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# Explaining Shape Attributes

Lesson 3 of 5

## Objective: SWBAT explain shape attributes.

*45 minutes*

#### Opening/Hook

*10 min*

I start class by handing out white boards and white board markers to every student.

I go through the following questions and have students draw (or write) the correct answer on their board. I make sure that after each question, students are articulating WHY they drew each shape.

**1) ****I am a shape who has three angles and three sides. Who am I?**

**2) ****I am a shape that has four equal sides. Who am I?**

**3) ****I am a shape that has two sets of parallel lines. Who am I? ** (this could be multiple shapes, as long as students can justify their answer square, rectangle, and parallelogram are all correct )

**4) ****I am a shape that has no sides and no vertices. Who am I?**

**5) ****I am a side that has six sides and six angles. Who am I? **

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#### Introduction to New Material

*10 min*

*We are going to work on a problem of the day on our white boards. *

**Jerry and Jinaki are drawing shapes. Their teacher asks them to draw a rectangle. Jerry draws shape A and Jinaki draws shape B. Who is correct? How do you know?**

I allow students 3-5 minutes to work on their response. As they work, I circulate to determine student understanding and HOW students are explaining that shape B is incorrect.

When finished, we discuss why shape B is incorrect (it only has three sides and three angles).

Then post a criteria for success on the board:

Our geometrical explanations include: __A strong topic sentence ( __Information about shape attributes (sides, side lengths, angles, and vertices). __WHY (key word: because) __Correct punctuation and capital letters |

After discussing the criteria for success, I have two or three students read their explanations (I chose to pick one high and one low student). Then, I have students give feedback based on the criteria for success using the following sentence stems:

I like the way that you...

Next time, remember to... (include information about shape attributes, include a strong topic sentence, etc.)

Finally, I have students fix their explanations on their white boards using the criteria for success. Before finishing the introduction to new material, I ask two students read their explanations to the class and allow teammates to give feedback based on the criteria success.

#### Resources

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#### Guided Practice

*10 min*

Guided practice happens in two parts.

Part 1: Students work independently to answer a question similar to the problem of the day. They have a criteria for success checklist to help them out.

Part 2: Students meet with a teammate, read that teammate's work and give feedback. (For maximum impact, I model this process for students). I have students use this checklist as a guideline for giving feedback.

Using the feedback form gives students practice with giving meaningful feedback, Many students are not able to give valuable feedback without practice--this checklist scaffolds the process and makes the activity more useful for students giving and receiving feedback. (MP3)

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#### Independent Practice

*10 min*

During the independent practice, students will work on a written explanation of shape attributes. They will use the criteria for success to make sure that their explanations are strong.

During this time, I will circulate to support students who are struggling and push students to clarify their work to make it stronger using these guiding questions:

1) How do you know that this shape is a __________?

2) What attributes does this shape have to make you know it is a _______?

#### Resources

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#### Closing

*5 min*

I ask students to share out their independent work with a partner and then ask two or three students to share their work with the class. Have students give each other feedback using the criteria for success and these sentence stems: “I liked the way that…,” and “Next time, you should…”

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