Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 40395
Identifying Polygons
Students are asked to describe attributes shared by three shapes and to identify a larger category into which these shapes can be placed.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, polygon, triangle, rectangle, hexagon, shape, group
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_Identifying Polygons_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
1. The teacher shows the student the three shapes on the attached Identifying Polygons worksheet.
2. The teacher asks the student to name each of the three shapes.
3. After the student identifies each shape by its name (triangle, rectangle, hexagon), the teacher asks, “What do these three shapes all have in common?” Possible correct
answer are:
Each shape has straight sides.
Each shape has angles or vertices.
Each shape is closed.
Each shape is two-dimensional.
4. Finally the teacher asks, “Is there a group or category to which all three shapes belong? or “Do you know a geometric term that describes all three shapes?”
5. If the student answers by describing the shapes as two-dimensional, draw a circle (or other non-example) and ask the student if he or she knows a term that describes
the three original shapes but excludes the circle.
TASK RUBRIC
Getting Started
Misconception/Error
page 1 of 3 The student uses vague or overly general terminology to describe the shared attributes.
Examples of Student Work at this Level
The student says, “These shapes all have sides.” or “These shapes all have straight lines.” or “These shapes all have points.” or “These shapes all have corners.”
Questions Eliciting Thinking
What can you tell me about triangles? How many sides do they have? How many angles do they have?
What can you tell me about rectangles? How many sides do they have? How many angles do they have? Is there anything special about the angles?
What can you tell me about hexagons? How many sides do they have? How many angles do they have?
Can you think of anything that is the same about these three shapes?
Instructional Implications
Provide the student with repeated exposure to a variety of different triangles, rectangles, and hexagons. Ensure that the student is focusing on the defining attributes of
each shape (e.g., triangles are polygons with three sides, rectangles are quadrilaterals with four right angles, and hexagons are polygons with six sides).
Guide the student to use mathematical terminology to describe specific attributes of shapes.
Help the student develop an understanding of the concept of polygon by showing many and varied examples and non-examples. Begin to develop language to describe
polygons (e.g., polygons are made of straight sides; polygons are closed; the sides of polygons meet at their endpoints; polygons have as many angles as they do sides).
Guide the student to understand that different shapes can belong to a larger group of shapes by prompting the student to find examples and non-examples of twodimensional shapes, polygons, and quadrilaterals.
Implement the MFAS tasks, Identifying Quadrilaterals – Part 1 and Identifying Quadrilaterals – Part 2 (3.G.1.1).
Moving Forward
Misconception/Error
The student cannot determine a larger category to which all the shapes belong.
Examples of Student Work at this Level
The student describes specific shared attributes using appropriate mathematical vocabulary but is unable to describe the shapes as either two-dimensional or as polygons.
Questions Eliciting Thinking
Can you think of anything that all three shapes have in common?
Are all of these shapes examples of quadrilaterals? Why or why not?
Do you know any term that can be used to describe all three of these shapes?
Instructional Implications
Help the student develop an understanding of the concept of polygon by showing many and varied examples and non-examples. Begin to develop language to describe
polygons (e.g., polygons are made of straight sides; polygons are closed; the sides of polygons meet at their endpoints; polygons have as many angles as they do sides).
Guide the student to understand that different shapes can belong to a larger group of shapes by prompting the student to find examples and non-examples of twodimensional shapes, polygons, and quadrilaterals.
Implement the MFAS tasks, Identifying Quadrilaterals – Part 1 and Identifying Quadrilaterals – Part 2 (3.G.1.1).
Provide sorting activities for the student where given criteria are provided and the student must find shapes that meet that criteria (e.g., a closed figure with three equal
sides). Next consider playing a sorting game with the student where a set of shapes are given and the student must create a secret rule that some of the shapes fit. Then
let other student(s) guess another shape that also fits the rule.
Almost There
Misconception/Error
The student cannot identify the most immediate larger category to which all the shapes belong.
Examples of Student Work at this Level
The student correctly names each shape, describes specific shared attributes using appropriate mathematical vocabulary, and describes all three shapes as two-dimensional
but does not use the term polygon, even with prompting.
Questions Eliciting Thinking
Are these shapes all examples of quadrilaterals? Why or why not?
Do you know any term that can be used to describe all of three of these shapes?
Instructional Implications
Help the student develop an understanding of the concept of polygon by showing many and varied examples and non-examples. Begin to develop language to describe
polygons (e.g., polygons are made of straight sides; polygons are closed; the sides of polygons meet at their endpoints; polygons have as many angles as they do sides).
Provide sorting activities for the student where given criteria are provided and the student must find shapes that meet that criteria (e.g., a closed figure with three equal
sides). Next consider playing a sorting game with the student where a set of shapes are given and the student must create a secret rule that some of the shapes fit. Then
let other student(s) guess another shape that also fits the rule.
Implement the MFAS tasks, Identifying Quadrilaterals – Part 1 and Identifying Quadrilaterals – Part 2 (3.G.1.1).
Got It
page 2 of 3 Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student correctly names each shape, describes specific shared attributes using appropriate mathematical vocabulary, and describes all three shapes as polygons, with
little to no prompting.
Questions Eliciting Thinking
What are some other shapes that are polygons?
Is a circle a polygon? Why or why not?
Instructional Implications
Further develop the student’s understanding of the concept of polygon by showing many and varied examples and non­examples. Develop language to describe polygons
(e.g., polygons are made of straight sides; polygons are closed; the sides of polygons meet at their endpoints; polygons have as many angles as they do sides).
Implement the MFAS tasks, Identifying Quadrilaterals – Part 1 and Identifying Quadrilaterals – Part 2 (3.G.1.1).
Introduce the student to classifying triangles by angle measures (acute, right, obtuse) and by side lengths (scalene, isosceles, and equilateral). Challenge the student to
draw triangles that can be classified in two different ways (e.g., acute and scalene).
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Identifying Polygons worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.3.G.1.1:
Description
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.
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