Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 09:
Suggested Duration: 8 days
Unit 09
Geometry (8 days)
Possible Lesson 01 (8 days)
POSSIBLE LESSON 01 (8 days)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and
Midcycle State Adopted Instructional Materials.)
Lesson Synopsis:
Students identify and describe two- and three-dimensional figures in terms of their components and attributes. Students identify spatial relationships and the composition
and decomposition of a variety of figures.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit.
The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148
2.7
Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student
compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to:
2.7A
Describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as
circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.
2.7B
Use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different.
2.7C
Cut two-dimensional geometric figures apart and identify the new geometric figures formed.
Underlying Processes and Mathematical Tools:
2.12
Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday
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Unit 09:
Suggested Duration: 8 days
experiences and activities in and outside of school. The student is expected to:
2.12D
Use tools such as real objects, manipulatives, and technology to solve problems.
2.13
Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The
student is expected to:
2.13B
Relate informal language to mathematical language and symbols.
Performance Indicator(s):
Grade2 Mathematics Unit09 PI01
Identify all of the categories in which the figure below belongs. In writing, describe what attributes are necessary for the figure to fit with each named category using formal
geometric vocabulary.
Then, identify all of the categories in which the solid below belongs. In writing, describe what attributes are necessary for the solid to fit with each named category using formal
geometric vocabulary.
Standard(s): 2.7A , 2.7B , 2.13B
ELPS ELPS.c.5F , ELPS.c.5G
Grade2 Mathematics Unit09 PI02
Sort a collection of two-dimensional figures by a common attribute. Select the sorted set with the most figures, and title the set according to the sorting attribute. Sketch each
figure represented in that set, and under each sketch, list an additional attribute(s) for that figure that is different from the sorting attribute. Then, select a two-dimensional figure
from the collection. Trace the figure on construction paper, and then cut out the figure. Cut the paper figure to create new two-dimensional figures. Tape the newly created
shapes on a piece of notebook paper, and identify each shape created and its attributes using formal geometric vocabulary.
Standard(s): 2.7A , 2.7B , 2.7C , 2.12D , 2.13B
ELPS ELPS.c.1C , ELPS.c.3D
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Unit 09:
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Grade2 Mathematics Unit09 PI03
Sort a collection of three-dimensional figures by a common attribute. Select the sorted set with the most figures, and title the set according to the sorting attribute. Sketch each
figure represented in that set, and under each sketch, list an additional attribute(s) for that figure that is different from the sorting attribute.
Standard(s): 2.7A , 2.7B , 2.12D , 2.13B
ELPS ELPS.c.1E , ELPS.c.3J
Key Understanding(s):
Polygons are figures with specific attributes.
Circles are non-examples of a polygon and have specific attributes.
Three-dimensional figures are formed from two-dimensional figures.
Two- and three-dimensional figures have specific attributes.
Formal geometric vocabulary is used to identify and describe the attributes of two- and three-dimensional geometric figures.
A collection of two-dimensional figures can be sorted by various attributes.
New geometric figures can be formed by decomposing two-dimensional geometric figures to create new images that can be identified and found at school or in the
community.
Manipulatives and computers are tools that can assist in constructing new real-world visual images of two-dimensional figures by composing and decomposing
their shapes.
A collection of three-dimensional figures can be sorted by various attributes.
Underdeveloped Concept(s):
Some students may classify two-dimensional figures incorrectly by overgeneralizing its attributes.
Some student may call a three-dimensional figure by the name of one of its faces.
Vocabulary of Instruction:
attribute
curved surface
edge
face
polygon
side
three-dimensional figure
two-dimensional figure
vertex (vertices)
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Grade 2/Mathematics
Unit 09:
Suggested Duration: 8 days
Materials List:
cardstock (1 sheet per 2 students, 2 sheets per teacher)
cardstock (3 sheets per 8 students)
cardstock (optional) (1 sheet per 4 students)
chart paper (1 sheet per teacher)
chart paper (1 sheet per teacher) scissors (1 per teacher)
chart paper (2 – 3 sheets per teacher)
chart paper (2 sheets per teacher)
cookie sheet or plastic tub (1 per 4 students)
Corner Checkers (previously created) (1 per student)
geoboard (commercial) (1 per student, 1 per teacher)
geometric solids (cube, rectangular prism, triangular pyramid, triangular prism, square pyramid, cylinder, cone, sphere) (1 set per 4 students, 1 per teacher)
geometric solids (cube, square pyramid, triangular pyramid, triangular prism) (1 set per 4 student)
glue (1 per student)
index card (1 per student, 1 per teacher)
markers (2 different colors) (1 set per student, 1 set per teacher)
miniature marshmallows (10 per student)
notebook paper (1 sheet per student)
paper (plain) (1 sheet per student)
pencil (1 per student)
plastic zip bag (sandwich sized) (1 per student)
plastic zip bag (sandwich sized) (1 per teacher)
plastic zip bags (sandwich size) (1 per 2 students, 1 per teacher)
Polygon Chart (1 per teacher) (previously created)
rubber bands (1 per student)
rubber bands (2 per student, 2 per teacher)
rubber bands (3 per teacher)
ruler or straight edge (1 per student)pencil (1 per teacher)
sand (enough to fill a cookie sheet or plastic tub 1 – 2 inches deep) (1 per 4 students)
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scissors (1 per student, 1 per teacher)
Special Quadrilateral Chart (1 per teacher) (previously created)
sticky notes (2 notes per 2 students)
sticky notes (small) (10 per 4 students)
straws or coffee stirrers (10 per teacher)
string (1 piece approximately 2 yards in length)(1 per teacher)
tape (1 roll per teacher)
tape (clear) (1 strip per student)
tape (optional) (1 roll per teacher)
three-dimensional figures (1 set per 4 students)
three-dimensional figures (1 set per student)
Three-Dimensional Figures Chart (1 per teacher) (previously created)
toothpicks (10 per student)
two-dimensional figures (1 set per 2 students)
Attachments:
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments
that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Open or Closed? KEY
Open or Closed?
It Figures
Geoboards
Polygons and Not Polygons KEY
Polygons and Not Polygons
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Grade 2/Mathematics
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Suggested Duration: 8 days
Shape Detectives KEY
Shape Detectives
Notes & Practice – Polygons KEY
Notes & Practice – Polygons
All About Figures KEY
All About Figures
Corner Checkers
Special Quadrilaterals
Opposite Box
Special Types of Quadrilaterals KEY
Special Types of Quadrilaterals
Rooms for Rent KEY
Rooms for Rent
Parallelograms
Grandma’s Problem KEY
Grandma’s Problem
Grandma’s Scraps
Three-Dimensional Figures
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Grade 2/Mathematics
Unit 09:
Suggested Duration: 8 days
Square
Troll Tracks
Troll Mystery KEY
Troll Mystery
Table of Figures KEY
Table of Figures
Clue Sheet KEY
Clue Sheet
What Am I?
Two-Dimensional Figures
Venn Diagram Two-Dimensional Attributes
Venn Diagram Two-Dimensional Figures
Venn Diagram Three-Dimensional Attributes
Venn Diagram Three-Dimensional Figures
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to
teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using
the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. page 7 of 121 Enhanced Instructional Transition Guide
Suggested
Day
1
Grade 2/Mathematics
Unit 09:
Suggested Duration: 8 days
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Polygons
Engage 1
Students define polygon by discovering the attributes of a polygon.
ATTACHMENTS
Teacher Resource: Open or Closed? KEY (1
per teacher)
Instructional Procedures:
1. Prior to instruction, create a class T-Chart on a piece of chart paper with the partial labels as
shown below. Do not title the T-Chart; however, it will be referenced as an Open or Closed?
T-Chart.
Card Set: Open or Closed? (1 per teacher)
Card Set: It Figures (1 per 2 students)
Class Resource: Geoboards (1 per student)
Teacher Resource: Polygons and Not
Polygons KEY (1 per teacher)
Handout: Polygons and Not Polygons (1 per
student)
MATERIALS
chart paper (2 sheets per teacher)
tape (1 roll per teacher)
sticky notes (2 notes per 2 students)
cardstock (1 sheet per 2 students, 2 sheets per
2. Prior to instruction, create a card set: Open or Closed? for each teacher by copying on
cardstock, cutting apart, and placing in a plastic zip bag.
teacher)
plastic zip bags (sandwich size) (1 per 2
students, 1 per teacher)
3. Prior to instruction, create a card set: It Figures for every 2 students by copying on
cardstock, cutting apart, and placing in a plastic zip bag.
scissors (1 per teacher)
marker (1 per teacher, 1 per student)
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Suggested Instructional Procedures
4. Prior to instruction, create a paper geoboard for each student by copying class resource:
Geoboards and cutting apart.
Notes for Teacher
geoboard (commercial) (1 per teacher)
rubber bands (3 per teacher)
5. Prior to instruction, create a class Polygon Chart by writing the word “Polygon” at the top of
a sheet of chart paper. Display the Polygon Chart for the class to see.
6. Reference the displayed Polygon Chart.
Say:
TEACHER NOTE
The purpose of the Engage is to develop the definition
for polygon. There are three activities in this part of the
lesson that will develop the definition. After each
Today we will define the term “Polygon” by discovering the three attributes of a
activity, summarize the learning and record the
polygon.
developing definition of polygon on the T-Chart created
prior to instruction.
Activity 1:
7. Display the Open or Closed? T-Chart for the the class to see. From card set: Open or
Closed?, choose 2 closed polygons and tape them in the left hand column of the chart, then
From Activities 1, 2, and 3 respectively. Polygons:
(1)are figures that are closed; (2) must have straight
sides (no curves); (3) must have at least 3 sides.
choose 2 open figures and tape them in the right hand column of the chart. See sample
below:
Say:
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Unit 09:
Suggested Duration: 8 days
Notes for Teacher
In the first activity, a few examples for each column of the chart have been
provided. In a few minutes I will be distributing other figure cards to individual
students, and their job will be to determine in which column their card belongs.
While the cards are being posted, there is no talking. Once all cards are posted,
as a class, you will then examine each posted card and the columns in which
they were posted and discuss if any cards need to be switched, justifying your
thinking on why the card(s) need to be moved. Once the class is satisfied with the
posting of all the cards, the class will then determine an appropriate label for
each column.
8. Prior to beginning the activity, allow time for students to examine the displayed Open or
Closed? T-Chart with 2 figures in each column.
9. Distribute the remaining cards from card set: Open or Closed? randomly to students in the
room. Invite all students with cards to come to the front of the room. Instruct them to
carefully examine the posted cards, and to think about how the cards are alike and how they
are different. Remind students not to talk during this part of the activity. Then instruct
students to lightly tape their card under the column that they think is correct and return to
their seat. Allow students time to complete the posting of all cards.
10. Instruct the class to mentally answer (without talking out loud) the following questions. Allow
time for students to form a mental answer.
Ask:
Have all of the cards been placed correctly? Answers may vary.
If you do not think the cards are placed correctly, which card(s) would you move?
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Unit 09:
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Notes for Teacher
Answers may vary.
If a student does not agree with the posting of a card, invite the student to rearrange one
card without explanation. This will allow time for other students to re-examine and
reconsider the location of cards and encourage participation in the activity. Continue to
invite students to rearrange the cards until the class agrees with the location of the cards.
11. Instruct students to mentally answer the following questions without talking out loud. Allow
time for students to form a mental answer.
Ask:
What could be the title of the first column? (Figures that are closed.)
What could be the title of the second column? Answers may vary. Figures that are
not closed; figures that have gaps in the sides; etc.
What one word could you use to complete the title or concept for the second
column? (open)
Explain to students that the first column of the Open or Closed? T-Chart contains figures
that are polygons and the second column contains figures that are not polygons.
Complete the titles of each column by adding the words “Closed” and “Open” respectively
to the Open or Closed? T-Chart.
Based on the Open or Closed? T-Chart, what is one attribute of a polygon?
Answers may vary. Polygons are figures that are closed; polygons must be closed
figures; polygons cannot be open figures; etc.
12. Refer students to the displayed Polygon Chart. Record the first part of the definition of a
polygon as discovered in Activity 1. (See Teacher Note.)
