Defining Attributes of Shapes

• Math - Defining Attributes of Shapes
• 1st Grade

Defining Attributes of Shapes

1.G A.1: Distinguish between defining attributes (triangles are closed and 3 sided) versus non-defining attributes (color, orientation, overall size) for two-dimensional shapes; build and draw shapes that possess defining attributes.

Defining Attributes of Shapes: Day 1 

"By the end of this lesson, I'll be able to tell what makes a shape special, like how many sides it has, and name shapes like triangles, squares, rectangles, and circles."

Math Talk

Ask students which shape is different from the rest. When they point out the square, ask them why the square stands out to them.

On Red light students look and silently think about Math Talk. On green light they whisper share with their partner. On yellow light, they raise their hand and wait to be called on to share their thinking. 

Math Talk

Ask students which shape is different from the rest. When they point out the triangle, ask them why the triangle stands out to them.

Hopefully when asked why the triangle is different they will say something along the lines of "It has corners and sides, the circle does not." If they do not get to that on their one direct the conversations towards that then say:

Shapes have special parts called sides and corners. We can figure out what a shape is by counting how many sides and corners it has! These are called the defining attributes—that means they help us tell shapes apart

Anchor Chart Creation

As a group, we will discuss the defining attributes of each shape and create a anchor chart:

- Triangles have 3 sides and 3 corners.

- Squares have 4 equal sides and 4 corners.

- Rectangles have 4 sides and 4 corners, but not all four sides are equal.

- Circles have no corners.

Have students stand up and come to the rug to dance along to the song, have them count along with him! This will be a nice little brain break too!

Circle

Square

Triangle

Hexagon

Students will stay at rug in front of board then be asked to sort the shapes on slide based on number of sides and corners. (The slide is a drag slide, so they will drag the shapes on bottom of screen to their proper box). 

They will take turns dragging one shape at a time, as they put the shpes into correct boxs, I will students "how" they know that shape is that shape. I will push for them to tell me the number of sides and corners. They can refer back to anchor chart. 

Worksheet 

Shape               Name             # of Sides          # of Corners. 

____________________________

____________________________

____________________________

____________________________

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l

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l

l

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l

l

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Word Bank:

Triangle 

Square 

Circle 

Hexagon

For the summative assessment, I would have students fill out the worksheet above. I provided students with a word bank of shape names to help them spell them correctly. 

Defining Attributes of Shapes: Day 2

"By the end of this lesson, I'll be able to tell what makes a shape like a triangle or rectangle special and use words to describe shapes I see around me. "

Math Talk

Ask students what kind of fruit they are. Is it still an apple even when it’s green versus red? Explain that the color of the apple does not change what kind of fruit it is. Have them do a think-pair-share to think of times when the color or size of an object is not a defining attribute.

Review Anchor Chart

Students will stay at rug in front of board then be asked to sort the shapes on slide based on on their defining attributes (number of corners and sides). As a whole class, talk about how shapes are not defined by their size and colors but by their sides and corners. I will push for students to explain their thinking out loud using correct vocabulary. 

In an actual lesson, I'd use shape manipulatives, for the sake of this digital lesson I'm using the drag feature.

Shape Find

I am going to yell out a shape. Once I yell out the name of shape, quickly go and find that shape somewhere in the classroom. Once you’ve found it, either hold it up or point to it!

 

- Do not use tile blocks

- If you pick something up, put it back where it was

As knowledge check and for further practice I would yell out “Bring me a triangle!” Students would find a triangle in the classroom and bring it to me. I would allow this to be 2D or 3D. I would then have students explain to me in one sentence why they brought that specific item to me and what makes it a triangle. I would do this with a few shapes. 

 For the summative assessment, I would have students fill out the worksheet above, on the back of worksheet I would have students choose one shape and write why they know that shape is that shape. I would show them an example first by writing: “I know the red square is the same as the blue square because they both have four corners and four equal sides.”

Defining Attributes of Shapes: Day 3

"By the end of this lesson, I'll be able to draw and name basic shapes like triangles and squares, and explain what makes each shape special."

Allow students to come up to the board and draw where the missing side would go to complete the shape. 

Review Anchor Chart

These worksheets will be passed out for students to fill out.

Shape Must Haves

To wrap up the three-day lesson, we do this worksheet. I would walk through it with students for those who may struggle. I'd start by saying "Our first box says square, in the box by it we are going to draw a square! Draw your best square." Then I'd say, "what do squares have that tell us it's a square? Or what defining attributes do squares have?" 

Can you draw and name basic shapes and explain what makes each shape special?

I would use this poll to see if the students think they understand and have learned our objective. If most say no, we will do a quick review before moving on to our summative assessment. If most say yes, we will go into our assessment!

Draw your favorite shape from today's lesson (triangle, square, rectangle, or circle) on a piece of paper. Next to your drawing, write one thing that makes this shape special, like how many sides or corners it has.