## Objective

Draw shapes with specified attributes.

## Common Core Standards

### Core Standards

The core standards covered in this lesson

3.G.A.1— Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

### Geometry

3.G.A.1— Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

### Foundational Standards

The foundational standards covered in this lesson

2.G.A.1

### Geometry

2.G.A.1— Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

*Sizes are compared directly or visually, not compared by measuring.*

## Criteria for Success

The essential concepts students need to demonstrate or understand to achieve the lesson objective

- Draw sides of equal length using either a ruler or a piece of paper to mark side length of one side on the paper and then draw another side of the marked length (MP.5).
- Draw polygons with specified attributes, such as the presence of right angles or sides of equal length.

## Tips for Teachers

Suggestions for teachers to help them teach this lesson

“Students learn to draw shapes with prespecified attributes, without making a priori assumptions regarding their classification” (MP.1) (G Progression, p. 13). Thus, in this lesson, students determine which attributes are necessary to include in their drawn shape and which are up to them to decide, allowing them to see that drawing a quadrilateral that is not a parallelogram affords many possibilities, including trapezoids and non-trapezoids.

### Lesson Materials

- Ruler (1 per student) — These need to have both inch and centimeter measures.
- Right-angle tool (1 per student) — This can be any tool used to verify right angle measures, e.g., a protractor, the corner of a piece of paper, etc.
- Game Cards (1 per pair of students) — This material should be cut into pieces before the lesson.

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## Anchor Tasks

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

25-30 minutes

### Problem 1

a.Draw a pentagon that has two right angles but no parallel sides.

b.Draw a hexagon with all sides of equal length.

c.Draw a quadrilateral that is not a parallelogram, rectangle, or square.

#### Guiding Questions

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### Problem 2

Using the Game Cards, play the following game with a partner.

- Sort the cards into three piles, A, B, and C, according to the letter on the top right of each card.
- Place the cards face down into three piles.
- Pick one card from each pile.
- Flip over the cards you chose. Write down the game card descriptions.
- Use the appropriate tool(s) to draw the shape. If the shape is not possible, explain why it is not.

#### Guiding Questions

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#### References

EngageNY Mathematics Grade 3 Mathematics > Module 7 > Topic B > Lesson 6—Concept Development

Grade 3 Mathematics > Module 7 > Topic B > Lesson 6 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 USlicense.Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

## Problem Set

15-20 minutes

Problem Set

Answer Keys

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### Discussion of Problem Set

- Which shape was most difficult to draw precisely? Why?
- What word did you use to describe the shape you drew in #6? Could you have drawn a trapezoid? Why or why not?
- How did our work in today’s lesson prepare you to answer #7?

## Target Task

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

5-10 minutes

Draw a figure with the attributes given below. Then use the most specific term to name the shape.

The shape has 4 sides and four angles. It is not a trapezoid.

### Student Response

An example response to the Target Task at the level of detail expected of the students.

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## Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

### Extra Practice Problems

Extra Practice Problems

Answer Keys

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### Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Lesson 2

Lesson 4