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Unit 09:
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Notes for Teacher
13. Draw the following figure on the board.
Ask:
Is this figure a polygon? (no) Explain. (It is not a closed figure. It is an open figure.)
What would need to be done to make this a polygon? Answers may vary. Close the
open figure; finish the line; etc.
Demonstrate how to change the “open” figure to a “closed” figure.
Open
Closed
Does this figure now match what we know to be true about polygons? (yes)
Explain. (It is a polygon because all sides are closed.)
Activity 2:
14. Place students in pairs. Distribute 1 card set: It Figures and two sticky notes to each
student pair.
15. Instruct students to observe the figures on the cards. Instruct students to sort the cards into
two groups, and record their sorting rule on the two sticky notes, labeling each group of
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Notes for Teacher
cards. Explain to students that the rule they use to group their figures is called an “attribute.”
An attribute describes the figure or the group of figures. Instruct students to be prepared to
explain what attribute describes their sort. Allow time for students to complete the activity.
Facilitate a class discussion examining the different ways the figures could be sorted.
Ask:
What attribute did you use to group your figures? Answers may vary. Straight sides;
curved sides; corners; no corners; with sides; no sides; etc.
16. Explain to students that the attribute that they will use to further define a polygon is straight
sides (no curves).
Ask:
If you now know that a polygon has to be closed, and has only straight sides,
who can demonstrate which cards would represent a polygon? Answers may vary.
Invite a student to display the polygons from their card set: It Figures. Facilitate a class
discussion about the cards presented as polygons, whether the class agrees with the
selection, and if all the polygons in the set were displayed.
17. Refer students to the displayed Polygon Chart. Record the second part of the definition of a
polygon as discovered in Activity 2 (See Teacher Note).
18. Instruct students to place the figures back in the plastic bag for collection.
Activity 3:
19. Display a geoboard (commercial) for the class to see. Explain to students that geoboards
can be used to create polygons. Place one rubber band on the geoboard (as shown below).
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Unit 09:
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Notes for Teacher
20. Distribute a paper geoboard to each student.
Ask:
How could you draw this figure on a geoboard handout? (Draw a straight line.)
Using your finger, model how to draw a straight line touching each peg encompassed by
the rubber band. Instruct students to draw the line on their paper geoboard.
Ask:
Is this a polygon? (no) Explain. Answers may vary. It is just one straight line; it is not
open or closed; etc.
Explain that the model on the displayed geoboard represents one line that could become
one side of a polygon.
21. Using the displayed geoboard, add one more rubber band to the previous figure as shown
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Notes for Teacher
below.
Using your finger, model how to draw another straight line touching each peg
encompassed by the second rubber band. Instruct students to draw the line on their
paper geoboard.
Ask:
Is this a polygon? (no) Explain. Answers may vary. It is just two straight lines and is
open; it is not a closed figure; etc.
Explain that the model on the geoboard represents an open figure which is not a polygon.
How could this figure be changed to become a polygon? (Add one more rubber
band, connecting the open ends.)
22. Using the displayed geoboard, add one more rubber band to the previous figure as shown
below.
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Unit 09:
Suggested Duration: 8 days
Notes for Teacher
Using your finger, model how to draw another straight line touching each peg
encompassed by the third rubber band. Instruct students to draw the line on their paper
geoboard.
Ask:
Is this a polygon? (yes) Explain. Answers may vary. It is closed, it has no curved
sides; etc.
What is the least number of sides that will create a polygon? (3 sides)
23. Refer students to the displayed Polygon Chart. Record the third part of the definition of a
polygon as discovered in Activity 3 (See Teacher Note).
Summarize all 3 activities:
24. Distribute handout: Polygons and Not Polygons to each student. Explain the handout
instructions, clarifying any questions. Instruct students to complete the handout
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Suggested Instructional Procedures
Notes for Teacher
independently. Allow time for students to complete the handout. Monitor and assess
students to check for understanding. Facilitate a class discussion to debrief the handout,
clarifying any misconceptions.
2
Topics:
Spiraling Review
Not a Polygon – Circle and Oval
Polygons – Triangle, Quadrilateral, Pentagon, Hexagon, and Octagon
ATTACHMENTS
Attributes of two-dimensional figures
Formal geometric vocabulary
Teacher Resource: Shape Detectives KEY (1
per teacher)
Explore/Explain 1
Teacher Resource: Shape Detectives (1 per
Students explore a variety of two-dimensional shapes and identify their attributes.
teacher)
Handout: Shape Detectives (1 per student)
Instructional Procedures:
1. Prior to instruction, create a Not Polygon Chart by writing the word “Not a Polygon” at the top
of a sheet of chart paper. Display the Not a Polygon Chart next to the displayed Polygon
Chart for the class to see.
2. Invite all students to a large, open part of the room. Instruct students to form a circle holding
Teacher Resource: Notes & Practice –
Polygons KEY (1 per teacher)
Teacher Resource: Notes & Practice –
Polygons (1 per teacher)
Handout: Notes & Practice – Polygons (1 per
student)
hands. When the circle is formed, they are to drop hands and not move from their “spot.”
Teacher Resource: All About Figures KEY (1
(See Teacher Note.)
per teacher)
3. Instruct one student to hold one end of the string (not moving their location) while the teacher
moves to the center of the circle holding the other end of the string. Instruct students to
Handout: All About Figures (1 per student)
MATERIALS
observe the string as the student end of the string is passed from one student to the next
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Unit 09:
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Suggested Instructional Procedures
Notes for Teacher
around the circle until all students have held the string.
string (1 piece approximately 2 yards in
Ask:
length)(1 per teacher)
chart paper (2 – 3 sheets per teacher)
As the string moved from student to student, what figure was created? (a circle)
geoboard (commercial) (1 per student, 1 per
What did you notice about the string? Answers may vary. It was long enough for each
teacher)
of us to hold it; none of us had to change our positions; etc.
rubber bands (2 per student, 2 per teacher)
What do I (the teacher) represent in the circle? (the center of the circle)
marker (1 per teacher)
Which student is farthest from the center? (None, we are all the same distance from
Polygon Chart (1 per teacher) (previously
the center.)
created)
Which student is closest to the center? (None, we are all the same distance from the
center.)
If I represent the center of the circle, would you say that each person is the same
TEACHER NOTE
distance from the center of the circle? (yes)
It may be necessary to conduct the circle and oval
How could you define a circle? (A circle is a closed, curved figure where all points are
activity in a large, open area (e.g., outside, library,
the same distance from the center.)
cafeteria, etc.).
4. Still standing in the center of the circle, instruct students to the left and right of you to take
TEACHER NOTE
two steps backward while students in the front and back of you do not move at all. Students
A circle is a closed, curved figure where all points are
should have now formed an oval. Instruct one student to hold one end of the string while the
the same distance from the center.
teacher holds the other end of the string. Ask students to observe the string as it is passed
An oval is a closed, curved figure where not all of the
from student to student, reminding them not to move their location.
points on the curve are the same distance from the
Ask:
center.
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Suggested Instructional Procedures
Notes for Teacher
Were all students able to hold the end of the string without moving from their
location? (no) Explain. (I am too far and the string is too short.)
Is the figure a circle? (no) Explain. (The figure is not a circle because some students
are closer to the center and others are farther away.)
What figure have you created? (an oval)
If students do not know the name of the figure, the teacher may explain that the figure is
called an oval.
How is the circle different from the oval? Answers may vary. In a circle, all the points
TEACHER NOTE
It is essential to have students physically identify the
vertices and sides of a polygon to ensure their
on the curve are the same distance from the center; in an oval, not all of the points on
understanding (e.g., a child might verbally state a
the curve are the same distance from the center; etc.
triangle has three vertices, but mentally was identifying
the sides).
5. Using the displayed Polygon Chart, review the definition of a polygon.
Ask:
TEACHER NOTE
A triangle is a polygon with three sides and three
Is a circle a polygon? (no) Explain. (It is curved; it does not have straight sides.)
vertices.
Is an oval a polygon? (no) Explain. (It is curved; it does not have straight sides.)
A vertex is the point where each side or line touches
Is an oval a circle? (no) Explain. (In an oval, not all points are the same distance from
another side or line.
the center.)
6. Using the displayed Not a Polygon Chart, write the word “Circle” and draw a picture of a
circle next to the word.
Ask:
It is important to display different types of triangles but
How could you define circle? (A circle is a closed, curved figure where all points are
the same distance from the center.)
it is not part of the Grade 2 state standards to know the
specific names of the above triangles such as scalene,
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Suggested Duration: 8 days
Suggested Instructional Procedures
Notes for Teacher
equilateral, isosceles, acute, obtuse, and right
7. Using the displayed Not a Polygon Chart, write the word “Oval” and draw a picture of an oval
next to the word.
triangles. The focus is on the attributes for identifying a
triangle.
Ask:
How could you define an oval? (An oval is a closed, curved figure where all points are
TEACHER NOTE
not the same distance from the center.)
A quadrilateral is a polygon with four sides and four
vertices.
8. Instruct students to return to their seats and distribute handout: Shape Detectives to each
student. Instruct students to determine if each figure is a circle or an oval. Allow time for
students to complete the activity. Monitor and assess students to check for understanding.
9. Display teacher resource: Shape Detectives. Facilitate a class discussion regarding
student responses.
Ask:
What strategy did you use to prove whether the figure was a circle or an oval?
The Polygon Chart should reflect four sides and four
Answers may vary. I drew several lines from the center of the circle to the side in different
vertices for each of the four-sided polygons, not specific
places, then compared the lines to see if they are the same; I used a piece of string that
names of special quadrilaterals. Students will next
is the length of the distance from the center to the curved line, then used it to measure
discover special types of quadrilaterals including
all the different points on the circle; etc.
parallelogram, rectangle, rhombus, and square.
Although students may identify a trapezoid by name as
10. Using the displayed Polygon Chart, write “Types of Polygons” under the polygon definition.
11. Display a geoboard for the class to see. Distribute a geoboard and a rubber band to each
student. Instruct students to use the rubber band and the geoboard to create a three-sided
a quadrilateral, this figure will not be identified by its
attributes at this grade level. Leave enough room under
quadrilateral for these figures to be discussed later.
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Suggested Instructional Procedures
polygon. Allow time for students to create their figure. Using the displayed geoboard, model
one three-sided figure for the class to see. (See Teacher Note.)
Notes for Teacher
TEACHER NOTE
A pentagon is a polygon with five sides and five
12. Reference the polygon definition on the Polygon Chart.
vertices.
Ask:
Is your figure a polygon? (yes) Explain. Answers may vary. It is closed, it has at least
3 sides, the sides are straight; it is not open and does not have any curved parts; etc.
The polygon you created has how many sides? (3 sides)
Instruct the class to chorally count the sides as they touch each side of their figure on
their geoboard.
The polygon you created has how many vertices? (3 vertices)
Instruct the class to chorally count the vertices as they touch each vertex of their figure
on their geoboard.
What is the name of the polygon you created? (triangle)
How could you define a triangle? (A triangle is a polygon with 3 sides and 3 vertices.)
13. Write “Triangle” on the Polygon Chart and record its definition. Invite student volunteers to
display their created triangle on their geoboard for the class to see. Each time a different
TEACHER NOTE
It is important to give various examples of polygons that
are both concave and convex. However, only the
attributes of number of sides and vertices should be
discussed with students when identifying polygons.
TEACHER NOTE
A hexagon is a polygon with six sides and six vertices.
type of triangle is presented, draw it on the Polygon Chart next to the word “Triangle.” On one
triangle, write “side” for each line segment of the figure and “vertex” where each side or line
segment touches another side or line segment.
14. Distribute handout: Notes & Practice – Polygons to each student. Instruct students to find
the examples of triangles on their handout: Notes & Practice – Polygons. Using the
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displayed teacher resource: Notes & Practice – Polygons, model for students how to
record “Triangle” under the column “Type of Polygon” and how to record the number of sides
and number of vertices for a triangle.
Notes for Teacher
TEACHER NOTE
An octagon is a polygon with eight sides and eight
vertices.
15. Instruct students to remove the triangle from their geoboard. Distribute a second rubber band
to students. Instruct students to use their geoboard and the two rubber bands to create two
different four-sided polygons (one rubber band per polygon). Allow time for students to create
their figures. Using the displayed geoboard, model one four-sided figure for the class to see.
