audience such as other first grade classes.

    C. Communication

    Each class stages the production of an original play derived from their modifications to the storyline and characters of The Greedy Triangle by Marilyn Burns. The audience for the play may consist of other first grade classes, kindergarten classes, or parents. The teacher should guide students to capture video documentation, both of the play as well as “behind the scenes” clips and interviews with each actor/actress. Note: Other classes can be camera operators when they are not performing.

    D. A completed project consists of

    1. a copy of the script created by the whole group;  
    2. sketches for the costume;
    3. the costume and any notes the student keeps related to how the character will act; and
    4. video or audio of the play, including any “behind the scenes” or actor/actress “interview footage” that might include an audience Q&A session.

This unit may address the following TEKS.

110.3., English Language Arts and Reading, Grade 1, Adopted 2017

110.3(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.3(b)(1)(E)
develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
110.3(b)(6)(H)
synthesize information to create new understanding with adult assistance
110.3(b)(7)(C)
use text evidence to support an appropriate response;
110.3(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
110.3(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
110.3(b)(8)(D)
describe the setting.
110.3(b)(9)(A)
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
110.3(b)(9)(D)
recognize characteristics and structures of informational text, including:
110.3(b)(9)(F)
recognize characteristics of multimodal and digital texts.
110.3(b)(10)(B)
discuss how the use of text structure contributes to the author's purpose;
110.3(b)(10)(C)
discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
110.3(b)(10)(E)
listen to and experience first- and third-person texts.
110.3(b)(11)(B)(ii)
developing an idea with specific and relevant details;
110.3(b)(13)(B)
develop and follow a research plan with adult assistance;
110.3(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.3(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.3(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.3(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.3(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.3(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.3(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.3, Mathematics, Grade 1

111.3(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.3(b)(2)
Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.
111.3(b)(3)
Number and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems.
111.3(b)(4)
Number and operations. The student applies mathematical process standards to identify coins, their values, and the relationships among them in order to recognize the need for monetary transactions.
111.3(b)(5)
Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.
111.3(b)(6)
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
111.3(b)(7)
Geometry and measurement. The student applies mathematical process standards to select and use units to describe length and time.
111.3(b)(9)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

113.12, Social Studies, Grade 1

113.12(b)(3)
History. The student understands the concepts of time and chronology.
113.12(b)(6)
Geography. The student understands various physical and human characteristics.
113.12(b)(16)
Science, technology, and society. The student understands how technology affects daily life, past and present.
113.12(b)(17)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.12(b)(18)
Social studies skills. The student communicates in oral, visual, and written forms.
113.12(b)(19)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

117.107, Theatre, Grade 1

117.107(b)(1)
Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.
117.107(b)(2)
Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations.
117.107(b)(3)
Creative expression: production. The student applies design, directing, and theatre production concepts and skills.
117.107(b)(5)
Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.

128.3., Spanish Language Arts and Reading, Grade 1, Adopted 2017

128.3(b)(6)(H)
synthesize information to create new understanding with adult assistance
128.3(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
128.3(b)(1)(E)
develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
128.3(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
128.3(b)(7)(F)
respond using newly acquired vocabulary as appropriate.
128.3(b)(7)(C)
use text evidence to support an appropriate response;
128.3(b)(8)(D)
describe the setting.
128.3(b)(9)(F)
recognize characteristics of multimodal and digital texts.
128.3(b)(9)(D)
recognize characteristics and structures of informational text, including:
128.3(b)(9)(A)
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
128.3(b)(10)(E)
listen to and experience first- and third-person texts.
128.3(b)(10)(B)
discuss how the use of text structure contributes to the author's purpose;
128.3(b)(10)(C)
discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
128.3(b)(11)(B)(ii)
developing an idea with specific and relevant details;
128.3(b)(13)(B)
develop and follow a research plan with adult assistance;
128.3(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.3(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
128.3(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.3(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
128.3(b)(12)(A)
dictate or compose literary texts, including personal narratives and poetry;
128.3(b)(12)(B)
dictate or compose informational texts, including procedural texts
128.3(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.3(b)(11)(D)(vii)
pronouns, including the use of personal and possessive pronouns, and the difference in the use of formal pronoun usted and informal pronoun tú;
128.3(b)(11)(D)(vi)
prepositions;
128.3(b)(11)(D)(v)
adverbs that convey time;
128.3(b)(11)(D)(ii)
past and present verb tense, including the difference between ser and estar;
128.3(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.3(b)(11)(D)(iv)
adjectives, including articles;
128.3(b)(13)(E)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.3(b)(13)(C)
identify and gather relevant sources and information to answer the questions with adult assistance;
128.3(b)(1)(D)
work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions
128.3(b)(1)(B)
follow, restate, and give oral instructions that involve a short, related sequence of actions;
128.3(b)(1)(A)
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
128.3(b)(1)(C)
share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.C.1
Collaborate on joint projects.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.

Social Studies:

SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.

Mathematics:

M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.I.A.2
Perform computations with rational and irrational numbers.
M.I.B.2
Interpret the relationships between the different representations of numbers.
M.III.B.2
Use transformations to investigate congruence, similarity, and symmetries of figures.
M.III.A.1
Recognize characteristics and dimensional changes of two- and three-dimensional figures.
M.III.A.2
Form and validate conjectures about one-, two-, and three-dimensional figures and their properties.
M.III.B.1
Identify transformations and symmetries of figures.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.A.1
Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
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