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Activity 1

15 mins

Draw Shapes

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this activity is for students to draw quadrilaterals, pentagons, and hexagons, and to compare the attributes of different shapes that have the same number of sides. They continue to notice that shapes in these categories have the same number of sides and the same number of corners. They may describe differences in shapes that are in the same category, based on the lengths of their sides and their orientations. They may also use informal language to describe differences in the corners of each shape (for example, square corners or “sharp” corners). Students learn to describe and measure angles formally in grade 4.

Launch

Groups of 2

Activity

“Today you are going to draw and compare shapes.”
5 minutes: independent work time
Monitor for:
- Examples of shapes that have different side lengths, angles, and orientations, to share in the Activity Synthesis.
- Nonexamples of quadrilaterals, pentagons, or hexagons.
“Compare your shapes with your partner’s shapes. Find one way your shapes are the same and one way they are different.”
4 minutes: partner discussion

Student Task Statement

Complete the shape to make a quadrilateral. Then draw a different 4-sided shape.
Complete the shape to make a pentagon. Then draw a different 5-sided shape.
Complete the shape to make a hexagon. Then draw a different 6-sided shape.
Compare your shapes with your partner. How are the shapes alike? How are they different?

Student Response

Activity Synthesis

Display 2–3 previously identified student examples of each shape.
“What are the ways these shapes are different?” (different side lengths, different corners)
If time, display nonexamples of quadrilaterals, pentagons, or hexagons that students have drawn, or display some examples, such as:

“Would any of these shapes be a quadrilateral, a pentagon, or a hexagon? Why or why not?” (No, the one on the far left has 4 sides and only 3 corners, so it’s not a quadrilateral.)

Activity 2

20 mins

What Shape Could It Be?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this activity is for students to draw shapes that have a given number of sides or corners. Students then compare shapes, based on their numbers of sides and corners.

MLR2 Collect and Display. Synthesis: Direct attention to the words collected and displayed from the previous lesson. Invite students to borrow language from the chart as needed, and update it throughout the lesson with words such as “attribute,” “quadrilateral,” and “pentagon.”
Advances: Conversing, Reading

Representation: Develop Language and Symbols. Activate or supply background knowledge. To help students recall the terms “quadrilateral,” “pentagon,” and “hexagon,” remind them of the previous lessons and connect visuals or charts previously made. If no visuals are available, help the student write out their thinking, using words and/or pictures to assist with memory. Supports accessibility for: Memory, Language.

Launch

Groups of 2

Activity

“Clare, Andre, and Han have drawn shapes. Using the clues, see if you can figure out which shapes might belong to each student. Then draw a different shape, based on the clues.”
7 minutes: independent work time
Monitor for examples of Han’s shape that have different numbers of sides, numbers of corners, side lengths, and angles, to share in the Activity Synthesis.
“Compare the shapes you have drawn with your partner’s shapes.”
5 minutes: partner discussion

Student Task Statement

Clare draws a shape with fewer than 5 sides. Circle shapes that could be her shape.
Draw a different shape that could be Clare’s shape.
Andre draws a shape with 4 corners. Circle shapes that could be his shape.
Draw a different shape that could be Andre’s shape.
Han draws a shape with more corners than Andre’s shape. Draw 2 shapes that could be Han’s shape.

Activity Synthesis

Display 2–3 previously identified student examples for Han’s shape.
“How are these shapes different?” (different side lengths, different numbers of sides and corners)
“Could each of these shapes be Han’s shape? Explain.” (Andre's shape has 4 sides and corners, so it could be any shape that has more than 4 sides and 4 corners. We could draw different shapes as long as they have more than 4 sides and 4 corners.)

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Lesson 2

Draw Shapes

Warm-up

Which Three Go Together: 5-Sided Shapes

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Draw Shapes

Standards Alignment

2.G.A.1

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Activity 2

What Shape Could It Be?

Standards Alignment

2.G.A.1

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Have a correction or suggestion?

Standards Alignment

2.G.A.1

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?