(See Teacher Note.)
16. Reference the polygon definition on the Polygon Chart.
Ask:
Are your figures polygons? (yes) Explain. Answers may vary. They are closed, they
State Resources
have straight sides, and they have at least three sides; etc.
Each polygon you created has how many sides? (4 sides)
MTR K-5 Prefixes Are Important in Geometry, Too and
Instruct the class to chorally count the sides as they touch each side of their
Rethinking Elementary Mathematics Part 2: The
quadrilaterals.
Language of Geometry may be used to reinforce these
Each polygon you created has how many vertices? (4 vertices)
concepts.
Instruct the class to chorally count the vertices as they touch each vertex of their
quadrilaterals.
How are the two figures you created alike? (They both have 4 sides and 4 vertices.)
How are the two figures you created different? Answers may vary. The sides on one
figure are all the same length, and the sides on the other figure are not all equal; one
figure has a side that slants, and the other figure has straight up and down sides; etc.
What type of polygons are these? Answers may vary. Square; rectangle; rhombus;
etc.
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Notes for Teacher
Say:
There are many types of four-sided polygons with special names. However, every
polygon with four sides and four vertices is called a quadrilateral. For example,
think about “fish.” All fish have their own special name based on their attributes
or characteristics (e.g., catfish, trout, etc.) but they are all called fish. Tomorrow
as a class we will investigate different types of quadrilaterals.
Ask:
How could you define quadrilateral? (A quadrilateral is a polygon with 4 sides and 4
vertices.)
17. Write “Quadrilateral” on the Polygon Chart and record its definition. Invite student volunteers
to display their created quadrilaterals on their geoboard for the class to see. Each time a
different type of quadrilateral is presented, draw it on the Polygon Chart next to the word
“Quadrilateral.” On one quadrilateral, write “side” for each line segment of the figure and
“vertex” where each side or line segment touches another side or line segment.
18. Instruct students to find the examples of quadrilaterals on their handout: Notes & Practice –
Polygons. Using the displayed teacher resource: Notes & Practice – Polygons, model for
students how to record “Quadrilateral” under the column “Type of Polygon” and how to record
the number of sides and number of vertices for a quadrilateral.
19. Instruct students to remove the quadrilaterals from their geoboard. Instruct students to use
one rubber band and the geoboard to create a five-sided polygon. Allow time for students to
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Notes for Teacher
create their figure. Using the displayed geoboard, model one five-sided figure for the class to
see. (See Teacher Note.)
20. Reference the polygon definition on the Polygon Chart.
Ask:
Is your figure a polygon? (yes) Explain. Answers may vary. It is closed, it has at least
3 sides, the sides are straight; it is not open and does not have any curved parts; etc.
The polygon you created has how many sides? (5 sides)
Instruct the class to chorally count the sides as they touch each side of their figure on
their geoboard.
The polygon you created has how many vertices? (5 vertices)
Instruct the class to chorally count the vertices as they touch each vertex of their figure
on their geoboard.
What is the name of the polygon you created? (pentagon)
How could you define a pentagon? (A pentagon is a polygon with 5 sides and 5
vertices.)
21. Write “Pentagon” on the Polygon Chart and record its definition. Invite student volunteers to
display their created pentagon on their geoboard for the class to see. Each time a different
type of pentagon is presented, draw it on the Polygon Chart next to the word “Pentagon.” On
one pentagon, write “side” for each line segment of the figure and “vertex” where each side or
line segment touches another side or line segment.
22. Instruct students to find the examples of pentagons on their handout: Notes & Practice –
Polygons. Using the displayed teacher resource: Notes & Practice – Polygons, model for
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Notes for Teacher
students how to record “Pentagon” under the column “Type of Polygon” and how to record
the number of sides and number of vertices for a pentagon.
23. Instruct students to remove the pentagon from their geoboard. Instruct students to use one
rubber band and the geoboard to create a six-sided polygon. Allow time for students to
create their figure. Using the displayed geoboard, model one six-sided figure for the class to
see. (See Teacher Note.)
24. Reference the polygon definition on the Polygon Chart.
Ask:
Is your figure a polygon? (yes) Explain. Answers may vary. It is closed, it has at least
3 sides, the sides are straight; it is not open and does not have any curved parts; etc.
The polygon you created has how many sides? (6 sides)
Instruct the class to chorally count the sides as they touch each side of their figure on
their geoboard.
The polygon you created has how many vertices? (6 vertices)
Instruct the class to chorally count the vertices as they touch each vertex of their figure
on their geoboard.
What is the name of the polygon you created? (hexagon)
How would you define a hexagon? (A hexagon is a polygon with 6 sides and 6
vertices.)
25. Write “Hexagon” on the Polygon Chart and record its definition. Invite student volunteers to
display their created hexagon on their geoboard for the class to see. Each time a different
type of hexagon is presented, draw it on the Polygon Chart next to the word “Hexagon.” On
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one hexagon, write “side” for each line segment of the figure and “vertex” where each side or
line segment touches another side or line segment.
26. Instruct students to find the examples of hexagons on their handout: Notes & Practice –
Polygons. Using the displayed teacher resource: Notes & Practice – Polygons, model for
students how to record “Hexagon” under the column “Type of Polygon” and how to record the
number of sides and number of vertices for a hexagon.
27. Instruct students to remove the hexagon from their geoboard. Instruct students to use one
rubber band and the geoboard to create an eight-sided polygon. Allow time for students to
create their figure. Using the displayed geoboard, model one eight-sided figure for the class
to see. (See Teacher Note.)
28. Reference the polygon definition on the Polygon Chart.
Ask:
Is your figure a polygon? (yes) Explain. Answers may vary. It is closed, it has at least
3 sides, the sides are straight; it is not open and does not have any curved parts; etc.
The polygon you created has how many sides? (8 sides)
Instruct the class to chorally count the sides as they touch each side of their figure on
their geoboard.
The polygon you created has how many vertices? (8 vertices)
Instruct the class to chorally count the vertices as they touch each vertex of their figure
on their geoboard.
What is the name of the polygon you created? (octagon)
How would you define an octagon? (An octagon is a polygon with 8 sides and 8
vertices.)
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29. Write “Octagon” on the Polygon Chart and record its definition. Invite student volunteers to
display their created octagon on their geoboard for the class to see. Each time a different
type of octagon is presented, draw it on the Polygon Chart next to the word “Octagon.” On
one octagon, write “side” for each line segment of the figure and “vertex” where each side or
line segment touches another side or line segment.
30. Instruct students to find the examples of octagons on their handout: Notes & Practice –
Polygons. Using the displayed teacher resource: Notes & Practice – Polygons, model for
students how to record “Octagon” under the column “Type of Polygon” and how to record the
number of sides and number of vertices for an octagon.
31. Distribute handout: All About Figures to each student. Explain to students that they are to
determine if each shape is a polygon by answering the questions. Allow time for students to
complete the activity. Monitor and assess students checking for understanding. Facilitate a
class discussion to debrief handout: All About Figures.
3
Topics:
Spiraling Review
Polygons – Parallelogram, Rectangle, Rhombus, and Square
Attributes of two-dimensional figures
ATTACHMENTS
Formal geometric vocabulary
Handout: Corner Checkers (1 per class)
Explore/Explain 2
Teacher Resource: Special Quadrilaterals (1
Students explore how quadrilaterals are different.
per teacher)
Handout: Special Quadrilaterals (1 per
Instructional Procedures:
student)
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1. Prior to instruction, create a Corner Checker for each student and each teacher by copying
handout: Corner Checkers, and cutting each square with precision. Also, create a Special
Quadrilateral Chart by writing the word “Special Quadrilaterals” at the top of a sheet of chart
paper. Display the Special Quadrilateral Chart next to the displayed Polygon Chart for the
class to see.
2. Distribute handout: Special Quadrilaterals and one index card to each student. Display
Notes for Teacher
Teacher Resource: Opposite Box (1 per
teacher)
Teacher Resource: Special Types of
Quadrilaterals KEY (1 per teacher)
Teacher Resource: Special Types of
Quadrilaterals (1 per teacher)
Handout: Special Types of Quadrilaterals (1
teacher resource: Special Quadrilaterals.
per student)
Ask:
Teacher Resource: Rooms for Rent KEY (1 per
teacher)
Are all of these figures polygons? (yes) Explain. (They all have straight sides, no
Handout: Rooms for Rent (1 per student)
curves, at least three sides, and are all closed.)
What do all of these polygons have in common? (They all have 4 sides and 4
MATERIALS
vertices.)
What is the name for all polygons with 4 sides and 4 vertices? (quadrilaterals)
chart paper (1 sheet per teacher)
What is the name of each of the quadrilaterals represented? (parallelogram,
scissors (1 per teacher)
rectangle, rhombus, and square) (See Teacher Note.)
index card (1 per student, 1 per teacher)
How are these quadrilaterals different? Answers may vary. The length of their sides
markers (2 different colors) (1 set per student, 1
is different; some sides are slanted and some sides are straight; etc.
set per teacher)
Allow time for students to observe the differences among the figures. Listen carefully to
Polygon Chart (1 per teacher) (previously
the descriptive language used by the students.
created)
On the Special Quadrilaterals Chart, write the name of each figure along with a drawing of
each figure. Leave space for the definitions to be added after the students have explored
each figure. Instruct students to record the name of each figure on their handout: Special
Quadrilaterals, in the center of each figure.
TEACHER NOTE
The top side shares a vertex with the side to the left
and to the right (its adjacent sides), but not its opposite
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Say:
Notes for Teacher
side.
Today, you will explore how these quadrilaterals are different. One of the
differences is the length of the sides. The “length of the sides” is an additional
attribute for identifying special quadrilaterals. In order to discuss the lengths of
the sides, the definition of opposite will need to be discussed.
3. Display teacher resource: Opposite Box.
Ask:
TEACHER NOTE
When defining a parallelogram and rhombus, the
What object is on the opposite side of the cat? (the hat)
attribute of square corners will not be addressed. The
What object is on the opposite side of the rat? (the bat)
reason square corners are not addressed is because
What does it mean to be on the opposite side? Answers may vary. To be directly
the example of a parallelogram and rhombus on
across from each other; etc.
students' handouts do not have square corners, giving
Demonstrate how opposite sides do not share a common vertex. (See Teacher Note.)
the appearance that there cannot be any. However,
there are special parallelograms with right or square
4. Instruct students to observe the square on handout: Special Quadrilaterals. Model placing
an index card beside the square on handout: Special Quadrilaterals and marking the
position of the two vertices of the square to indicate the length of the side as each student
models the same.
Example:
corners. A rectangle has 4 square corners and is
considered a special parallelogram. A square has 4
square corners and is considered a special
parallelogram, a special rhombus, and a special
rectangle. These classifying relationships are
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addressed in Grade 3. Be careful not to create a
misconception that a parallelogram or a rhombus never
has square corners. In Grade 2, when asking if a figure
has square corners, ask if the figure ALWAYS has
square corners. Also, in Grade 4, the terms parallel and
5. Instruct students to compare the length of the side opposite to the measured side of the first
figure by moving the index card to the opposite side of the figure and comparing the lengths.
perpendicular are introduced as vocabulary and used as
additional attributes to define geometric figures.
Ask:
Is the opposite side of the figure the same length? (yes)
TEACHER NOTE
Model outlining the opposite sides that are the same length with a marker as each
A quadrilateral is a polygon with four sides and four
student models the same.
vertices.
Special quadrilaterals include the following:
Parallelogram:
a polygon with 4 sides and 4 vertices
Ask:
opposite sides are always equal in length
Do you think the other sides of the figure are the same length as the outlined
sides? (yes)
Model comparing the other lengths of the figure with the marked length on the index card
to confirm that all sides are equal in length. Allow time for students to measure and verify
the lengths. Once students have confirmed that all sides are equal in length, instruct
Rectangle:
them to outline the other two sides with the same color marker. Instruct students to use
a marker and outline the square on their handout: Special Quadrilaterals.
a polygon with 4 sides and 4 vertices
opposite sides are always equal in length
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all 4 corners are always square
6. Instruct students to determine which sides of each quadrilateral on their handout: Special
Quadrilaterals are equal in length. Remind students to use their index card to first check
one set of opposite sides of a quadrilateral by placing their index card next to one of the
Rhombus:
sides and marking the length, then comparing it to the length of the opposite side. If opposite
a polygon with 4 sides and 4 vertices
sides are equal, students are to outline the two opposite sides with same color marker.
all 4 sides are always equal in length
Instruct students to repeat this process for the other set of opposite sides on the figure. If the
other set of sides are equal in length but not the same length as the first set of sides,
students are to mark those sides using a different color marker.
