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LessonOverviewLESSON 28Recognize and Draw ShapesLesson ObjectivesContent Objectives Identify triangles, quadrilaterals,pentagons, and hexagons based on thenumber of sides and angles they have. Identify cubes based on the number andshape of faces that are the same. Distinguish among triangles,quadrilaterals, pentagons, and hexagonsbased on their attributes. Draw a shape based on specificattributes.Language Objectives Write the names of shapes based on thenumber of sides and angles. Draw shapes that have a given number ofsides or angles. Draw cubes.Prerequisite SkillsLesson Vocabulary Identify the sides and angles of apolygon. angle one of the corners of a shapewhere two sides meet. Sort objects based on attributes. cube a three-dimensional shape with6 square faces and all edges of equallength. Identify and name triangles, circles,squares, and rectangles.Standards for MathematicalPractice (SMP)SMPs 1, 2, 3, 4, 5, and 6 are integrated inevery lesson through the Try-DiscussConnect routine.*In addition, this lesson particularlyemphasizes the following SMPs:5 Use appropriate tools strategically.6 Attend to precision.7 Look for and make use of structure.* See page 303k to see how every lessonincludes these SMPs. edge a line segment where two facesmeet in a three-dimensional shape. hexagon a two-dimensional closedshape with 6 straight sides and 6 angles. pentagon a two-dimensional closedshape with exactly 5 sides and 5 angles. quadrilateral a two-dimensional closedshape with exactly 4 sides and 4 angles. rectangle a quadrilateral with foursquare corners. Opposite sides of arectangle have the same length. rhombus a quadrilateral with all sidesthe same length. side a line segment that forms part of atwo-dimensional shape. square a quadrilateral with 4 squarecorners and 4 sides of equal length. triangle a two-dimensional closedshape with exactly 3 sides and 3 angles. vertex the point where two rays, lines,or line segments meet to form an angle.Review the following key terms. face a flat surface of a solid shape.Learning ProgressionIn Grade 1 students examine attributesthat distinguish one shape from anotherand compose polygons from another setof polygons.681aLesson 28 Recognize and Draw ShapesIn Grade 2 students become moresophisticated in distinguishing amongshapes and in their use of attributes.In this lesson students use the number ofsides and angles to identify, name, andclassify polygons. Students reason logicallywhen they generalize attributes to sets ofshapes and in determining when anattribute can be applied to all of one kindof polygon, some of them, or noneof them.In Grade 3 students expand theirunderstanding of polygons bycategorizing sets within sets. Theyrecognize that quadrilaterals all have foursides yet possess other distinguishingfeatures that set them apart from otherfour-sided figures. Curriculum Associates, LLCCopying is not permitted.
Lesson Pacing GuideTeacher ToolboxSmall Group DifferentiationWhole Class InstructionSESSION 1Explore45–60 minSESSION 2Develop45–60 minSESSION 3Develop45–60 minSESSION 4Refine45–60 minSESSION 5Refine45–60 minRecognizing and Drawing Shapes Start 5 min Try It 10 min Discuss It 10 min Connect It 15 min Close: Exit Ticket 5 minAdditional PracticeLesson pages 685–686Recognizing and Drawing Shapes Start 5 min Try It 10 min Discuss It 10 min Picture It & Draw It 5 min Connect It 10 min Close: Exit Ticket 5 minAdditional PracticeLesson pages 691–692Recognizing and Describing Cubes Start 5 min Try It 10 min Discuss It 10 min Picture Its 5 min Connect It 10 min Close: Exit Ticket 5 minAdditional PracticeLesson pages 697–698Recognizing and Drawing Shapes Start 5 min Example & Apply It 35 min Close: Exit Ticket 5 minAdditional PracticeLesson pages 701–702Recognizing and Drawing Shapes Start 5 min Apply It & Small GroupDifferentiation 35 min Close: Exit Ticket 5 minLesson Quizor DigitalComprehension CheckPREPAREReady Prerequisite LessonGrade 1 Lesson 33 ShapesFluencyRecognizing andDrawing