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Tennessee State Standards
K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Students name shapes including circles, triangles, square, rectangles, and hexagons. They realize that size and orientation are not defining attributes for shapes
Engage and Explore, Explain,
Video
https://youtu.be/LaKvGve2fiQ?si=CaNeg-EEKeudFuCj
[Draw a rectangle on the board.] What is a “side” of a shape? Point to the sides on this shape.
[Refer to the rectangle on the board.] What is a “corner” of a shape? Point to the corners on this shape.
[Draw a triangle on the board.] How many sides does this shape have?
[Refer to the triangle on the board.] How many corners does this shape have?
[Draw a circle on the board.] Does this shape have any sides or corners?
[Draw a square on the board] What shape is this?ANSWER
[Draw a rectangle on the board.] What shape is this?
If you make a circle bigger or smaller, is it still a circle? How do you know?
If you turn a rectangle, is it still a rectangle? How do you know?
How do you know if a shape is a hexagon?
Materials
Optional – shape objects or cut out shapes (two different squares, circles, rectangles, and triangles for each student)
https://vimeo.com/323186255
https://youtu.be/pfRuLS-Vnjs?si=LDmlA9a57I-Qn6bj
https://youtu.be/dhQtiMaXmcM?si=tBgWiqYbpIwlQBYb
https://youtu.be/IaDtjIkxwUM?si=vOBfoWOX7jQD4H-K
Previously, students had experience identifying sides and corners in shapes. Students need this knowledge in order to identify and define 2D shapes.
Hand out one shape or shape cutout to each student. Alternatively, you could draw or project shapes on the board. Start with a square. Ask students to describe the shape.
Highlight responses that mention how many sides and how many corners the shape has. If no students mention these properties, point them out yourself. Make sure all students understand what part of a shape is a side and what part is a corner.
Repeat with other shapes, such as circles, rectangles, and triangles. Also repeat with different versions of those shapes, such as a square that is a different size and color from the first square. For each shape, highlight responses that mention the number of sides and corners, or that mention that the circle is round (has no sides or corners).
Tell students that all of the shapes they described today have names. Say that we name shapes based on how many sides and corners they have. Tell them that today they will learn how to name these shapes.
.
https://www.splashlearn.com/math/2d-shapes-games
https://mrnussbaum.com/shapes-online-game
https://www.abcya.com/games/shapes_geometry_game
https://www.turtlediary.com/game/2d-shapes.html
Direct students to use their new understanding to complete the practice problem worksheets. Page 1 contains bare mathematical problems to solidify understanding of the process. Page 2 contains application problems for students to apply the process to solve real-world problems.
Have students gather in groups of 2 or 4 to compare and discuss their answers to the problems. Allow students enough time to communicate with their peers about their process and their thinking. Encourage students to use correct mathematical language when discussing their process. Have each group choose two questions they want more information about, or they want to discuss as a class.
When groups are ready, take questions from students. Encourage groups to answer questions brought up by other groups.
Students can play the online Kahoot! quiz game located below the video. It provides downloadable scores at the end of the quiz game. Alternatively, you can use the paper quiz, or the exit ticket questions. All these resources are located below the video in the assessment section.
QUIZ
https://www.ixl.com/math/pre-k/identify-shapes-traced-from-solids