Example:
Square:
a polygon with 4 sides and 4 vertices
7. Allow time for students to complete their handout. Monitor and assess students to check for
understanding. Facilitate a class discussion to debrief student findings. As each figure is
all 4 sides are always equal in length
all 4 corners are always square
discussed, record the defining attribute of sides for each quadrilateral on Special
Quadrilaterals Chart. (See Teacher Note.)
Ask:
What did you discover about the lengths of the sides on the parallelogram?
(opposite sides are always equal in length)
What did you discover about the lengths of the sides on the rectangle? (opposite
TEACHER NOTE
For the Corner Checker, students may tear the marked
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sides are always equal in length)
corner off the square so they do not confuse the use of
What did you discover about the lengths of the sides on the rhombus? (all sides
the area of the square to determine square or right
are always equal in length)
corners.
What did you discover about the lengths of the sides on the square? (all sides are
always equal in length)
Explain that the length of the sides is an attribute that helps to identify the differences
between some quadrilaterals.
Are there any figures that are defined exactly the same, based on their sides?
Which ones? (yes; parallelogram and rectangle, rhombus and square)
8. Distribute a Corner Checker to each student. Explain to students that all the corners of this
figure represent a “square corner.” Model for students how to place a small mark or star
using a marker in one of the square corners of the Corner Checker as each student models
the same. Explain to students that to help distinguish between a parallelogram and a
rectangle, and a rhombus and a square, another attribute regarding corners is needed.
9. Divide the class into four equal groups. Assign each group a corner of the room in which to
stand. Explain that the corner, where two sides of the floor meet in the room, is similar to a
vertex, where two sides meet on a figure. Instruct students to take turns using their Corner
Checker to determine if the corner of the room where they are standing in is a square corner.
Ask:
Does the Corner Checker “fit” in your corner of the room? (yes) How do you
know? Answers may vary. When I slid the marker corner of my Corner Checker into the
corner of the wall, the sides of my Corner Checker also lined up against the walls; the
Corner Checker fit perfectly into the corner like a puzzle piece; etc.
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Notes for Teacher
Explain that although some walls or sides may be angled or slanted, most rooms have
“square corners.”
10. Instruct students to return to their seats. Refer students to handout: Special
Quadrilaterals. Instruct students to use their Corner Checker to determine which figures
have “square corners.” Explain to students that when they find a square corner on the figure,
they are to place a small mark or star (like the one on their Corner Checker) in the corner of
the figure. Allow students time to complete the activity. Monitor and assess students to
check for understanding. (See Teacher Note.)
Ask:
Which figures did you determine have square corners? (the rectangle and the
square)
How many square corners does a rectangle and a square have? (4)
Explain to students that a rectangle and square will “always” have 4 square corners. Add
the attribute “all square corners” under the definition of rectangle and square on the
displayed Special Quadrilaterals Chart. (See Teacher Note.)
11. Place students in pairs. Distribute handout: Special Types of Quadrilaterals to each
student. Display teacher resource: Special Types of Quadrilaterals. Explain to students
how to complete the handout by reviewing the completed row “Parallelogram.” Instruct
students to work with their partner to complete the handout. Allow time for students to
complete the activity. Monitor and assess students to check for understanding. Facilitate a
class discussion to debrief the handout.
12. Reference the displayed Special Quadrilaterals Chart.
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Ask:
What is the definition of a rectangle? (A rectangle is a polygon with 4 sides, 4
vertices, and opposite sides that are always equal in length.)
Are all of the attributes of a rectangle also attributes of a square? (yes)
Why do you think the square is referred to as “a special type of rectangle”?
(Because a square is a polygon with 4 sides and 4 vertices, and opposite sides are
always equal in length just like the rectangle.)
What makes the square different from the rectangle? (A square has a special
attribute—all 4 sides are always equal in length.)
Do all of the attributes of a square hold true for a rectangle? (no) Explain. (The
rectangle does not have all four sides equal in length. Only opposite sides are always
equal in length.)
Can we say a rectangle is a special square? (no) Why? (All 4 sides of the rectangle
are not equal in length.)
What is the special relationship between a rectangle and a square? (A square is a
special type of rectangle.)
13. Distribute handout: Room for Rent. Explain to students that the figures represent different
shaped rooms. Instruct students to answer all questions regarding each figure. They may
use their index cards to check side lengths and their Corner Checker when asked about
square corners. Allow time for students to complete the handout. Monitor and assess
students to check for understanding. Debrief and discuss the handout at the end of class or
the following day.
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Notes for Teacher
Topics:
Spiraling Review
Polygons
Attributes of two-dimensional figures
ATTACHMENTS
Formal geometric vocabulary
Real-life situations
Teacher Resource: Parallelograms (1 sheet
per 8 students)
Explore/Explain 3
Teacher Resource: Grandma’s Problem KEY
Students construct two-dimensional figures using a geoboard in order to explore ways in which
(1 per teacher)
the figure can be divided to form new geometric figures. Through the use of real-life contexts,
Handout: Grandma’s Problem (1 per student)
students will use the concept of two­dimensional figures to help to solve Grandma’s quilt
Teacher Resource: Grandma’s Scraps (1 sheet
dilemma.
per 4 students)
Instructional Procedures:
1. Prior to instruction, create 1 parallelogram for each student and teacher by copying teacher
MATERIALS
geoboard (commercial) (1 per student)
resource: Parallelograms on cardstock and cutting apart. Also, create 2 triangles for each
rubber bands (1 per student)
student by copying teacher resource: Grandma’s Scraps on cardstock and cutting apart.
glue (1 per student)
notebook paper (1 sheet per student)
2. Distribute a geoboard and a rubber band to each student. Instruct students to create a
Polygon Chart (1 per teacher) (previously
parallelogram using the rubber band and geoboard. Allow time for students to complete their
created)
parallelogram. Invite student volunteers to display their created parallelogram on their
Special Quadrilateral Chart (1 per teacher)
geoboard for the class to see.
(previously created)
Ask:
cardstock (3 sheets per 8 students)
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Is your parallelogram a polygon? (yes) Explain. Answers may vary. The figure is
closed, it has at least 3 sides, and does not have any curved figures; etc.
How can you verify that you created a parallelogram? (There are 4 vertices, 4
sides, and the opposite sides are equal in length. I could measure the sides to verify that
Notes for Teacher
scissors (1 per student, 1 per teacher)
ruler or straight edge (1 per student)
pencil (1 per teacher)
paper (plain) (1 sheet per student)
opposite sides are equal in length.)
Instruct students to re-position the rubber band from their parallelogram to form a
rhombus.
How did you reposition the rubber band to create a rhombus from a
parallelogram? (I had to make sure that all four sides were of equal length.)
How can you verify that you created a rhombus? (There are 4 vertices, 4 sides, and
all sides are equal in length. I could measure the sides to make sure that all sides are
equal in length.)
Instruct students to re-position the rubber band from a rhombus to a square.
How did you reposition the rubber band to create a square from a rhombus? (I
had to make all corners square.)
How can you verify that you created a square? (There are 4 vertices and all corners
RESEARCH
According to John A. Van De Walle, “rich, hands­on
experiences will figure and develop spatial reasoning
when consistently provided over time.” (Elementary and
Middle School Mathematics, p.346-347)
TEACHER NOTE
If a student divides their triangle into the following
figures, they may simply call the figure in the center a
four-sided polygon or quadrilateral.
are square. There are 4 equal sides. I could measure the sides to make sure that all
sides are equal in length. I could use our Corner Checker to make sure all four corners
are squares.)
Instruct students to re-position the rubber band from a square to a rectangle.
How did you reposition the rubber band to create a rectangle from a square? (I
had to make one set of sides different in length from the other set of sides.)
How can you verify that you created a rectangle? (There are 4 vertices and all
corners are square. There are 4 sides and opposite sides are equal in length. I could
measure the sides to make sure that opposite sides are equal in length. I could use our
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Notes for Teacher
Corner Checker to make sure all four corners are squares.)
3. Instruct students to create a square on the geoboard. Instruct students to lay their pencil on
the geoboard to divide the four-sided polygon into two different two-dimensional figures.
Model a square with the pencil dividing the figure on the board for the students to see.
Example:
Ask:
What figures did you create? (I created 2 triangles.) Explain. Answers may vary. I
know they are triangles because they are three sided polygons; etc.
Referencing the displayed Polygon Chart, verify the newly created figure as a triangle
according to the recorded attributes.
Can you divide the square another way to create two different figures? Answers
may vary.
Referencing the displayed Polygon Chart, verify the name of the newly created figure
according to the recorded attributes.
4. Distribute a pair of scissors, 1 parallelogram, and 1 sheet of paper to each student. Instruct
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students to cut the parallelogram in any direction; however, the cut must be straight. Allow
time for students to decide how to cut their parallelogram. When students have completed
the task, instruct them to glue the two newly created figures on a sheet of paper and identify
each newly created figure according to its attributes. If necessary, students may reference
the displayed Polygon Chart or Special Quadrilateral Chart for polygon names and attributes.
Example:
Ask:
What two figures did you create? Answers may vary. I made 1 triangle and 1
quadrilateral; I made 2 triangles; etc.
Are the newly created figures polygons? (yes)
When cutting a polygon with a straight line, will the new figures always be
polygons? (yes) Explain. (You will never get a curved surface with a straight cut; the
new figures will still be closed; they will have three or more sides.)
If you took a curved surface and cut it with a straight line, will the new figures be
polygons? (no) Explain. (The other side where the cut was not made will still be
curved.)
5. Distribute handout: Grandma’s Problem, 2 triangles, and a ruler or straight edge to each
student. As a class, chorally read the problem on the handout. Instruct students to use their
scissors and ruler or straight edge to make straight cuts on the triangles to create new
polygons. Instruct students to glue and identify the names of the newly created figures on
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Unit 09:
Suggested Duration: 8 days
Suggested Instructional Procedures
Notes for Teacher
handout: Grandma’s Problem, in the space provided. Instruct students to verify the newly
created figures according to their attributes. If necessary, students may reference the
displayed Polygon Chart or Special Quadrilateral Chart for polygon names and attributes.
5
Topics:
Spiraling Review
Attributes of two-dimensional figures
Attributes of three-dimensional figures
ATTACHMENTS
Engage 2
Teacher Resource (optional): Three-
Students observe similarities and differences between a square and a cube.
Dimensional Figures (1 per 4 students)
Handout: Square (1 per 4 students)
Instructional Procedures:
MATERIALS
1. Prior to instruction, if geometric solids are not available, create a set of geometric solids for
every 4 students by copying teacher resource: Three-Dimensional Figures on cardstock,
geometric solids (1 set per 4 students)
folding along dotted lines to construct geometric solids, and taping to secure.
cardstock (optional) (1 sheet per 4 students)
tape (optional) (1 roll per teacher)
2. Place students in groups of 4. Distribute handout: Square and 1 cube to each student pair
scissors (optional) (1 per teacher)
within the group. Instruct students to observe each of the figures.
Ask:
How are these figures alike? Answers may vary. The square is the same as the faces
on a cube; cubes are made of all squares; etc.
How are the two figures different? Answers may vary. One is flat and one is not; one
is solid and one is flat; one is two-dimensional and the other is three-dimensional; etc.
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Suggested Instructional Procedures
Topics:
Notes for Teacher
ATTACHMENTS
Attributes of three-dimensional figures
Teacher Resource: Troll Tracks (1 per teacher)
Formal geometric vocabulary
Teacher Resource: Troll Mystery KEY (1 per
Real-life situations
teacher)
Handout: Troll Mystery (1 per student)
Explore/Explain 4
Students play a mystery game, observing clues to determine an unknown solid figure by
identifying the faces left in sand.