ShapesFluencyRecognizing andDescribing CubesRETEACHTools for InstructionGrade 1 Lesson 33 Defining Attributes of ShapesGrade 2 Lesson 28 Draw and Describe ShapesREINFORCEMath Center ActivitiesGrade 2 Lesson 28 Geometry Vocabulary Match Lesson 28 Attributes of ShapesEXTENDEnrichment ActivityGrade 2 Lesson 28 Shape SearchIndependent LearningPERSONALIZELesson MaterialsLesson(Required)Per student: geoboard, a block that is a cubeActivity Sheet:Dot PaperActivitiesPer student: geoboard, 3–5 rubber bands, 2-foot lengths of string, 8–10 strawscut in various sizesPer pair: scissors, tapeFor display: various objects that are rectangular prisms, including some thatare cubesActivity Sheets:Nets for Cubes, Tangram Shapes, both copied on cardstockif possibleMath Toolkit1-centimeter grid paper, centimeter ruler, inch ruler, counters, sticky notes,color tiles, geoboards, dot paper, whiteboards, straws, index cardsi-Ready Lessons*Grade 2 Recognize and Draw Shapes Practice: Identify Two, Three, orFour Equal Parts* We continually update the Interactive Tutorials. Check the Teacher Toolbox for the mostup-to-date offerings for this lesson. Curriculum Associates, LLCCopying is not permitted.Lesson 28 Recognize and Draw Shapes681b
LESSON 28Connect to Family, Community, and Language DevelopmentThe following activities and instructional supports provide opportunities to foster school,family, and community involvement and partnerships.Connect to FamilyUse the Family Letter—which provides background information, math vocabulary, and an activity—to keep families apprised of what their child is learning and to encourage family involvement.Available in SpanishTeacher ToolboxRecognize and Draw ShapesDear Family,This week your child is learning about recognizingand drawing shapes by paying attention to thecharacteristics they have.ACTIVITY Sha 28Do this activity with your child to explore shapes.Materials real-world objects with geometric shapes, pencilWork with your child to look for and name shapes based on their characteristics. Display real-world objects that match some of the shapes shown below. Forexample, you might show your child half a sandwich cut diagonally for thetriangle, a square window that has 4 sides of same length and 4 vertices.Triangles have 3 sides, 3 angles, and 3 vertices. Describe the characteristics of a shape shown below. Ask your child to circlethe shape that matches your description. For example, say: Circle the shape thathas 6 faces. Help your child to correctly identify and name the shape. Repeat.Quadrilaterals have 4 sides, 4 angles, and 4 vertices.Rectangles and squares have 4 square corners.rectanglerhombussquarePentagons have 5 sides,5 angles, and 5 vertices.Cubes have 6 surfaces, or faces,that are all the same.Hexagons have 6 sides,6 angles, and 6 vertices.Invite your child to share what he orshe knows about shapes by doing thefollowing activity together.681 Curriculum Associates, LLC Copying is not permitted.Lesson 28 Recognize and Draw Shapes681682682Lesson 28 Recognize and Draw Shapes Curriculum Associates, LLC Copying is not permitted.GoalMath Talk at HomeThe goal of the Family Letter is to help students recognize anddraw shapes by paying attention to the attributes they have.Encourage students and their family members to search for objectsin their home that have similar shapes to those in the lesson.ActivityConversation Starters Below are additional conversation startersstudents can write in their Family Letter or math journal to engagefamily members:Understanding that shapes have certain attributes will helpstudents build foundational skills for classifying shapes andcalculating formulas in future years. Look at the Shapes activityand adjust it if necessary to connect with your students. How is this object similar to one of the shapes in the Shapes activity? How many faces do both shapes have? How are the corners similar? What other attributes do both shapes have in common?681–682Lesson 28 Recognize and Draw Shapes Curriculum Associates, LLCCopying is not permitted.
