Jennifer Doering

Grade Level: 3

I.
Academic Content Standards
3.G.1 Reason with shapes and their attributes. Understand that shapes in different categories
(e.g., rhombuses, rectangles, and others) may share attributes (e.g. having four sides), and that
the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses,
rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that
do not belong to any of these subcategories.
II.
Unit of Study
This unit will familiarize students with geometric shapes and the attributes that can be used to
describe and categorize them.
III.

Academic Learning Goals (outcome(s)/objective(s))

1. TLW recognize common attributes of shapes (e.g. # of sides, angles).
2. TLW demonstrate understanding of how to recognize 3 sided (trilateral) and 4 sided
(quadrilateral) figures.
3. TLW demonstrate understanding of how to recognize equilateral shapes.

IV.

Implementation
1. Introduction to Lesson + Motivation
Today we are going to work with shape tiles to group different shapes into categories based
on their attributes. But were going to do it with special signs on our hands! Does anyone
know what an attribute is?
2. Instructional Strategies
1. TTW introduce the lesson.
2. TTW explain the definition of an attribute (a quality or feature regarded as a characteristic
or inherent part of someone or something) with real world examples and pictures using
projector (attribute of humans is that we usually have 2 legs, dogs that they have fur, a
desk that it is brown, etc.). TLW share with a partner or table-mates an attribute of our
classroom or of something in the classroom. TTW call on several students to share.
3. TTW project a slide of two shapes (2 different triangles) on the board and ask students
what they notice about the shapes. After giving them time to think, TTW call on several
students to share.
4. TTW introduce 2 common attributes of shapes (# of sides and length of sides) using
projected images. TTW introduce common categories with new vocabulary:
a. Trilateral: Shapes with 3 sides are usually called tri-angles (TLW repeat tri and hold
up 3 fingers). They are also called tri-laterals (TLW repeat tri and hold up 3 fingers).
TTW explain that tri is a prefix (something that is placed in front of a word to
modify it, a kind of attribute) that means 3 and that lateral is a root word that means
side. TTW show examples of various kinds of triangles (right, acute, equilateral,
obtuse).

b. Quadrilateral: Shapes with 4 sides are called quadri-laterals (have students repeat
quad and hold up 4 fingers). TTW explain that quad is a prefix that means 4
(TLW repeat quad and hold up 4 fingers). TTW show examples of squares,
diamonds, rectangles, other four sided figures.
c. Equilateral: Shapes that have sides that are of equal length are called equilateral
(equi is a prefix that means equal. TLW make equal signs with their hands). TTW
show examples of squares and equilateral triangles.
5. TTW ask students to use their visualization skills with the new vocabulary and concepts.
TLW visualize a picture of each new vocabulary word (trilateral, quadrilateral, and
equilateral) when the teacher says them.
6. TTW project a series of shapes and ask students to show on their fingers if it is a trilateral
or a quadrilateral (3 for tri, 4 for quad). TTW ask a student to share how they know for
each picture.
7. TTW project another series of shapes and ask students to show with their hands if it is
equilateral (show equal sign) or not (make X with hands). TTW ask a student to share how
they know (this may be a little trickier)
8. TTW ask students to discuss with their table partners if a shape can be in more than one
category (e.g. a trilateral and an equilateral shape) and why or why not.
9. TTW project another series of shapes and ask students to show on their fingers how many
categories the shape belongs in. TTW ask a student to share how they know.
10.TTW explain that students will be individually completing a worksheet to show their
understanding of attributes. TLW pick 2 shape tiles, draw them on their paper freehand or
by tracing them, then write the attributes of the shape (e.g. # of sides) and the category(ies)
that the shape belongs in underneath the shape on the lines provided. TTW give the
students the option of writing whatever other attributes they can think of as well (e.g.
color). TTW explain that the category names will be projected on the board for reference.
11.TTW distribute shape tiles (1 basket to each table group) and worksheets, project
categories (new vocabulary) on board, and put on classical music to aid with concentration
during individual work.
12.TLW work on worksheet individually.
3. Closure
1. TTW call students back together and have students put worksheets in collection bin
(central place in classroom).
2. TTW ask students to think about which math practices were used in this activity (possible
answers, 5 I can use math tools, 3 I can explain my thinking and try to understand others, 6
I can work carefully and check my work). TTW call on several students to share.
3. TTW explain that we will continue to learn about attributes of shapes and will learn about
angles next time. (tri-angles)
Grouping Strategies:
Whole: Class discussion of common attributes and new vocabulary. Closure debrief.

Partner/Small Group: Quick discussion with table partners during whole group lesson,
about examples of attributes, how many attributes a shape can have.
Independent: Worksheet
Differentiated Instruction:
1. Struggling student: TTW encourage the student to use hand motions to classify shapes and
write down whatever they can on their paper if they dont know what word to use. TTW
also give the student the option of only drawing one shape instead of two.
2. ELL student: TTW include pictures when explaining what an attribute is. TTW use hand
signals when describing the attributes of shapes (hold up # of fingers for how many sides
the figure has, make an equal sign with your hands). TTW turn the attributes discussion
into a vocabulary lesson about prefixes and roots. TTW require that students talk in large
group and to each other to aid with learning new vocabulary. TTW give the student a list of
new vocabulary words the day before the lesson to give them a preview and extra time.
TTW use visualization as a technique for vocabulary retention.
V.

Assessment
1. TTW review worksheets to see if students could identify the attributes of the shapes and
classify them in the correct categories.
2. TTW watch students hand motions during the lesson to see if they understand the
difference between and can identify tri-, quad-, and equi-lateral shapes

VI.

Materials
Projector and presentation tool (PowerPoint, Prezi, etc.)
Shape tiles
Paper/Worksheet
Pencils