Instructional Procedures:
1. Prior to instruction, fill a cookie sheet or plastic tub with sand, approximately 1 – 2 inches
MATERIALS
geometric solids (cube, rectangular prism,
triangular pyramid, triangular prism, square
pyramid, cylinder, cone, sphere)(1 set per 4
students, 1 per teacher)
deep, for every 4 students. Also, create a Three-Dimensional Figures Chart by writing the
sticky notes (small) (10 per 4 students)
words “Three­Dimensional Figures” at the top of a sheet of chart paper. Display the Three­
cookie sheet or plastic tub (1 per 4 students)
Dimensional Figures Chart for the class to see.
sand (enough to fill a cookie sheet or plastic tub
2. Begin the class by examining the square and the cube.
Say:
A square is a two-dimensional figure because it has two dimensions that can be
measured, length, and width.
Demonstrate the length and width of the square by running your finger along the length
and width of the square.
1 – 2 inches deep) (1 per 4 students)
chart paper (1 sheet per
RESEARCH
Research suggests that the most effective geometric
activities involve hands-on activities. These experiences
help students to shape spatial relationships when they
Say:
are provided consistently over time. (Elementary and
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Suggested Instructional Procedures
Notes for Teacher
Middle School Mathematics, Van De Walle, p. 347-348)
A cube is a three-dimensional figure. It has three dimensions that can be
measured, length, width, and height.
Demonstrate the length, width, and height of a cube by running your finger along the
length, width, and height of the cube.
TEACHER NOTE
If sand is not an option, students may trace the shapes
of the three-dimensional figures on paper.
Ask:
TEACHER NOTE
Why do you think the cube is called a solid figure and the square is not? Answers
may vary. Because you can pick up the cube and feel all of the sides or faces, and the
square is flat; the cube has an extra dimension that can be measured; etc.
You may substitute modeling clay for sand if your class
has access to plastic/wood models of geometric solids.
The faces from the handout: Three Dimensional
Figures can be numbered in advance in lieu of placing
3. Display teacher resource: Troll Tracks. Explain to students that a troll has left them a
sticky notes on each side.
mystery to solve, and they must use what they know about the attributes of figures to solve
the mystery. As a class, chorally read the poem.
4. Distribute handout: Troll Mystery to each student. Place students in groups of 4. Distribute
TEACHER NOTE
When recording the number of faces of the figures on
1 cookie sheet or plastic tub with sand, 10 sticky notes, and 1 set of geometric solids
the chart tablet, be sure to leave enough space to add
(rectangular prism, cube, triangular pyramid, triangular prism, and square pyramid) to each
two new attributes which students will be discovering in
group. Explain to students that they will use these tools to create “figure prints” in the sand
Explore/Explain 2.
by pressing each face of the figure into the sand to make a print of the figure. Instruct
students to continue making prints until they are able to determine the figure that the troll
TEACHER NOTE
used to create the “figure prints” on the displayed tracks.
A Rectangular Prism consists of 6 rectangles. If two
5. Model the “creating of prints” by instructing students to examine the rectangular prism.
Ask:
of the rectangles are squares, it is still called a
rectangular prism. If all six of the rectangles are
squares, it is a special rectangular prism known as a
page 41 of 121 Grade 2/Mathematics
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Enhanced Instructional Transition Guide
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A rectangular prism has how many faces? (6 faces)
Notes for Teacher
cube.
Instruct students to physically point to the faces as they are counted aloud. Instruct
students to choose one face on the prism to make an imprint in the sand.
Ask:
TEACHER NOTE
A Rectangular Prism has 6 faces. It is made up of 6
rectangles.
What shape did the face make? (a rectangle or a square)
Explain to students that in order to keep track of which face they have made prints of,
they are to place a small sticky note on the face to remind them not to make another
print of that face. Instruct students to choose another face and make a print of that face
but be careful not to lay it over the print they have already made. Remind students they
A Cube has 6 faces. It is made up of 6 squares.
should see prints in the sand of all faces of the figure when finished.
Ask:
What shape did the face make? (a rectangle or a square)
A Triangular Prism has 5 faces. It is made up of 2
Instruct students to continue to do the same until all of the faces have been imprinted in
triangles and 3 rectangles.
the sand. Allow time for students to complete the activity. Monitor and assess students
to check for understanding.
Ask:
How many imprints did you make in the sand? (6 imprints)
What shapes made up the rectangular prism? (4 rectangles and 2 squares)
A Triangular Pyramid has 4 faces. It is made up of 4
triangles.
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Unit 09:
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Suggested Instructional Procedures
Notes for Teacher
6. Reference the displayed teacher resource: Troll Tracks.
Ask:
Do you think the troll used a rectangular prism to make the tracks in the sand?
(no) Explain. (The troll tracks have triangles, and a rectangular prism does not have any
A Square Pyramid has 5 faces. It is made up of 1
faces that are triangles).
square and 4 triangles.
7. Instruct students to sketch, identify, and state the number of each shape that represents the
rectangular figure on their handout: Troll Mystery. Instruct students to complete the handout
by continuing to make imprints of each solid and recording the imprints on their handout.
When they have completed all solids, remind students to compare the prints of each solid to
the prints displayed on teacher resource: Troll Tracks to solve the mystery. Allow time for
TEACHER NOTE
students to complete the activity. Monitor and assess students to check for understanding.
When defining attributes at this grade level for three-
8. When all students have completed the activity, summarize their findings of each three-
dimensional curved surface figures such as the
dimensional solid by recording the name, a pictorial, and statements describing the faces of
cylinder, cone, and sphere, the attributes that should
each solid on the displayed Three-Dimensional Figures Chart. (See Teacher Note.)
be referenced are the types of surfaces and not edges,
Ask:
vertices, and faces.
A Cylinder is made up of 1 curved surface and 2 flat
Who can describe the number of faces and the type of each face for a
rectangular prism?
surfaces shaped like circles.
(6 faces, 2 squares and 4 rectangles or 6 rectangles)
Who can describe the number of faces and the type of each face for a cube?
(6 faces, 6 squares)
Who can describe the number of faces and the type of each face for a triangular
prism?
A Cone is made up of 1 curved surface and 1 flat
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(5 faces, 2 triangles and 3 rectangles)
Grade 2/Mathematics
Unit 09:
Suggested Duration: 8 days
Notes for Teacher
surface shaped like a circle.
Who can describe the number of faces and the type of each face for a triangular
pyramid?
(4 faces, 4 triangles)
Who can describe the number of faces and the type of each face for a square
pyramid?
(5 faces, 1 square and 4 triangles)
A Sphere is made up of a curved surface.
Were you able to determine which figures were not used by the troll? (yes)
Explain. Answers may vary. The troll could not have used the cube because it does not
have any faces that are triangles; it could not have been the triangular pyramid because
it does not have any faces that are rectangles; etc.
What figures were you looking for in order to match the troll’s figure prints?
Answers may vary. I was looking for triangles and rectangles; etc.
Were you able to find the figure the troll used to leave the prints? (yes) Explain.
(The triangular prism left two triangles and three rectangles, which were the troll’s figure
prints.)
The troll prints were created by which geometric solid? (the triangular prism)
9. Instruct students to examine only the triangular prism and triangular pyramid.
Ask:
Why does the triangular prism have rectangular faces but the triangular pyramid
does not? Answers may vary. The triangular pyramid goes up to a point (vertex). That is
what makes the triangle shape; the triangular prism has a triangular face at the bottom
and top, and the sides of the figures are rectangles; etc.
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Unit 09:
Suggested Duration: 8 days
Notes for Teacher
10. Instruct students to examine only the rectangular prism and triangular prism.
Why is one figure called a rectangular prism, and the other is called a triangular
prism? (The rectangular prism has all rectangles for faces, and the triangular prism
consists of two triangles and the rest are rectangles.)
11. Instruct students to examine only the square pyramid and triangular pyramid.
Ask:
Why is one figure called a square pyramid, and the other is called a triangular
pyramid? (Because the square pyramid has 1 square, and the triangular pyramid is
made up of all triangles.)
12. Instruct students to observe the figures they recorded on handout: Troll Mystery.
Ask:
How could you describe all of the figures that you created in the sand? Answers
may vary. All polygons; all two-dimensional figures; all flat figures; etc.
Were any of the faces you printed in the sand of circles? (no)
13. Distribute a cylinder, a cone, and a sphere to each group. Instruct students to create
imprints of each solid. Allow time for students to complete the imprints of the figures. Monitor
and assess students to check for understanding.
Ask:
If you made an imprint of the flat surface of a cone or cylinder, what would the
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Notes for Teacher
shape resemble? (a circle)
Is a circle a polygon? (no) Explain. (A circle is not a polygon because it does not have
three or more straight sides.)
Debrief student findings regarding the cone, cylinder, and sphere. Explain that these
three-dimensional figures are made up of curved surfaces, and the only shape in the sand
is a circle.
14. Using the displayed Three-Dimensional Figures Chart, record the name, pictorial, and
statements describing attributes of a cylinder, cone, and sphere.
Ask:
How could you describe the surfaces of a cylinder? (1 curved surface and 2 flat
surfaces shaped like circles)
How could you describe the surfaces of a cone? (1 curved surface and 1 flat surface
shaped like a circle)
How could you describe the surfaces of a sphere? (1 curved surface)
6
Topics:
Spiraling Review
Attributes of three-dimensional figures
Formal geometric vocabulary
ATTACHMENTS
Explore/Explain 5
Teacher Resource: Table of Figures KEY (1
Students will construct models of three-dimensional figures using marshmallows and toothpicks.
per teacher)
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Notes for Teacher
From the models, they identify each solid and its attributes, using formal geometric language.
Teacher Resource: Table of Figures (1 per
teacher)
Handout: Table of Figures (1 per student)
Instructional Procedures:
1. Place students in pairs. Distribute only one of the following three-dimensional solids to each
MATERIALS
pair: a cube, a triangular prism, a triangular pyramid, or a square pyramid.
geometric solids (cube, square pyramid,
Say:
triangular pyramid, triangular prism) (1 set per 4
Today you are architects. Your job is to create a model of the three-dimensional
student)
figure at your table using toothpicks and marshmallows. Advise students that they
toothpicks (10 per student)
are not to cut the toothpicks or the marshmallows, and they must use all of the
miniature marshmallows (10 per student)
items they predict they will need.
straws or coffee stirrers (10 per teacher)
Three-Dimensional Figures Chart (1 per teacher)
Allow time for students to discuss with their partner how many toothpicks and
(previously created)
marshmallows they predict they will need to build their three-dimensional figure. When
each pair decides, distribute the requested number of marshmallows and toothpicks to the
pair. Allow time for students to complete the construction of their model.
2. When all students have completed building their model, ask students to display their threedimensional figure and model.
Ask:
TEACHER NOTE
The purpose of this activity is to have students identify
the number of vertices and edges, leading to the
discovery of the differences between a pyramid and
prism.
How did you determine exactly how many toothpicks and marshmallows you
needed to create your figure? Answers may vary. We counted the number of sides
TEACHER NOTE
and that is how many toothpicks we needed, and we needed a marshmallow to connect
Be sure to explain to students that the marshmallows
two toothpicks together; we counted the number of vertices to determine the number of
are a tool and should not be eaten. Possible
marshmallows, and counted the number of sides to guess the number of toothpicks; etc.
substitutes for the marshmallows are packaging
page 47 of 121 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
Instruct students to place their finger on a toothpick.
Notes for Teacher
peanuts or modeling clay.
Ask:
RESEARCH
What part of the figure does the toothpick represent? (an edge)
Research conducted by Van Hiele suggests that the
Explain to students that the toothpicks represent the edges. Demonstrate how the faces
geometric emphasis for students with similar abilities in
meet to create an edge.
this age group should focus on observing, feeling,
Instruct students to place their finger on a marshmallow.
building, and taking apart shapes. (Elementary and
Ask:
Middle School Mathematics, Van De Walle, p. 350)
What part of the figure does the marshmallow represent? (a vertex)
TEACHER NOTE
Explain to students that the marshmallows represent the vertices. Demonstrate how two
The attribute(s) listed below in red should be added to
ends of the toothpicks come together at the vertex (corner).
the pre-recorded chart tablet after the number of edges
Ask:
and vertices have been determined.