Connect to Community and Cultural ResponsivenessUse these activities to connect with and leverage the diverse backgrounds and experiences of all students.Session 1 Use with Try It.Session 3 Use with Try It. Encourage students to find objects around the classroom that havethe shapes of a circle, a triangle, a square, or a rectangle. Have themsort those objects by common attributes. Extend the activity byhaving students think of objects they have at home that have asimilar shape. Remind them that shapes are everywhere and thatobjects often have a certain shape for a certain purpose. Forexample, wheels are circular so that they can roll, and doors arerectangular so that people can walk through them. Have students work with a partner to identify three objects aroundthe classroom that have 6 faces that are all the same. Ask studentsto explain to their partners why those shapes can be consideredcubes. Then encourage students to think of three other objectsthey see at home or in places in the community that are shaped likecubes. Encourage them to think about and share why it is useful ornecessary for the objects to be shaped like cubes. For example, abox in a store needs to be shaped like a cube so that an item forsale can be placed inside of it and be stacked on shelves.Session 2 Use with Try It. Ask students to think of objects they could find outdoors thathave similar shapes to objects in the classroom. Have themcompare and discuss how the classroom objects and the outsideobjects are similar in shape. For example, a parking spot with linesshaped like a rectangle may be similar in shape to the top of theirteacher’s desk.Connect to Language DevelopmentFor ELLs, use the Differentiated Instruction chart to plan and prepare for specific activities in every session.ELLEnglish Language Learners:Differentiated InstructionPrepare for Session 1Use with Try It.Levels 1–3Levels 2–4Speaking/Writing Have students chorallySpeaking/Writing Have students chorallyCan you show me a (circle)? Look at the key.Which color should you use for the (circles)?Then have students work with partners tocolor each shape and determine the numberof each kind of shape.Then direct students to complete thesesentence frames:read the Try It problem. Ask the questionsbelow for each shape:Direct students to complete these sentenceframes: There are 3 red circles. There are4 blue triangles. There are4 yellow squares.read the Try It problem. Have students workwith partners to color each shape. There are 3 red circles. There are 4 blue triangles.Levels 3–5Speaking/Writing Have students taketurns reading the Try It problem withpartners. Ask them to discuss how they couldbest show their findings. Encourage them towrite their own statements describing howmany shapes of the same type and color theysee. For example: There are 3 red circles. There are 10 orange rectangles. There are 4 yellow squares.Ask students to read aloud their responses. There are 10 orange rectangles.Then have them read aloud their responses. Curriculum Associates, LLCCopying is not permitted.Lesson 28 Recognize and Draw Shapes682a
LESSON 28SESSION 1ExplorePurposeIn this session, students draw ontheir knowledge of two-dimensional shapes tosort and count like shapes. They exploreidentifying shapes by name. They will lookahead to think about attributes of shapes,including the number of sides, vertices,and angles.LESSON 28SESSION 1Explore Recognizing and Drawing ShapesYou have worked with flat and solid shapes indifferent ways. Use what you know to try to solve theproblem below.Macy makes this collage. Use the key to coloreach shape.Learning Target Recognize and draw shapes havingspecified attributes, such as a givennumber of angles or a given numberof equal faces. Identify triangles,quadrilaterals, pentagons,hexagons, and cubes.SMP 1, 2, 3, 4, 5, 6, 7KeyStartcirclestrianglessquaresrectanglesConnect to Prior KnowledgeWhy Support students’ facility with identifyingtwo-dimensional shapes.How Have students name the four shapes.StartWhat is the name of eachshape?ABCDTRY ITGrade 2 Lesson 28 Session 1 Explore Recognizing and Drawing ShapesPossible SolutionsA rectangleB circleC triangleD square andrectangle Curriculum Associates, LLCHow many of each shape does she use?TRY ITMath ToolkitPossible