## Reflection: Lesson Planning Attributes of Shapes - Section 3: Partner Practice

Being Clear is the perfect title for this reflection because it sums up my practices as a teacher, as well as what students needed to do in this game.

For me, I needed to be very clear when I described the shapes in the "Teaching the Lesson" section of this lesson. Could my shape be more than one thing? In the closing when I told students that one of the shapes should have no parallel lines, I was thinking of the kite. One boy drew a circle and I said, "I didn't say a circle." to which he countered, "you said no parallel lines." I was not as clear as I needed to be and that left room for interpretation.

Sometimes we want to leave things open for interpretation, but if we want to make sure that students do understand attributes of shapes, then we need to be very specific.

In the same way, during the game the students needed to be specific with one another. Several times students would only list 1 attribute (such as 4 sides) and then let their partners guess which 4 sided shape they had. I tried to stop the game and remind students to give at least 2 clues for each shape.

I thought I had said that at the beginning, but, maybe I forgot. Clarity is important when giving directions or when naming shapes. (It is also important in writing which is something students are also working on currently.)

Being Clear
Lesson Planning: Being Clear

# Attributes of Shapes

Unit 15: Geometry
Lesson 3 of 7

## Big Idea: This lesson is built upon 2.G.A.1, which asks students to recognize and draw shapes having specified attributes.

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Standards:
Subject(s):
Math, parallel lines, Geometry, reasoning, shapes, edges, vertices, attributes of shapes, attributes
50 minutes

### Beth McKenna

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