Lesson 2
Draw Shapes
Warm-up: Which One Doesn’t Belong: Five-sided Shapes (10 minutes)
Narrative
Launch
- Groups of 2
- Display the image.
- “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
- 1 minute: quiet think time
Activity
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Facing
Student Response
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Activity Synthesis
- “Which of these shapes are pentagons? Explain.” (A, C, and D, because they each have 5 sides and 5 corners.)
- “Why is B not a pentagon?” (It isn’t closed. It only has 4 corners.)
- Consider asking: “How many sides does it have? How many corners?”
Activity 1: Draw Shapes (15 minutes)
Narrative
Launch
- Groups of 2
Activity
- “Today you are going to draw and compare shapes.”
- 5 minutes: independent work time
- Monitor for:
- examples of shapes that have different side lengths, angles, and orientations to share in synthesis
- non-examples of quadrilaterals, pentagons, or hexagons
- “Compare your shapes with your partner’s shapes. Find one way your shapes are the same and one way they are different.”
- 4 minutes: partner discussion
Student Facing
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Complete the shape to make a quadrilateral. Then draw a different four-sided shape.
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Complete the shape to make a pentagon. Then draw a different five-sided shape.
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Complete the shape to make a hexagon. Then draw a different six-sided shape.
- Compare your shapes with your partner’s shapes. Find one way your shapes are the same and one way they are different.
Student Response
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Advancing Student Thinking
- “How do you know this is a ______ (quadrilateral, pentagon or hexagon)?”
- “How could you use the completed shape to help you draw another ______ (quadrilateral, pentagon or hexagon)?”
Activity Synthesis
- Display 2–3 previously identified student examples of each shape.
- “What are the ways these shapes are different?” (different side lengths, different corners)
- If time, display non-examples of quadrilaterals, pentagons, or hexagons that students drew or display some examples, such as:
- “Would any of these shapes be a quadrilateral, pentagon, or hexagon? Why or why not?” (Sample response: No. The one on the far left has 4 sides and only 3 corners, so it’s not a quadrilateral.)
Activity 2: What Shape Could It Be? (20 minutes)
Narrative
Advances: Conversing, Reading
Launch
- Groups of 2
Activity
- “Clare, Andre, and Han drew shapes. Using the clues, see if you can figure out which shapes might belong to each student. Then draw a different shape based on the clues.”
- 7 minutes: independent work time
- Monitor for examples of Han’s shape that have different numbers of sides, number of corners, side lengths, and angles to share in the synthesis.
- “Compare the shapes you drew with your partner’s shapes.”
- 5 minutes: partner discussion
Student Facing
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Clare drew a shape that has fewer than 5 sides. Circle shapes that could be Clare’s shape.
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Draw a different shape that could be Clare’s shape.
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Andre drew a shape that has 4 corners. Circle shapes that could be Andre’s shape.
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Draw a different shape that could be Andre’s shape.
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Han drew a shape that has more corners than Andre’s shape. Draw two shapes that could be Han’s shape.
Student Response
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Advancing Student Thinking
- “How do you know this shape could be _____ (Clare’s or Andre’s) shape?”
- “Are there any other shapes that could be _____ (Clare’s or Andre’s) shape?”
- “How can you change your shape so it has _____ (fewer than 5 sides, 4 corners, or more than 4 corners)?”
Activity Synthesis
- Display 2–3 previously identified student examples for Han’s shape.
- “How are these shapes different?” (different side lengths, different numbers of sides and corners)
- “Could each of these shapes be Han’s shape? Explain.” (Andre's shape has 4 sides and corners, so it could be any shape that has more than 4 sides and 4 corners. We could draw different shapes as long as they have more than 4 sides and 4 corners.)
Lesson Synthesis
Lesson Synthesis
“Today you practiced drawing shapes based on the number of sides or corners. Mai started drawing a shape like this.”
Draw or display:
“Could she make a triangle from her drawing? Could she make a hexagon from her drawing?” (She could add 3 more lines to make it a hexagon, but she cannot make it into a triangle because it already has 3 lines.)
Share responses.
Invite students to demonstrate on the image as needed.
Cool-down: Name and Draw Shapes (5 minutes)
Cool-Down
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