What part of the figure is not represented? Answers may vary. The sides of the
A Cube has 6 faces. It is made up of 6 squares. A
shape; the faces; etc.
cube has 12 edges and 8 vertices.
3. Using the displayed Three-Dimensional Chart, record the number of edges and vertices of
each figure.
Invite a student pair that created a cube to display their model and geometric solid.
Ask:
A Triangular Prism has 5 faces. It is made up of 2
How many toothpicks did you need to make the edges on a cube? (12 toothpicks
triangles and 3 rectangles. A triangular prism has 9
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or edges)
Notes for Teacher
edges and 6 vertices.
How many marshmallows did you need to make the vertices on this figure? (8
marshmallows or vertices)
The cube has how many faces? (6 faces)
What are the shapes of the faces and how many of each type of face create this
figure? (6 squares)
Does this figure have faces in any other shapes? (no)
A Triangular Pyramid has four faces. It is made up of
What is the name of this figure? (a cube)
4 triangles. A triangular pyramid has 6 edges and 4
If this figure had a face that was not a square, would it still be a cube? (no)
vertices.
Explain. Answers may vary. It could not be a cube because a cube has all square
faces; it could not be a cube because all square faces are an attribute of a cube; etc.
4. Invite a student pair that created a triangular prism to display their model and geometric
solid.
Ask:
How many toothpicks did you need to make the edges on this figure? (9
toothpicks or edges)
A Square Pyramid has 5 faces. It is made up of 1
square and 4 triangles. A square pyramid has 8 edges
and 5 vertices.
How many marshmallows did you need to make the vertices on this figure? (6
marshmallows or vertices)
How many faces does this figure have? (5 faces)
What are the shapes of the faces and how many of each type of face create this
figure? (2 triangles and 3 rectangles)
A Rectangular Prism has 6 faces. It is made up of 4
What is the name of this figure? (a triangular prism)
rectangles and 2 squares. A rectangular prism has 12
If this figure had only triangular faces, would it still be a triangular prism? (no)
edges and 8 vertices.
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Notes for Teacher
Explain. Answers may vary. It could not be a triangular prism because it would not have
rectangular faces; it could not be a triangular prism because a triangular pyramid has
only triangular faces; etc.
5. Invite a student pair that created a triangular pyramid to display their model and geometric
solid.
Ask:
How many toothpicks did you need to make the edges of this figure? (6 toothpicks
or edges)
How many marshmallows did you need to make the vertices on this figure? (4
marshmallows or vertices)
How many faces does this figure have? (4 faces)
What are the shapes of the faces and how many of each type of face create this
figure? (4 triangles)
Are there any faces that are not in the shape of a triangle? (no)
What is the name of this figure? (a triangular pyramid)
How is this shape different from all the other figures we have seen today?
Answers may vary. It has a marshmallow (vertex) at the top; it has a point on top and not
a flat surface; etc.
Remind students that the structure of a pyramid comes to a point (vertex), whereas
prisms do not.
6. Invite a student pair that created a square pyramid to display their model and geometric
solid.
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Notes for Teacher
Ask:
How many toothpicks did you need to make the edges of this figure? (8 toothpicks
or edges)
How many marshmallows did you need to make the vertices on this figure? (5
marshmallows or vertices)
How many faces does this figure have? (5 faces)
What are the shapes of the faces and how many of each type of face create this
figure? (1 square and 4 triangles)
Are there any faces that are not in the shape of a triangle? (yes) Explain. (1 figure
is a square.)
What is the name of this figure? (a square pyramid)
How is this shape different from most of the other figures we have seen today?
Answers may vary. It has a marshmallow (vertex) at the top; it has a point on top and not
a flat surface; etc.
Remind students that the structure of a pyramid comes to a point (vertex), whereas
prisms do not.
7. Display a rectangular prism for the class to see.
Ask:
What if I asked you to build a rectangular prism? What materials would you
need? Answers may vary. We would need something longer than the toothpicks to make
the longer edges; some toothpicks; some marshmallows; etc.
Display a straw (or coffee stirrer) that could be used for the longer edge.
page 51 of 121 Enhanced Instructional Transition Guide
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Unit 09:
Suggested Duration: 8 days
Notes for Teacher
Ask:
If you could use toothpicks, straws (or coffee stirrers), and marshmallows, how
many of each material would it take to construct a rectangular prism? (We would
need 8 toothpicks, 4 coffee stirrers, and 8 marshmallows.)
Invite 2 volunteers to come to the front of the room and construct a rectangular prism.
How is a rectangular prism like a cube? (It has the same number of vertices and
edges.)
How is a rectangular prism different from a cube? (The lengths of the edges are not
all the same on the rectangular prism; the cube has all edges the same length.)
What are the attributes of a rectangle? (four square corners, 4 sides, and opposite
sides the same length)
What are the attributes of a square? (four square corners, and all 4 sides the same
length)
8. Display a cone, a cylinder, and a sphere.
Ask:
Could you use toothpicks and marshmallows to create any of these figures? (no)
Explain. Answers may vary. These figures are circular; these figures have curved
surfaces; etc.
How could you describe the surfaces of these figures? (A cone is made up of 1
curved surface and 1 flat surface shaped like a circle; a cylinder is made up of 1 curved
surface and 2 flat surfaces shaped like a circle. A sphere made up of 1 curved surface.)
9. Distribute handout: Table of Figures to each student. Explain to students that they are to
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Notes for Teacher
complete the table by listing the number of edges, vertices, and faces for each figure.
Instruct students to practice drawing three-dimensional figures by tracing each threedimensional figure on their handout several times. Then, instruct students to draw each
three-dimensional figure at the bottom of their handout.
7
Topics:
Spiraling Review
Attributes of two- and three-dimensional figures
Formal geometric vocabulary
ATTACHMENTS
Real-life situations
Teacher Resource: Clue Sheet KEY (1 per
Elaborate 1
teacher)
Students observe two- and three-dimensional figures found in the real world and identify the
Handout: Clue Sheet (1 per student)
shapes by determining their attributes.
Card Set: What Am I? (1 set per teacher)
Instructional Procedures:
1. Prior to instruction, create a class card set: What Am I? by copying, laminating, cutting
apart, and placing in a plastic zip bag.
MATERIALS
tape (clear) (1 strip per student)
scissors (1 per teacher)
plastic zip bag (sandwich sized) (1 per teacher)
2. Display teacher resource: Table of Figures. Facilitate a class discussion to debrief student
pencil (1 per student)
responses on handout: Table of Figures by discussing the similarities and differences
among the figures.
3. Explain to students that both two-and three-dimensional figures form our whole world.
Ask:
State Resources
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Notes for Teacher
What three-dimensional figures do you think you would find least often in the
MTR K-5: Sorting Two- and Three-dimensional Figures
world? Explain. Answers may vary. I think cones, because not very many things are in
may be used to reinforce these concepts.
the shape of a cone; I think pyramids, because I never see them; etc.
What two-dimensional figures do you think you would find most often in the
world? Explain. Answers will vary. Squares, rectangles, and triangles because they are
used most in construction; etc.
Say:
ADDITIONAL PRACTICE
Lead students on a three-dimensional hunt by walking
around the school identifying real world examples of
Today we will be playing a game in which each of you will have a picture card
three-dimensional figures or by making a list of items
taped to your back. You must guess the name of the three-dimensional figure that
from their homes.
the real-life object is representing by gathering clues from other students. You
may only ask questions about the attributes of their figure. You may not ask “Is
my object a rectangular prism?” You are to record their clues on the handout:
Clue Sheet, gathering at least 6 attribute clues before guessing your figure.
When you guess the figure correctly, you may remove the picture from your back
to see the real-life object.
4. Instruct students to bring a pencil and form a line. Tape one card from card set: What am I?
on to the back of each student. Distribute handout: Clue Sheet to each student. Once every
student has a card taped to their back, instruct students to begin asking clues regarding
their real-life object. Allow time for students to complete the activity. Monitor and assess
students to check for understanding. Once all students have determined their figure, ask
students to return to their seat.
Ask:
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Notes for Teacher
What questions were most helpful in determining your figure? Answers will vary.
The number vertices; the number of faces; does my figure have square faces; etc.
If attributes were not used to describe figures, how could you describe the figure
to your classmates? Explain. Answers may vary. It would be hard because I might use
a description that my classmate would not understand; I would not know how to tell them
what I saw; etc.
5. Place students in groups of 4. Explain to students that for the next game each group will
compete for points. The teacher will display a three-dimensional figure. Each group will have
approximately one minute to quietly discuss all of the attributes of the figure. Select one
student from each group to name one attribute for the displayed figure. If the student is
correct, the table group receives one point. Continue to ask each table group to name one
other attribute for the figure. If a student repeats a given attribute or identifies an incorrect
attribute, the table group does not receive a point. When all table groups have had an
opportunity to name an attribute of the figure, ask the class to name the geometric figure.
Continue playing the game by introducing a different three-dimensional figure.
Evaluate 1
ATTACHMENTS
Instructional Procedures:
Teacher Resource: Two-Dimensional Figures
1. Prior to instruction, create a set of two-dimensional figures for each student by copying
(1 set per student)
teacher resource: Two-Dimensional Figures, cutting apart each figure, and placing in a
plastic zip bag.
2. Distribute 1 set of two-dimensional figures to each student.
3. Assess student understanding of related concepts and processes by using the Performance
MATERIALS
scissors (1 per teacher)
plastic zip bag (sandwich sized) (1 per student)
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Notes for Teacher
Indicator(s) aligned to this lesson.
Performance Indicator(s):
Grade2 Mathematics Unit09 PI02
Sort a collection of two-dimensional figures by a common attribute. Select the sorted set with the
most figures, and title the set according to the sorting attribute. Sketch each figure represented in
that set, and under each sketch, list an additional attribute(s) for that figure that is different from the
sorting attribute. Then, select a two-dimensional figure from the collection. Trace the figure on
construction paper, and then cut out the figure. Cut the paper figure to create new two-dimensional
figures. Tape the newly created shapes on a piece of notebook paper, and identify each shape
created and its attributes using formal geometric vocabulary.
Standard(s): 2.7A , 2.7B , 2.7C , 2.12D , 2.13B
ELPS ELPS.c.1C , ELPS.c.3D
8
Topics:
Spiraling Review
Attributes of two- and three-dimensional figures
Formal geometric vocabulary
ATTACHMENTS
Elaborate 2
Teacher Resource: Venn Diagram Two-
Students will construct a Venn diagram in order to record similarities and differences among
Dimensional Attributes (1 strip per 2 students)
attributes of two- and three-dimensional figures.
Teacher Resource: Venn Diagram ThreeDimensional Attributes (1 strip per 2 students)
Instructional Procedures:
Teacher Resource: Two-Dimensional Figures
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Suggested Duration: 8 days
Suggested Instructional Procedures
1. Prior to instruction, create a strip of teacher resource: Venn Diagram Two-Dimensional
Attributes by copying and cutting the strips apart, creating 1 strip for every 2 students.
2. Prior to instruction, create a strip of teacher resource: Venn Diagram Three-Dimensional
Attributes by copying and cutting the strips apart, creating 1 strip for every 2 students.
3. Prior to instruction, create a Venn Diagram for the class to see and label it as follows:
Notes for Teacher
(1 per 2 students)
Handout: Venn Diagram Two-Dimensional
Figures (1 per 4 students)
Handout: Venn Diagram Three-Dimensional
Figures (1 per 4 students)
MATERIALS
scissors ( 1 per teacher, 1 per 2 students)
glue (1 per 2 students)
Corner Checkers (previously created) (1 per
student)
two-dimensional figures (1 set per 2 students)
three-dimensional figures (1 set per 4 students)
TEACHER NOTE
4. Invite two student volunteers to the front, one student standing on the left and the other
Venn diagrams are a difficult concept for many
student standing on the right of the Venn Diagram.
students. Some students may need assistance in
Ask:
determining what two things have in common. Although
a Venn diagram does not usually have the same
What are some attributes that these two students share? Answers may vary. They
both have brown hair; they both have brown eyes; they are both wearing jeans; etc.