student work:Sample ASample Bred circles3 red circlesblue triangles4 blue trianglesyellow squares4 yellow squaresorange rectangles10 orange rectangles 1-centimeter grid paper ruler counters sticky notes color tilesDISCUSS ITCopying is permitted.Ask your partner:Do you agree withme? Why or why not?Tell your partner:I agree with youabout . . . because . . .Make Sense of the ProblemTo support students in making sense of theproblem, have them identify that there are differentshapes in the collage.DISCUSS ITSupport Partner DiscussionTo reinforce students’ understanding of geometricshapes, have them use the terms circle, triangle,rectangle, and square as they talk to each other.683 Curriculum Associates, LLC Copying is not permitted.Lesson 28 Recognize and Draw ShapesCommon Misconception If students do not see how a square can also be called arectangle, then review the definition of a rectangle while looking at a square and askif the description matches the square.Select and Sequence Student SolutionsLook for, and prompt as necessary,understanding of:One possible order for whole class discussion: the similarities of the shapes make a tally chart of the colored shapes the differences of the shapes the idea that some shapes can have more thanone name683 make an organized list of the number of each colored shape make a number table of the colored shapes make a colored bar graph of the shapesSupport Whole Class DiscussionPrompt students to note the relationship between the numbers in each model andthe numbers in the problem.Ask How do [student name]’s and [student name]’s models show the number of eachkind of shape?Listen for There are 3 red circles, 4 blue triangles, 4 yellow squares, and 10 orangerectangles. They can be shown in a list, chart, table, or graph.683Lesson 28 Recognize and Draw Shapes Curriculum Associates, LLCCopying is not permitted.
LESSON 28CONNECT IT1 LOOK BACKCo It1 LOOK BACKLook for understanding that there are 3 red circles,4 blue triangles, 4 yellow squares, and 10 orangerectanglesHow many of each shape (circles, triangles, squares,rectangles) are in Macy’s collage?3 circles, 4 triangles, 4 squares, and 10 rectangles.2 LOOK AHEADHands-On ActivityThe number of sides, vertices (corners), and anglestells what group a shape belongs to.a. Which color arrow is pointing to:Making shapes on a geoboard.If . . . students are unsure about connectingshapes and shape names,a side?Then . . . use this activity to practice makingshapes on a geoboard and naming the shapes.a vertex?Materials For each student: geoboard,3–5 rubber bands Ask students to describe how the trianglesare different. Differences might includeoverall size, side length, and angle size. Ask students why the set-aside shapes arenot triangles. Students should be able tovoice that the shapes are not triangles if theydo not have 3 sides. Repeat for rectangles and squares.2 LOOK AHEADPoint out that shapes are identified by their numberof sides, vertices, and angles. Some shapes also havesquare corners that help to identify them.Students should be able to define the words side,vertex/vertices, and angle and use a model to showeach word. In the Additional Practice, students willuse these terms to describe familiar shapes.Copying is not permitted.red5c. A quadrilateral is a shape with 4 sides, 4 vertices,and 4 angles. Name a quadrilateral shape: Check that all shapes are triangles. For nowset aside the examples that are not triangles.Then ask: How do you know these are alltriangles? Students should be able to see that eachtriangle has 3 sides. Some students mightalso identify 3 vertices or 3 angles for eachtriangle. Have students touch each vertexand trace each side with a finger as theycount.orangegreenan angle?b. The shape formed by two sides at an angle is avertex. How many vertices does this shape have? Have students make a triangle on thegeoboard. Then have students show theirtriangles and discuss how the triangles arethe same and different. Curriculum Associates, LLCSESSION 1EXPLOREPossible answers: rectangle or square or rhombus3 REFLECTA pentagon has 5 sides, 5 vertices, and 5 angles. Is theshape above a pentagon? Explain.Yes; Possible answer: I can count 5 sides, 5 vertices, and5 angles, so I know the shape is a pentagon.684684Lesson 28 Recognize