Teacher: Mrs.

Vaca Subject: Math Grade Level: 2nd

Student Learning Objective:

I can create 2-dimensional shapes based on given attributes, including number of sides and
vertices.
Instructional Objectives:
TSW:
● be exposed to both regular shapes where sides are the same length & irregular shapes
where sides have unequal lengths.
● inspect two-dimensional figures & not only determine the number of vertices & sides,
but also evaluate if the sides are equal in length, & if the corners are square. (The term
“right angle” when referring to corners is not an expectation until Grade 4.)
● use attributes based on formal geometric language to classify & sort three-dimensional
solids, including spheres, cones, cylinders, rectangular prisms (including cubes as
special rectangular prisms), & triangular prisms.
● develop spatial visualization skills, meaning the creation & manipulation of mental
representations of shapes, as they investigate
Texas Essential Knowledge & Skills (TEKS) Key Vocabulary:
(2.8A) Create 2-dimensional shapes based on Attribute- a characteristic or property of
given attributes, including number of sides & an object such as how many sides, how
vertices many vertices

Process:(2.1G) Display, explain, & justify
mathematical ideas & arguments using precise
mathematical language in written or oral
communication
Vertices- the point where three or more
edges of a three-dimensional figure meet;
corner
Pentagon- 2 dimensional shape with 5
straight sides & 5 vertices

Octagon- 2 dimensional shape with 8

straight sides & 8 vertices

polygon- a shape with at least three sides

Trapezoid- a quadrilateral with only one

pair of parallel sides

Quadrilateral- a figure with four sides

Higher Order Questions:
How many sides does this shape have?

How many vertices does this shape have?

Which shapes are most alike based on their attributes?
Student Activities:
Students make a foldable of two-dimensional figures. Students draw each figure, label the
figure with its name, and list the attributes of each figure. As a group, discuss similar
attributes among figures as well as the unique attributes of the figures.
Play “Guess My Shape” by stating up to 3 attributes of a shape and have students construct the
shape as you state each attribute. See if they can correctly name and build the shape.
Allow students to create original pictures with 3-12 shape cutouts or manipulatives. Allow
time for students to discuss artwork and identify shapes, discussing each attribute of the shapes
used.
Intervention: Number Talk:
Provide students extra support by *Consider posting the following stems for students
marking a starting point on one corner to communicate throughout the number talk
of each figure given. Have them count *I agree with _____ because _____.
each side by running their finger along *I do not understand _______. Can you
a side and then using a tally mark to explain this again?
record the count. Have students count *I disagree with ______ because _______.
the vertices in the same way. *How did you decide to __________?

Differentiation supports: Problem Solving:

Use pipe cleaners for students who
might have trouble drawing the shapes
Provide the sentence stems for the
independent practice:
Place a sum on a number line and ask students how
far it is away from a given point or number.
2.9C Represent whole numbers as distances from
any given number on a number line

In my group we sorted our shapes by

______________.
The shapes' names
were______________________.
The number of sides for each shape
were __________.
The number of vertices for each shape
were ____________.

Ti Teacher Input/Lesson Activity:

m Focus/Mini Lesson:
e Engage: Begin the lesson by providing 2D shape manipulatives such as: a
rectangle, square, triangle, rhombus, circle and hexagon (shapes learned in 1st
grade). Give students time to explore the shapes and prompt their exploration
using the following questions:
1. What do you already know about these 2D shapes?
2. What else do you notice? Guide students to name the shape, describe the
number of sides, and the corners.
(Guide students to begin referring to the corners as vertices. This discussion will
provide information on what the students recall from 1st grade, as well as
provide a review for students.)

Explain to students that all of the shapes they have been looking at are closed
shapes with straight sides, and they all have corners or angles. Mathematicians
call these shapes polygons. A polygon means a “shape with many sides.” Add
the word polygon to an anchor chart that you will use today and tomorrow. Add
other shapes named and discussed, specifically octagon, pentagon, trapezoid,
quadrilateral (will be further discussed next week,) and any other shape names
discussed that are unfamiliar to the majority of your students.

Modeling:
The teacher will model how to draw or create a shape on the board. For those
who have difficulty drawing the shape, the teacher will model how to create a
shape with the use of pipe cleaners
Guided Practice:
Pass out shape cards with the labeled names of the shapes to the class, giving
each student a card. Have students play “Similar Grouping” by walking around
the classroom comparing their shapes to other students and forming groups based
on similarities of the figures. After groups are formed, have a representative from
each group discuss their grouping. Guide students to discuss sides, vertices,
shape names, etc.

Independent Practice:
Have students independently draw the shapes their group sorted labeling the
amount of sides and vertices. Have students name the shapes as well and write
about how their group sorted the shapes. It is important that students are drawing
their shapes in order to match the TEKS.

Lesson Closure:
Share/Discussion:
Which shapes are most alike based on their attributes?
Assessment Methods/Strategies: Technology: Imagine Math on Ipads
For a pre-assessment- See students scores from ESTAR and/or Imagine Math
Benchmark to gauge concepts of geometry.

Check for Understanding- Use student responses to the discussion question at the
 end of the lesson to determine if they can identify the correct number of sides,
vertices, and the name of the shape.

Resources (supplies, equipment, software, etc.):

Shape Manipulatives, 2D shapes, pipe cleaners, Real world 2D shapes such as strictly notes,
paper money, ribbon, envelopes, shape cards, etc.
Reflection/Enrichment:
Can you find more 4-sided figures or 5-sided figures in your everyday life/ the classroom?
Write about where you see the figures. (Answers will vary).