What Attributes Do You See?
10 min
Narrative
This activity prompts students to compare four shapes. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about the characteristics of the items in comparison to one another. During the discussion, ask students to explain the meaning of any terminology they use, such as sides, corners, quadrilateral, and pentagon.
Launch
- Groups of 2
- Display the image.
- “Pick 3 that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Sample Response
Sample responses:
A, B, and C go together because:- They have square corners.
- All of their corners point outward.
- They have some sides that are the same length.
- They have 4 sides.
- They have sides that are different lengths.
- They have corners that do not look the same.
Activity Synthesis (Teacher Notes)
- “Why do all 4 go together? (They are all shapes. They have straight lines. Their sides touch each other to make corners. The number of sides matches the number of sides for each shape.)
Standards
Building On
- 2.G.1·Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
- 2.G.A.1·Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.<span>Sizes are compared directly or visually, not compared by measuring.</span> Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Building Toward
- 3.G.1·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.
- 3.G.A.1·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.
35 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
What Attributes Do You See?
10 min
Narrative
This activity prompts students to compare four shapes. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about the characteristics of the items in comparison to one another. During the discussion, ask students to explain the meaning of any terminology they use, such as sides, corners, quadrilateral, and pentagon.
Launch
- Groups of 2
- Display the image.
- “Pick 3 that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Sample Response
Sample responses:
A, B, and C go together because:- They have square corners.
- All of their corners point outward.
- They have some sides that are the same length.
- They have 4 sides.
- They have sides that are different lengths.
- They have corners that do not look the same.
Activity Synthesis (Teacher Notes)
- “Why do all 4 go together? (They are all shapes. They have straight lines. Their sides touch each other to make corners. The number of sides matches the number of sides for each shape.)
Standards
Building On
- 2.G.1·Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
- 2.G.A.1·Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.<span>Sizes are compared directly or visually, not compared by measuring.</span> Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Building Toward
- 3.G.1·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.
- 3.G.A.1·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.