##
* *Reflection: Perseverance
Remarkable Rectangles - Section 3: Independent Practice

Not all kiddos are auditory learners, I admit. But the song is catchy, and it has honestly helped so many confused kiddos become less confused! Now, it can take awhile, and I try not to get discouraged when some kiddos are still confusing rectangle and triangle, 6 or 8 weeks into the school year, even!

Students have individualized Learning Rings, and when they are confused about rectangles in the beginning of the year, I make sure to add a rectangle to their Learning Rings so they can get daily practice—even daily practice with the rectangle song! Before too long, the practice pays off, and the rectangle is removed from the Learning Ring because the student knows rectangle! It takes time, though, and practice, but most of all, determination!

*When the concept of "rectangle" is a wreck!*

*Perseverance: When the concept of "rectangle" is a wreck!*

# Remarkable Rectangles

Lesson 8 of 10

## Objective: SWBAT identify, make, and create examples of rectangles.

*“Let’s sing our Shape Song!” *I announce. We sing the familiar Shape Song with energy.

Singing is a fun attention grabber, but more than that, this little tune helps so many people with the jingle, “Two sides are short—two sides are long” which helps them differentiate rectangles from triangles. (The “angle”s at the end of each shape is very confusing for many if not most young children.)

* “So what’s special about rectangles?,” *I ask*, *selecting a student who didn’t have his hand raised. We work together to help him get the “two sides are short—two sides are long” part.

*Let’s all practice that!,” *I say. “Again, we repeat the “two sides are short…” jingle

#### Resources

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#### Guided Practice

*15 min*

We work on building rectangles out of colorful paper. Some students whizz through this, and others clearly struggle with even concepts like “short” and “long.” This is one of those times when I make a mental note to self: practice rectangle like crazy!!! The strips are either 3 inches long or 6 inches long, (the shorter is the folded version of the 6 inch strip), and the strips are just glued on the corners. Corners are tricky, though! (Many of us don’t understand the concept of “corner” at this point!)

We move on to our rectangle pages and trace the rectangle. Drawing real world rectangles is fun, and the good news about making a rectangle and then tracing a rectangle before we attempt a real world rectangle is that we have had enough immediate practice that we’re not confused and trying to make triangles (at this point)!

As we write the 4 for the number of sides, my helpful yellow marker comes in handy for students who know that we have 4 sides but don’t know how to write a 4! (It’s early in the year, of course!) I only write one 4 with the yellow marker, and then I see what the children do for their second 4. Some of them will wait for that yellow marker without even considering to attempt to write a 4! Other students will make the funniest square-like shapes, but I appreciate their efforts!

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#### Independent Practice

*10 min*

Students complete the bottom portion of the rectangle page independently, coloring the items that are shaped like rectangles. During this time, I help students who are struggling… including a few little kiddos who are still struggling with the concept of “corner” from our make a rectangle activity.

On a separate table, rectangle play dough mats and play dough are available for fast finishers. Students know to roll the play dough into “snakes” to form rectangles. I like to use the small party size containers of play dough because it limits the amount of play dough a student can use at any given time, and because it allows for the opportunity to switch colors if a student completes a hexagon with one color of play dough.

#### Resources

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#### Closing

*5 min*

The closing is really an opportunity to focus on 2 things: the shape, rectangle, and the kids! I love to make students the stars of their learning. We display a lot of different real-world rectangles on the document camera, and it’s still early enough in the year that the kiddos get excited about seeing their work displayed.

We sing the rectangle part of the Shape Song, including, *“It has 2 short sides, and it has 2 long sides. It’s a rectangle. It’s a rectangle.”*

#### Resources

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I'm new to working with K, but I feel it's worth asking. Is there a possibility that reinforcing that a rectangle has two sides that are short and two sides are long creates confusion three years later when they have to know squares are special types of rectangles? I'm not suggesting teaching that to K of course, but is there a way that it could be phrased so that we won't later directly contradict what they have been previously taught?

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- UNIT 1: Addition on the Number Line
- UNIT 2: Addition to 5
- UNIT 3: 0-5 Number Review
- UNIT 4: Oh, Those Shapes!
- UNIT 5: Comparing Numbers
- UNIT 6: Sorting is Super!
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- UNIT 8: 3D Shapes
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- UNIT 12: Super Subtraction
- UNIT 13: 0-10 Number Review
- UNIT 14: Tricky Teen Numbers

- LESSON 1: Super Squares!
- LESSON 2: Tremendous Triangles!
- LESSON 3: Spectacular Circles!
- LESSON 4: Rockin Rhombuses!
- LESSON 5: Shape Monsters!
- LESSON 6: Oh So Cool Ovals
- LESSON 7: Happening Hexagons!
- LESSON 8: Remarkable Rectangles
- LESSON 9: Chicka Chicka Shape Glyph
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