Curriculum  /  Math  /  3rd Grade  /  Unit 5: Shapes and Their Perimeter  /  Lesson 3

Shapes and Their Perimeter

Lesson 3

Math

Unit 5

3rd Grade

Lesson 3 of 16

Objective

Draw shapes with specified attributes.

Common Core Standards

Core Standards

  • 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.

Foundational Standards

  • 2.G.A.1

Criteria for Success

  1. Draw sides of equal length using either a ruler or a piece of paper to mark side length of one side on the paper and then draw another side of the marked length (MP.5).
  2. Draw polygons with specified attributes, such as the presence of right angles or sides of equal length.

Tips for Teachers

“Students learn to draw shapes with prespecified attributes, without making a priori assumptions regarding their classification” (MP.1) (G Progression, p. 13). Thus, in this lesson, students determine which attributes are necessary to include in their drawn shape and which are up to them to decide, allowing them to see that drawing a quadrilateral that is not a parallelogram affords many possibilities, including trapezoids and non-trapezoids.

Lesson Materials

  • Ruler (1 per student) — These need to have both inch and centimeter measures.
  • Right-angle tool (1 per student) — This can be any tool used to verify right angle measures, e.g., a protractor, the corner of a piece of paper, etc.
  • Game Cards (1 per pair of students) — This material should be cut into pieces before the lesson.
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Anchor Tasks

25-30 minutes

Problem 1

a.   Draw a pentagon that has two right angles but no parallel sides.

b.   Draw a hexagon with all sides of equal length.

c.   Draw a quadrilateral that is not a parallelogram, rectangle, or square.

Guiding Questions

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Student Response

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Problem 2

Using the Game Cards, play the following game with a partner.

  • Sort the cards into three piles, A, B, and C, according to the letter on the top right of each card.
  • Place the cards face down into three piles.
  • Pick one card from each pile.
  • Flip over the cards you chose. Write down the game card descriptions.
  • Use the appropriate tool(s) to draw the shape. If the shape is not possible, explain why it is not.

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 3 Mathematics > Module 7 > Topic B > Lesson 6 — Concept Development

Grade 3 Mathematics > Module 7 > Topic B > Lesson 6 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem Set

15-20 minutes

Discussion of Problem Set

  • Which shape was most difficult to draw precisely? Why?
  • What word did you use to describe the shape you drew in #6? Could you have drawn a trapezoid? Why or why not?
  • How did our work in today’s lesson prepare you to answer #7?

Target Task

5-10 minutes

Draw a figure with the attributes given below. Then use the most specific term to name the shape.

The shape has 4 sides and four angles. It is not a trapezoid.

Student Response

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Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Reason about composing and decomposing polygons using tangrams.

Lesson 4
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Attributes of Two-Dimensional Shapes

Topic B: Understanding Perimeter

Topic C: Distinguishing Between Area and Perimeter

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