SHAPE UP!
H AV I N G FU N
WI TH TRI A N G L ES A N D
OTH ER P OLYG ON S
What learning is expected:
• Be able to identify and understand a polygon
• Be able to identify a triangle and the three types: scalene,
equilateral, isosceles
• Be able to identify and understand what a quadrilateral is
• Be able to identify and understand what a trapezoid,
parallelogram, rectangle, rhombus, and square are
• Be able to identify a pentagon, hexagon, heptagon, octagon,
nonagon, decagon, hendecagon, dodecagon
TEKS for 1st Grade
(6) Geometry and measurement. The student applies mathematical process standards
to analyze attributes of two-dimensional shapes and three-dimensional solids to develop
generalizations about their properties. The student is expected to:
(A) classify and sort regular and irregular two-dimensional shapes based on
attributes using informal geometric language;
(B) distinguish between attributes that define a two-dimensional or threedimensional figure and attributes that do not define the shape;
(C) create two-dimensional figures, including circles, triangles, rectangles, and
squares, as special rectangles, rhombuses, and hexagons;
(D) identify two-dimensional shapes, including circles, triangles, rectangles, and
squares, as special rectangles, rhombuses, and hexagons and describe their
attributes using formal geometric language;
Blooms Taxonomy
• Level 1: Knowledge and ability to define terms
• Level 2: Comprehension and ability to work assigned problems
• Level 3: Application and understanding of methods used
Content Possibilities
• Whole class instruction:
• Keep students talking and actively engaged
• Have students answer/ask questions (to teacher and classmates)
• Keep students moving by cutting out shapes in the cheeses and bread
• Materials needed:
• Bread, individually packaged cheese, pretzels, graph paper, toothpicks,
plastic knives, book, white board, white board marker.
• Constructivist Strategy: having the children be actively involved in the
dynamic environment by following the interactive instruction. The
instruction will be student-centered.
Questions
• Essential Question:
 What is a polygon? What is the difference between a scalene,
equilateral, and isosceles triangle? What are the different types of
quadrilaterals we learned about?
• Unit Question:
 What attributes define polygons, triangles, and quadrilaterals?
References
• Chapter 111. Texas essential knowledge and skills for
mathematics. (2012, April 20). Retrieved from
http://www.tea.state.tx.us/index2.aspx?id=2147499971
• Activities at various cognitive levels of learning (lol). (n.d.).
Retrieved from
http://enpub.fulton.asu.edu/mcneill/blooms.htm