Record the provided attributes in the center, or intersection of the two circles, below
“Attributes for both.”
attribute written twice, allowing students to see the
same cards in the center will help them understand the
concept of “shared” or “both.”
page 57 of 121 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 09:
Suggested Duration: 8 days
Suggested Instructional Procedures
What are some attributes that the student on the right has that the student on the
left does not have? Answers may vary. He is a boy; he has short sleeves; he is wearing
blue; he has short hair; etc.
Record the provided attributes in the right circle of the Venn Diagram below “Attributes for
the person on the right.”
Notes for Teacher
TEACHER NOTE
If necessary, allow students to use geoboards, rubber
bands, and Corner Checkers to explore the attributes of
their two-dimensional figures.
What are some attributes that the student on the left has that the student on the
right does not? Answer may vary. She is a girl; she is wearing braids; she has long hair;
TEACHER NOTE
she is wearing long sleeves; etc.
Suggested pairings of two-dimensional figures:
Record the provided attributes in the right circle of the Venn Diagram below “Attributes for
square – triangle
the person on the right.”
square- rectangle
circle – rectangle
5. Explain to students that they will be comparing the attributes of two-dimensional figures
using a similar Venn Diagram. Place students in groups of 4. Instruct students to select a
rhombus – square
rectangle – rhombus
partner within their group. Distribute one strip of Venn Diagram Two-Dimensional Attributes, a
pair of scissors, glue, and one two-dimensional figure to each pair. (See Teacher Note of
TEACHER NOTE
suggested two-dimensional pairings. Be sure to have at least one group of students compare
Suggested pairings of three-dimensional figures:
a square to a rectangle.)
Cube – Rectangular Prism
6. Explain to students they are to first identify the attributes of their two-dimensional figure.
Cube – Triangular Prism
After completing the attribute strip, instruct student pairs to cut the attribute cards apart.
Triangular Prism – Triangular Pyramid
When students have cut their cards apart, distribute handout: Venn Diagram Two-
Rectangular Prism – Triangular Prism
Dimensional Figures to each group. Instruct each group to write the names of their figures
Rectangular Prism – Triangular Pyramid
on the handout then compare their attributes. If the attributes are the same (e.g., both have
Sphere – Cone
square corners), tell them to glue the cards in the center of the diagram. If they compare an
Cone – Cylinder
attribute and the attributes are different, they are to glue their attribute card in the area below
Sphere – Cylinder
the name of the two-dimensional figure of which it describes. Allow time for students to
Square Pyramid – Triangular Pyramid
page 58 of 121 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 09:
Suggested Duration: 8 days
Suggested Instructional Procedures
complete the activity. Monitor and assess students to check for understanding. When all
Notes for Teacher
Square Pyramid – Cube
students have completed their handout: Venn Diagram Two-Dimensional Figures, invite
each group to present their diagram for the class to see. Facilitate a class discussion
debriefing student work.
7. Explain to students that they will be comparing the attributes of three-dimensional figures
using a similar Venn Diagram. Instruct students to select a different partner within their
group. Distribute one strip of Venn Diagram Three-Dimensional Attributes and one threedimensional figure to each pair. (See Teacher Note of suggested three-dimensional pairings.
Be sure to have at least one group of students compare a cube and a rectangular prism.)
8. Explain to students they are to first identify the attributes of their three-dimensional figure.
After completing the attribute strip, instruct student pairs to cut the attribute cards apart.
When students have cut their cards apart, distribute handout: Venn Diagram ThreeDimensional Figures to each group. Instruct each group to write the names of their figures
on the handout and compare their attributes. If the attributes are the same (e.g., both have
square faces), tell them to glue the cards in the center of the diagram. If they compare an
attribute and the attributes are different, they are to glue their attribute card in the area below
the name of the three-dimensional figure of which it describes. Allow time for students to
complete the activity. Monitor and assess students to check for understanding. When all
students have completed their handout: Venn Diagram Three-Dimensional Figures, invite
each group to present their diagram for the class to see. Facilitate a class discussion
debriefing student work.
Evaluate 2
MATERIALS
page 59 of 121 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 2/Mathematics
Unit 09:
Suggested Duration: 8 days
Notes for Teacher
Instructional Procedures:
three-dimensional figures (1 set per student)
1. For the second Performance Indicator, gather sets of geometric solids for students to sort.
2. Assess student understanding of related concepts and processes by using the Performance
Indicator(s) aligned to this lesson.
Performance Indicator(s):
Grade2 Mathematics Unit09 PI01
Identify all of the categories in which the figure below belongs. In writing, describe what attributes
are necessary for the figure to fit with each named category using formal geometric vocabulary.
Then, identify all of the categories in which the solid below belongs. In writing, describe what
attributes are necessary for the solid to fit with each named category using formal geometric
vocabulary.
Standard(s): 2.7A , 2.7B , 2.13B
ELPS ELPS.c.5F , ELPS.c.5G
page 60 of 121 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 2/Mathematics
Unit 09:
Suggested Duration: 8 days
Notes for Teacher
Grade2 Mathematics Unit09 PI03
Sort a collection of three-dimensional figures by a common attribute. Select the sorted set with the
most figures, and title the set according to the sorting attribute. Sketch each figure represented in
that set, and under each sketch, list an additional attribute(s) for that figure that is different from the
sorting attribute.
Standard(s): 2.7A , 2.7B , 2.12D , 2.13B
ELPS ELPS.c.1E , ELPS.c.3J
04/10/2013
page 61 of 121 Grade 2
Mathematics
Unit: 09 Lesson: 01
Open or Closed? KEY
Figures that are
Figures that are
CLOSED
OPEN
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Open or Closed?
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
It Figures
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Geoboards
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Polygons and Not Polygons KEY
Look at both columns of figures. Which column of figures is “Polygons” and which column of
figures is “Not Polygons”? Write the two labels in the appropriate column heading. Then
underneath each column, define what a “Polygon” is and what is “Not a Polygon.”
Polygon
Not Polygon
Polygon:
Not a Polygon:
(1) Figures are closed
(1) Open figures
(2) All sides are straight
(no curves)
(2) Curved sides
(3) Must have at least 3 sides
©2012, TESCCC
09/20/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Polygons and Not Polygons
Look at both columns of figures. Which column of figures is “Polygons” and which column of
figures is “Not Polygons”? Write the two labels in the appropriate column heading. Then
underneath each column, define what a “Polygon” is and what is “Not a Polygon.”
_______________________
_______________________
Polygon:
Not a Polygon:
(1) Figures are ____________
(1) ____________ figures
(2) All sides are ____________
(no curves)
(2) ____________ sides
(3) Must have ____________ sides
©2012, TESCCC
09/20/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Shape Detectives KEY
Identify each of the following figures as an oval or a circle. Write the name of each
figure below.
©2012, TESCCC
Circle
Oval
Circle
Oval
Circle
Oval
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Shape Detectives
Identify each of the following figures as an oval or a circle. Write the name of each
figure below.
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Notes & Practice - Polygons KEY
A Polygon is…….
1.
All sides are straight
2.
The figure is closed
3.
All polygons have at least 3 sides
Vertex
Side
Complete the table of attributes for each polygon.
Type of Polygon
Examples
Number
of
Sides
Number
of
Vertices
1.
Triangle
3
3
2.
Quadrilateral
4
4
3.
Pentagon
5
5
4.
Hexagon
6
6
5.
Octagon
8
8
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Notes & Practice - Polygons
A Polygon is…….
1.
All sides are ______________
2.
The figure is ______________
3.
All polygons have at least _______ sides
Vertex
Side
Complete the table of attributes for each polygon.
Type of Polygon
Examples
Number
of
Sides
Number
of
Vertices
1.
2.
3.
4.
5.
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
All About Figures KEY
●
●
●
●
Does this figure have straight sides? ___yes___
Is this figure closed? _____yes_______
Is this figure a polygon? Explain. Yes, it has straight lines, it has at least three sides, and
it is a closed figure.
Trace each of the sides with a green crayon. How many sides does it have? four_
Place a “●” on the vertices. How many vertices does it have? four
What is the name of this figure? Answers may vary. Quadrilateral; square; rectangle; etc.
●
●
●
Does this shape have straight sides? ___yes___
Is this figure closed? _____yes_______
Is this figure a polygon? Explain. Yes, it has straight lines, it has at least three sides, and
it is a closed figure.
Trace each of the sides with a green crayon. How many sides does it have? Three_
Place a “●” on the vertices. How many vertices does it have? three
What is the name of this figure? triangle
©2012, TESCCC
09/19/12
page 1 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
All About Figures Key
Does this shape have straight sides? ___no___
Is this figure closed? _____yes_______
Is this figure a polygon? Explain. No, it has a curved lined; it has no sides or vertices.
Trace each of the sides with a green crayon. How many sides does it have? none_
Place a “●” on the vertices. How many vertices does it have? none
What is the name of this figure? circle
●
●
●
● ●
Does this shape have straight sides? ___yes___
Is this figure closed? _____yes_______
Is this figure a polygon? Explain. Yes, it has straight lines, it has at least three sides, and
it is a closed figure.
Trace each of the sides with a green crayon. How many sides does it have? five_
Place a “●” on the vertices. How many vertices does it have? five
What is the name of this figure? pentagon
©2012, TESCCC
09/19/12
page 2 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
All About Figures KEY
●
●
● ●
● ●
●
●
Does this shape have straight sides? ___yes___
Is this figure closed? _____yes_______
Is this figure a polygon? Explain. Yes, it has straight lines, it has at least three sides, and
it is a closed figure.
Trace each of the sides with a green crayon. How many sides does it have? eight_
Place a “●” on the vertices. How many vertices does it have? eight
What is the name of this figure? octagon
©2012, TESCCC
09/19/12
page 3 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
All About Figures
Does this shape have straight sides? ____________
Is this figure closed? _______________
Is this figure a polygon? Explain.
_______________________________________________________________
Trace each of the sides with a green crayon. How many sides does it have? _________
Place a “●” on the vertices. How many vertices does it have? ____________
What is the name of this figure? ___________________
Does this shape have straight sides? ____________
Is this figure closed? ____________
Is this figure a polygon? Explain.
_______________________________________________________________
Trace each of the sides with a green crayon. How many sides does it have? _________
Place a “●” on the vertices. How many vertices does it have? ____________
What is the name of this figure? __________________
©2012, TESCCC
09/19/12
page 1 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
All About Figures
Does this figure have straight sides? ____________
Is this figure closed? _______________
Is this figure a polygon? Explain.
_______________________________________________________________
Trace each of the sides with a green crayon. How many sides does it have? ___________
Place a “●” on the vertices. How many vertices does it have? ____________
What is the name of this figure? ___________________
Does this figure have straight sides? ____________
Is this figure closed? _______________
Is this figure a polygon? Explain.
_______________________________________________________________
Trace each of the sides with a green crayon. How many sides does it have? ___________
Place a “●” on the vertices. How many vertices does it have? ____________
What is the name of this figure? ___________________
©2012, TESCCC
09/19/12
page 2 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
All About Figures
Does this figure have straight sides? ____________
Is this figure closed? _______________
Is this figure a polygon? Explain.
_______________________________________________________________
Trace each of the sides with a green crayon. How many sides does it have? ___________
Place a “●” on the vertices. How many vertices does it have? ____________
What is the name of this figure? ___________________
©2012, TESCCC
09/19/12
page 3 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
Corner Checkers
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Special Quadrilaterals
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Opposite Box
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Special Types of Quadrilaterals KEY
A Quadrilateral is…….
A polygon with 4 sides and 4 vertices.
Complete the table by filling in the attribute blanks for each figure. The first one has been completed for you.
Types of
Quadrilaterals
1.
2.
Example
Parallelogram
Rectangle
*
*
*
*
Sides
Vertices
 4 sides
 Opposite sides are always equal
in length
 4 vertices
 4 sides
 4 vertices
 Opposite sides are always
 4 corners are
equal in length
always square
 4 sides
3.
 All 4 sides are always equal
Rhombus
 4 vertices
in length
4.
©2012, TESCCC
*
*
*
*
Square
 4 sides
 4 vertices
 All 4 sides are always equal
 4 corners are
in length
09/19/12
always square
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Special Types of Quadrilaterals
A Quadrilateral is…….
A polygon with _____sides and ____ vertices.