and Draw Shapes Curriculum Associates, LLC Copying is not permitted.Close: Exit Ticket3 REFLECTLook for understanding that a pentagon can be identified by counting the number ofsides, vertices, and angles.Common Misconception If students do not confirm that the shape is a pentagon,then have them make a pentagon on their geoboard. Have them copy the shapeonto paper and use an orange crayon to number each side 1 to 5. Use a red crayon todraw arrows at each vertex and number the arrows 1 to 5. Use a green crayon to labeleach angle 1 to 5. Write pentagon at the top of the page.Real-World ConnectionEncourage students to think about everyday places or situations where theysee specific geometric shapes. Have volunteers share their ideas. Students maysuggest examples such as road signs, product logos, or cell phones.Lesson 28 Recognize and Draw Shapes684
LESSON 28SESSION 1Additional PracticeSolutionsSupport Vocabulary Development1Ask students to discuss with their partners thefour shapes they worked with in the Try It problem.Ask: What are the four shapes? What does each shapelook like? Write a list of attributes to encouragestudents to associate those attributes with theshapes. Attributes could include:Name:LESSON 28SESSION 1Prepare for Recognizing and Drawing Shapes1 Think about what you know about shapes. Fill in eachbox. Use words, numbers, and pictures. Show asmany ideas as you can. Possible answers:WordIn My Own WordscircleA flat, round shapetriangleA flat shape with 3 sides and3 cornersrectangleA flat shape with 4 sides and4 square cornerssquareA flat shape with 4 sides and4 square corners and all sidesare the same lengthExample round flat sides cornersIf needed, provide students with a visual example ofeach shape and each of the terms associated withthem using real objects from the classroom.2Help students describe the attributes. Ask: Is theshape flat? Is it solid? Is it round? How many sides/corners does the shape have?2 Is the shape below a rectangle? Explain.Supplemental Math Vocabulary angles verticesYes; Possible answer: It is a flat shape and has 4 sides and4 square corners. It can also be called a square because all ofits sides are the same length. Curriculum Associates, LLC Copying is not permitted.685Lesson 28 Recognize and Draw Shapes685Lesson 28 Recognize and Draw Shapes Curriculum Associates, LLC685Copying is not permitted.
LESSON 283 Assign problem 3 to provide another look atrecognizing shapes.SESSION 13 Solve the problem.Percy makes this collage. Use the key to coloreach shape.This problem is very similar to the problem aboutMacy making a collage of shapes. In both problems,students are asked to color the shapes in a collageand say how many of each shape are used in thecollage. The question asks how many of each shapePercy uses in his collage.KeycirclestrianglesStudents may want to use pattern blocks.squaresSuggest that students read the problem three times,asking themselves one of the following questionseach time:rectangles What is this problem about? What is the question I am trying to answer?How many of each shape does he use? What information is important?I colored 2 circles red.Possible student work using words:Solution: Percy used 2 circles, 5 triangles, 3 squares,and 3 rectangles. This can also be classified as2 circles, 5 triangles, and 6 rectangles.MediumI colored 5 triangles blue.I colored 3 squares yellow.I colored 3 rectangles orange.Solution Percy uses 2 circles, 5 triangles, 3 squares, and 3 rectangles.4Have students solve the problem a differentway to check their answer.4 Check your answer. Show your work.Possible student work:I colored 6 rectangles orange. 