Illuminations: Squares are Special Rectangles

# Squares are Special Rectangles

 Students compare and sort rectangles and special rectangles called squares learning to distinguish between the two using their attributes. They will use manipulatives to form squares and rectangles. They will also identify and take pictures of squares and rectangles around school and make a class book.

### Learning Objectives

 Name, describe and sort squares and rectangles. Use manipulatives to build squares and rectangles. Recognize these shapes in their environment.

### Materials

 Counters (preferably in shapes such as teddy bears) Crayons Scissors Glue Pretzel rods (two different lengths) Red construction paper Blue construction paper Camera Squares and Rectangles Activity Sheet Squares and Rectangles Answer Key

### Questions for Students

 How many straight sides does a rectangle and square have? [4] When two sides meet they form a? [corner] How many corners or vertices does the rectangle and square have? [4] What makes the square a special rectangle? [All four sides are the same length] What kind of squares did we find around the school? [answers should reflect their pictures] What kind of rectangles did we find around the school? [answers should reflect their pictures]

### Assessment Options

 Students completed pretzel project will give the teacher an understanding of which students understand the difference between a rectangle and a special rectangle called a square. The student’s group participation will aid in helping determine the student’s level of understanding. Give students 4 square tiles and ask them to construct a square. Then ask them to use the same 4 square tiles to construct a rectangle. Have the students explain why it is a square or rectangle making sure they are expressing themselves using the vocabulary they learned from the lesson.

### Extensions

 Make a list of squares and rectangles in the classroom, or have students bring in an example of a square or rectangle from home. Graph this information using a class graph to see if students found or brought in more rectangles or more special rectangles called squares. . Give students a pile of paper squares. Ask them to put squares together to find as many different squares and rectangles as they can. Each shape cannot use more that 6 paper squares. After they finish, discuss their findings.

### Teacher Reflection

 Were the students able to construct rectangles and squares using the pretzels? Were the students able to distinguish between the two shapes and color them the correct color? Did all students participate in finding squares and rectangles around the school? Were they able to use the information they learned about rectangles to differentiate between the two shapes as you explored the school grounds? Were the students able to use the correct vocabulary when describing the two shapes? Did all students participate in sorting the pictures for the class book? Were all students excited to revisit the class book of rectangles and squares?

### NCTM Standards and Expectations

 Geometry Pre-K-2Describe attributes and parts of two- and three-dimensional shapes Recognize, name, build, draw, compare, and sort two- and three-dimensional shapes . Recognize geometric shapes and structures in the environment and specify their location.
 This lesson was prepared by Deeanna D. Golden as part of the Illuminations Summer Institute.

3 periods

### NCTM Resources

 Principles and Standards for School Mathematics (Book and E-Standards CD)

 More and Better Mathematics for All Students
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