Complete the table by filling in the attribute blanks for each figure. The first one has been completed for you.
Types of
Quadrilaterals
1.
2.
Parallelogram
Rectangle
Example
Vertices
Sides
 4 sides
 Opposite sides are always equal
in length
 4 vertices
 4 sides
 4 vertices
 __________ sides are __________
 __ corners are
__________ in length
_______
_______
 __ sides
3.
Rhombus
 All __ sides are _______
_______
 __ vertices
in length
 __ sides
4.
Square
 All __ sides are _______
in length
©2012, TESCCC
09/19/12
 __ vertices
_______
 __ corners are
_______
_______
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Rooms for Rent KEY
Directions: Each figure represents a room. Fill in the blanks regarding
the number of sides and vertices. Compare the lengths of the sides
and outline those that are the same length using a crayon. Circle the
correct answer regarding the lengths of the sides. Circle the correct
answer regarding the corners of the figure when asked (use a Corner
Checker if needed).
A square has __4__sides and __4__vertices.
All sides are always equal in length.
All corners are always square corners.
This parallelogram has __4__sides and __4__vertices.
Opposite sides are always equal in length.
©2012, TESCCC
09/19/12
page 1 of 2
Grade 2
Mathematics
Unit: 09 Lesson: 01
Rooms for Rent KEY
Directions: Each figure represents a room. Fill in the blanks regarding
the number of sides and vertices. Compare the lengths of the sides
and outline those that are the same length using a crayon. Circle the
correct answer regarding the lengths of the sides. Circle the correct
answer regarding the corners of the figure when asked (use a Corner
Checker if needed).
A rectangle has __4__sides and __4__vertices.
Opposite sides are always equal in length.
All corners are always square corners.
A rhombus has __4__sides and __4__vertices.
All sides are always equal in length.
©2012, TESCCC
09/19/12
page 2 of 2
Grade 2
Mathematics
Unit: 09 Lesson: 01
Rooms for Rent
Directions: Each figure represents a room. Fill in the blanks regarding
the number of sides and vertices. Compare the lengths of the sides
and outline those that are the same length using a crayon. Circle the
correct answer regarding the lengths of the sides. Circle the correct
answer regarding the corners of the figure when asked (use a Corner
Checker if needed).
A square has ______sides and ______vertices.
All sides are always /are not equal in length.
All corners are always /are not square corners.
This parallelogram has _____sides and _____vertices.
Opposite sides are always /are not equal in length.
©2012, TESCCC
09/19/12
page 1 of 2
Grade 2
Mathematics
Unit: 09 Lesson: 01
Rooms for Rent
Directions: Each figure represents a room. Fill in the blanks regarding
the number of sides and vertices. Compare the lengths of the sides
and outline those that are the same length using a crayon. Circle the
correct answer regarding the lengths of the sides. Circle the correct
answer regarding the corners of the figure when asked (use a Corner
Checker if needed).
A rectangle has ______sides and ______vertices.
Opposite sides are always / are not equal in length.
All corners are always / are not square corners.
A rhombus has ______sides and ______vertices.
All sides are always / are not equal in length.
©2012, TESCCC
09/19/12
page 2 of 2
Grade 2
Mathematics
Unit: 09 Lesson: 01
Parallelograms
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Grandma’s Problem KEY
Grandma is trying to finish a quilt. She would like to use scraps of material she has
left over. The problem is that the scraps are too large. Grandma wants you to help
her make smaller polygons to put into her quilt. Using Grandma’s scraps, cut each
figure according to the directions. Glue and identify each newly created figure.
1. Use a triangle and make one straight cut. Glue and identify the new figures below.
Then use another triangle and see if you can cut the triangle a different way to
make new figures. Answers may vary. Sample Answers:
The new polygons created are:
Triangle and Quadrilateral
The new polygons created are:
Two Triangles
2. Use a triangle and make two straight cuts. Glue and identify the new figures below.
Then use another triangle and see if you can cut the triangle a different way to
make new figures.
The new polygons created are:
Two Triangles and a Rhombus
©2012, TESCCC
The new polygons created are:
Two Triangles and Two Quadrilaterals
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Grandma’s Problem
Grandma is trying to finish a quilt. She would like to use scraps of material she has
left over. The problem is that the scraps are too large. Grandma wants you to help
her make smaller polygons to put into her quilt. Using Grandma’s scraps, cut each
figure according to the directions. Glue and identify each newly created figure.
1. Use a triangle and make one straight cut. Glue and identify the new figures below.
Then use another triangle and see if you can cut the triangle a different way to
make new figures.
The new polygons created are:
The new polygons created are:
_____________________________
_____________________________
2. Use a triangle and make two straight cuts. Glue and identify the new figures
below. Then use another triangle and see if you can cut the triangle a different
way to make new figures.
The new polygons created are:
The new polygons created are:
_____________________________
©2012, TESCCC
_____________________________
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Grandma’s Scraps
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Three-Dimensional Figures
Cube
©2012, TESCCC
09/19/12
page 1 of 7
Grade 2
Mathematics
Unit: 09 Lesson: 01
Three-Dimensional Figures
Rectangular Prism
©2012, TESCCC
09/19/12
page 2 of 7
Grade 2
Mathematics
Unit: 09 Lesson: 01
Three-Dimensional Figures
Triangular Prism
©2012, TESCCC
09/19/12
page 3 of 7
Grade 2
Mathematics
Unit: 09 Lesson: 01
Three-Dimensional Figures
Square Pyramid
©2012, TESCCC
09/19/12
page 4 of 7
Grade 2
Mathematics
Unit: 09 Lesson: 01
Three-Dimensional Figures
Triangular Pyramid
©2012, TESCCC
09/19/12
page 5 of 7
Grade 2
Mathematics
Unit: 09 Lesson: 01
Three-Dimensional Figures
Cone
©2012, TESCCC
09/19/12
page 6 of 7
Grade 2
Mathematics
Unit: 09 Lesson: 01
Three-Dimensional Figures
Cylinder
©2012, TESCCC
09/19/12
page 7 of 7
Grade 2
Mathematics
Unit: 09 Lesson: 01
Square
©2012, TESCCC
09/19//12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Troll Tracks
A troll has made the following prints
below the bridge in the sand.
They’re such strange prints for feet
or even for a hand.
Perhaps the troll has tricked us.
Can you find the missing link?
He’s used a three-dimensional solid.
All you have to do is think!
Here are the figure prints that were left in the sand.
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Troll Mystery KEY
Draw the imprints the figure made in the box and fill in the blanks about the attributes.
1.
This rectangular prism has 6
face(s). There are 0 triangle(s),
4 (or 6) rectangle(s), and 2 (or 0) square(s).
2.
The cube has
6
face(s). There are 0 triangle(s),
0 rectangle(s), and 6 square(s).
©2012, TESCCC
09/19/12
page 1 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
Troll Mystery KEY
3.
The triangular pyramid has
4
face(s). There are 4 triangle(s),
0 rectangle(s), and 0 square(s).
4.
This triangular prism has
3
5
face(s). There are 2 triangle(s),
rectangle(s), and 0 square(s).
©2012, TESCCC
09/19/12
page 2 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
Troll Mystery KEY
5.
The square pyramid has
0
5
face(s). There are 4 triangle(s),
rectangle(s), and 1 square(s).
©2012, TESCCC
09/19/12
page 3 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
Troll Mystery
Draw the imprints the figure made in the box and fill in the blanks about the attributes.
1.
This rectangular prism has ______
face(s). There are ______triangle(s),
_____ rectangle(s), and ______ square(s).
2.
The cube has ____
face(s). There are __________triangle(s),
_____ rectangle(s), and ______ square(s).
©2012, TESCCC
09/19/12
page 1 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
Troll Mystery
3.
The triangular pyramid has _____face(s). There are ______triangle(s),
_____ rectangle(s), and ______ square(s).
4.
This triangular prism has
____
face(s). There are ______triangle(s),
_____ rectangle(s), and ______ square(s).
©2012, TESCCC
09/19/12
page 2 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
Troll Mystery
5.
The square pyramid has
face(s). There are ______triangle(s)
_____rectangle(s), and ______ square(s).
©2012, TESCCC
09/19/12
page 3 of 3
Grade 2
Mathematics
Unit: 09 Lesson: 01
Table of Figures KEY
Figure
©2012, TESCCC
Number of Number of Number of
Edges
Vertices
Faces
12
8
6
12
8
6
9
6
5
6
4
4
8
5
5
09/19/12
page 1 of 2
Grade 2
Mathematics
Unit: 09 Lesson: 01
Table of Figures KEY
Figure
©2012, TESCCC
Number of
Number of
Flat
Curved
Surfaces
Surfaces
(circles)
09/19/12
1
2
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page 2 of 2
Grade 2
Mathematics
Unit: 09 Lesson: 01
Table of Figures
Figure
©2012, TESCCC
Number of Number of Number of
Edges
Vertices
Faces
09/19/12
page 1 of 2
Grade 2
Mathematics
Unit: 09 Lesson: 01
Table of Figures
Figure
©2012, TESCCC
Number
of Curved
Surfaces
09/19/12
Number
of Flat
Surfaces
(circles)
page 2 of 2
Grade 2
Mathematics
Unit: 09 Lesson: 01
Clue Sheet Key
1.__ I have twelve edges.____________________________________
2.__I have six faces.________________________________________
3.__Four of my six faces are rectangles._________________________
4.__Two of my six faces are squares.___________________________
5.__I have eight vertices._____________________________________
6.__I am a prism.___________________________________________
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Clue Sheet
1.________________________________________________________
2.________________________________________________________
3.________________________________________________________
4.________________________________________________________
5.________________________________________________________
6.________________________________________________________
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
What Am I?
©2012, TESCCC
04/10/13
page 1 of 5
Grade 2
Mathematics
Unit: 09 Lesson: 01
What Am I?
©2012, TESCCC
04/10/13
page 2 of 5
Grade 2
Mathematics
Unit: 09 Lesson: 01
What Am I?
©2012, TESCCC
04/10/13
page 3 of 5
Grade 2
Mathematics
Unit: 09 Lesson: 01
What Am I?
©2012, TESCCC
04/10/13
page 4 of 5
Grade 2
Mathematics
Unit: 09 Lesson: 01
What Am I?
©2012, TESCCC
04/10/13
page 5 of 5
Grade 2
Mathematics
Unit: 09 Lesson: 01
Two-Dimensional Figures
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Venn Diagram Two-Dimensional Attributes
All my sides
All my sides
All my sides
are / are not
are / are not
are / are not
equal in length.
equal in length.
equal in length.
All my corners
All my corners
All my corners
are / are not
are / are not
are / are not
square.
square.
square.
I have ______
I have ______
I have ______
vertices.
vertices.
vertices.
I have ______ sides.
I have ______ sides.
I have ______ sides.
I
I
I
am / am not
am / am not
am / am not
a polygon.
a polygon.
a polygon.
I
I
I
do / do not
do / do not
do / do not
have straight sides.
have straight sides.
have straight sides.
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Venn Diagram Two-Dimensional Figures
Write the names of the figures on the blank lines. Paste the attributes on the correct part of the Venn diagram to
compare the two figures.
Both
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Venn Diagram Three-Dimensional Attributes
I have
I have
I have
_____ edges.
_____ edges.
_____ edges.
I have
I have
I have
______ vertices.
______ vertices.
______ vertices.
I have
I have
I have
_______ faces.
_______ faces.
_______ faces.
Some of my faces
Some of my faces
Some of my faces
are / are not
are / are not
are / are not
triangular.
triangular.
triangular.
I
I
I
am a
am a
am a
prism / pyramid.
prism / pyramid.
prism / pyramid.
I have
I have
I have
curved surfaces.
curved surfaces.
curved surfaces.
I have a flat surface
I have a flat surface
I have a flat surface
in the shape of a circle.
in the shape of a circle.
in the shape of a circle.
©2012, TESCCC
09/19/12
page 1 of 1
Grade 2
Mathematics
Unit: 09 Lesson: 01
Venn Diagram Three-Dimensional Figures
Write the names of the figures on the blank lines. Glue the attributes on the correct part of the Venn diagram to
compare the two figures.
Both
©2012, TESCCC
09/19/12
page 1 of 1