Attributes of Rectangles, Rhombuses, and Squares
10 min
Narrative
This Warm-up 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, emphasize that three of the shapes are quadrilaterals, even though they look very different.
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 at least 2 sides that are the same length.
- They have 4 sides and 4 corners (quadrilaterals).
- They have at least 1 right angle.
- They have at least 2 sides that are different lengths.
- They have corners that all point outward.
Activity Synthesis (Teacher Notes)
- “Which shapes are quadrilaterals? How do you know?” (A, B, and D. They all have four sides.)
Standards
- 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
Attributes of Rectangles, Rhombuses, and Squares
10 min
Narrative
This Warm-up 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, emphasize that three of the shapes are quadrilaterals, even though they look very different.
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 at least 2 sides that are the same length.
- They have 4 sides and 4 corners (quadrilaterals).
- They have at least 1 right angle.
- They have at least 2 sides that are different lengths.
- They have corners that all point outward.
Activity Synthesis (Teacher Notes)
- “Which shapes are quadrilaterals? How do you know?” (A, B, and D. They all have four sides.)
Standards
- 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.