# Introduction to 2D shapes

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## Objective

SWBAT identify and draw 2D shapes based on their attributes.

#### Big Idea

Students learn the attributes of common 2D shapes.

## Opening/Hook

10 minutes

Divide students into groups of three or four (groups should be heterogeneous).

I am  going to give you a bag of shapes. I want you to sort these shapes quickly.

Allow students 2-3 minutes to sort (this is a very low-level skill and should not take long).

Now I want to talk in your groups about how these shapes are different from each other.  You can use the sentence starters that are on the board to help you.

Write the following sentence starters on the board:

I know that ________ is different than ___________ because…

I know that __________is similar to ______________ because…

This shape has ___________ but this shape  has ____________....

As students discuss, circulate to listen to student conversation and ask guiding questions:

How are these shapes similar?

How are they different?

How do you know that these shapes are different?

## Introduction to New Material

10 minutes

Today we are going to talk about some of the attributes of 2-dimensional shapes.  2-dimensional shapes are shapes that are flat.

In order to remember everything we need to know about 2-dimensional shapes, we are going to make ourselves a shapes graphic organizer.

As I fill in our anchor chart, you are going to fill in the graphic organizer.  You will use this graphic organizer to help you  remember the attributes of shapes, so make sure that your notes are detailed.

## Guided Practice

15 minutes

Now, you are going to use your graphic organizer to play a game of “who am I”.

Students will work in pairs.  Each pair will get a sheet of “cards”, each with a description of a shape and the question "Who am I?".  Students will cut and divide the cards into two piles, each student taking a pile.  They will then play “Who am I?” using their graphic organizer as a guide.

Students should defend their answers.  In order for this game to be most successful, I first model it with a  student and show how to best “defend” my answer. (I.e: I know you are a square because you have four equal sides, a rectangle has four sides but they aren’t equal).

As students work, I circulate and coach students on how to defend their answers.

## Independent Practice

10 minutes

During the independent practice, students will work on a worksheet where they identify and draw shapes based on their attributes.  I will allow students to use their graphic organizers to help them answer the questions.

As students work, I will circulate to check student understanding and ask guiding questions:

1)How do you know ________ is the correct shape?

2) How are _________ and __________ similar or different?

## Exit Ticket

10 minutes

As a final check for understanding, students will take an exit ticket to demonstrate their understanding of 2D shape attributes.

If time permits, I will go over the exit ticket with my class to provide feedback for students and correct any misunderstandings immediately.