3 of them could also becalled squares.I colored 5 triangles blue.I colored 2 circles red.Percy uses 6 rectangles, 5 triangles, and 2 circles.686686ELLEnglish Language Learners:Differentiated InstructionLesson 28 Recognize and Draw ShapesUse with Try It.Levels 1–3Levels 2–4Speaking/Writing Have students chorallySpeaking/Writing Have students chorallyread the Try It problem. Ask them to draw atwo-column table with the headings Objectand Shape. Use a textbook to show the shapeof a rectangle. Fill out the table to model forstudents how they will complete the table.Model writing book in the Object column,and rectangle in the Shape column. Alsomodel drawing a sketch of a rectangle in theShape column. Encourage students to workwith partners to find three more objects andto fill out the table with those objects andtheir shapes. Curriculum Associates, LLC Curriculum Associates, LLC Copying is not permitted.Prepare for Session 2Copying is not permitted.read the Try It problem. Ask them to draw atwo-column table with the headings Objectand Shape. Use a textbook to show the shapeof a rectangle. Fill out the table to model forstudents how they will complete the table.Encourage students to work with partners tofind three more objects and to fill out the tablewith those objects and their shapes. Havestudents tell about the objects they found andthe shape of the objects. For example: Thetextbook is shaped like a rectangle.Levels 3–5Reading/Writing Have students taketurns reading the Try It problem withpartners. Have partners work together toidentify objects. Then ask them to write astatement about each object using thefollowing sentence frame: The is shaped like abecause .Example: The floor tile is shaped like a squarebecause all sides are the same length.Once complete, direct students to read aloudtheir sentences to each other.Lesson 28 Recognize and Draw Shapes686
LESSON 28SESSION 2DevelopPurposeIn this session, students solve aproblem that requires them to find and drawshapes from objects in the classroom. Studentsmodel the shapes either on paper or withmanipulatives. The purpose of this problem is tohave students identify and be able to drawtwo-dimensional shapes.StartLESSON 28SESSION 2Develop Recognizing and Drawing ShapesRead and try to solve the problem below.Hunt around your classroom for three objects thathave different shapes. Look for sides, vertices, andangles. Draw each shape, and label it with itsshape name.TRY ITConnect to Prior KnowledgeMaterials For each student: geoboardMath ToolkitPossible student work:Sample ASample BWhy Support students’ facility with creating twodimensional shapes.pentagonpentagon- poster- posterhexagonhexagon- table- tabletoptopHow Have students use the geoboard to make arectangle and a square.rectangle- rugrectangle- rugtriangletriangle- art- artprojectprojecttriangle- blocktriangle- blocksquaresquare- floor- floortiletileStartMake a rectangle and asquare.Use your geoboard.Possible SolutionsCheck students’geoboards for arectangle and asquare. geoboards dot paper whiteboards straws index cardsDISCUSS ITDevelop LanguageGrade 2 Lesson 28 Session 2 Develop Recognizing and Drawing Shapes Curriculum Associates, LLCAsk your partner:How did you getstarted?Tell your partner:I knew . . . so I . . .Copying is permitted.Why Support understanding of the word vertices inthe Try It problem.How Have students underline the word vertices inthe Try It problem. Explain that vertices is the pluralof vertex and means more than one vertex. Thenclarify that a vertex is a point where two lines meetto form an angle. Encourage students to use thefollowing sentence frame to describe each shape: The (shape) has (number) vertices.687 Curriculum Associates, LLC Copying is not permitted.Lesson 28 Recognize and Draw Shapes687DISCUSS ITSupport Partner DiscussionEncourage students to use the terms sides, angles, and vertices as they talk witheach other.TRY ITSupport as needed with questions such as:Make Sense of the Problem How might counting the number of vertices help you name a shape?To support students in making sense of theproblem, have them identify that the problem isasking them to find different shapes in theclassroom, draw the shapes, and name them.Common Misconception Look for students who may draw a circle rather than aAsk What are some objects with different shapes inthe classroom? What are some characteristics ofthese shapes?One possible order for whole class discussion: How did you decide what shape each object was?shape with sides, vertices, and angles.Select and Sequence Student Solutions tracing different shapes from photographs and then naming them tracing different shapes from blocks and then naming them making different shapes on a geoboard and then naming them drawing different shapes freehand on paper and then naming them687Lesson 28 Recognize and Draw Shapes Curriculum Associates, LLCCopying is not permitted.
