Illuminations: Shape Up

# Shape Up

 Students hear geometry terminology around them every day. By playing the games in this lesson, students use their knowledge regarding regular and irregular polygons to explore the properties of the shapes and learn new vocabulary when identifying characteristics of shapes.

### Learning Objectives

 Students will: Identify and describe characteristics of geometric figures Compare the properties of geometric figures Understand terminology related to geometric figures

### Materials

 Sorting shapes cutouts or manipulatives Sorting mats (e.g., two sheets of paper in different colors) Computer with Internet access Shape Sorter Tool Shape Up Activity Sheet Shape Up Characteristics Activity Sheet Shape Up Sorting Chart Activity Sheet

### Questions for Students

 What vocabulary did you learn by playing each of the Shape Up games? What vocabulary were you already familiar with? [Answers will vary. Encourage students as their playing their games to focus on the vocabulary they are using.] What shapes were most easily identified by each characteristics? Why would this be? [Generally speaking, characteristics that only apply to a few shapes make the sorting games easiest.] Were there some shapes that are harder to distinguish between than others? Why would this be? [While the question is a matter of opinion, most students will probably answer yes to this question. Shapes that share many characterstics are harder to distinguish from one another. For example, the isosceles and non-isosceles trapezoids.]

### Assessment Options

 Choose 2 sorting shapes, and trace them onto a separate piece of paper. Ask students to describe how they are the same and different by listing as many characteristics as possible. Describe or have a student describe three characteristics of a polygon and asks the class to draw a polygon that might match the description. Examples: Draw a pentagon with at least one pair of parallel lines and at least one right angle. Draw a polygon with one reflex angle, at least four sides, and at least one pair of parallel lines. Encourage creative thinking by having students brainstorm shapes not in the set of sorting shapes provided that would have been good to add to the set. Have students write a journal entry including a sketch of the shape and the reasons why they think their shape would make a good addition. You could also ask them about additional characteristics that could be included in the games.

### Extensions

 To extend the students knowledge, assign each pair of students a different sorting shape, and assign them the task of creating a list of 3 clues for their shape at home. This can be written on a 3x5 index card. Have students write the clues increasingly more specific as they move from the first to the second to the third. Create new characteristics or new shapes that are not included in the original card set. Use these to play, along with the original cards and shapes. For example, you might choose to include 2-dimemsional closed figures that aren't polygons, such as circles.

### Teacher Reflection

 Did students use geometry terms while playing the games? If not, how could their use be encouraged more in your classroom? Was your lesson appropriately adapted for the diverse learner? How did your lesson address auditory learning styles? How did the students demonstrate understanding of geometry terms?

### NCTM Standards and Expectations

 Geometry 3-5Classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes. Geometry 6-8Precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties.
 This lesson was prepared by Terry Johanson as part of the Illuminations Summer Institute.

2 periods

### NCTM Resources

 More and Better Mathematics for All Students
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