LESSON 28Support Whole Class DiscussionCompare and connect the actual classroom shapeswith the student representations of the shapes andthe shape names.Ask How does each representation show shapesfrom the classroom? Why might different studentsdraw the same shape for different objects?Listen for A drawing of a closed shape withstraight sides can represent shapes such astriangles, squares, rectangles, quadrilaterals,pentagons, and hexagons. There might bedifferent kinds or sizes of triangles, rectangles, orother shapes in the classroom. So, differentstudents could both draw triangles or rectanglesfor different objects.PICTURE ITDEVELOPExplore different ways to understand namingand drawing shapes.Hunt around your classroom for threeobjects that have different shapes. Lookfor sides, vertices, and angles. Draw eachshape, and label it with its shape name.Picture ItYou can look for shapes.& DRAW ITIf no student presented these models, connectthem to the student models by pointing out theways they each represent:Dra ItYou can draw the shapes. shapes found in the classroomShape AShape BShape CShape D specific two-dimensional geometric shapesAsk How do you look for shapes in the classroom?Listen for Look at the outside edges of objects inthe classroom. If the objects make closed shapes,you can draw them and then count the number ofsides to determine the name of the shape.For looking for shapes, prompt students todescribe their process for finding shapes.688688Lesson 28 Recognize and Draw Shapes How did you picture shapes when you looked aroundthe classroom?Deepen Understanding What is the easiest part about finding shapes in theclassroom? What is the most difficult part?SMP 6 Attend to precision.For drawing shapes, prompt students to describehow they drew each shape. Which shape was easiest to draw? Which shape wasthe most difficult to draw? Explain. Which shape names do you already know? How canyou identify those shapes? Curriculum Associates, LLC Copying is not permitted.QuadrilateralsDisplay a square and rectangle.Ask A square can also be called a rectangle. Why?Listen for A rectangle has 4 sides, 4 angles, and 4 square corners.Opposite sides have the same length. A square has 4 sides, 4 angles, and4 square corners. It is a special rectangle because it has 4 sides that arethe same length.Ask Why are squares and rectangles also called quadrilaterals?Listen for A quadrilateral is a shape with 4 sides and 4 angles. A squarehas 4 sides and 4 angles. A rectangle has 4 sides and 4 angles.Display a square, trapezoid, and rectangle.Ask What is one name that you can use for all these shapes? Explain.Listen for All the shapes have 4 sides and 4 angles, so they can be calledquadrilaterals. Curriculum Associates, LLCCopying is not permitted.Lesson 28 Recognize and Draw Shapes688
LESSON 28SESSION 2DevelopCONNECT IT Remind students that one thing that is alike aboutall the representations is that they all show closedshapes with sides, angles, and vertices. Explain that on this page, students will try to find apattern in the number of sides, angles, and verticesfor a shape.Monitor and Confirm1Check for understanding that: a triangle has 3 sides, 3 angles, and 3 vertices a rectangle has 4 sides, 4 angles, and 4 vertices a pentagon has 5 sides, 5 angles, and 5 vertices a hexagon has 6 sides, 6 angles, and 6 verticesSupport Whole Class Discussion2Look for the idea that each shape has the samenumber of sides, angles, and vertices.Ask If you know the number of sides a shape has,how can you find the number of angles and thenumber of vertices?Listen for The number of sides, angles, andvertices is the same for a shape, so if you know thenumber of sides, it would be the same number ofangles and vertices.SESSION 2Co ItNow you will use the problem from the previous pageto help you understand how to name and draw shapes.1 Look at Draw It to complete the chart below.ShapeShapeNameNumberof SidesNumber ofAnglesNumber xagon6662 What do you notice about the number of sides, angles,and vertices in each shape?Possible answer: Each shape has the same number of sides,angles, and vertices.3 REFLECTLook back at your Try It, strategies by classmates, andPicture It and Draw It. Which models or strategies do youlike best for naming and drawing shapes you see? Explain.Possible answer: I like counting the number of sides, angles, andvertices a shape has. That tells me which group a shape belongs toand that helps me name and draw the shape.3 REFLECTHave all students focus on thestrategies used to so
Draw a shape based on specific attributes. Language Objectives Write the names of shapes based on the number of sides and angles. Draw shapes that have a given number of sides or angles. Draw cubes. Prerequisite Skills Identify the sides and angles of a polygon. Sort objects based on attributes.
