 Author:
 DAWNE COKER
 Subject:
 Mathematics
 Material Type:
 Activity/Lab, Lesson, Lesson Plan
 Level:
 Lower Primary
 Tags:
 License:
 Creative Commons Attribution
 Language:
 English
 Media Formats:
 Downloadable docs
Education Standards
T4T Sorting Shapes
Overview
This resource is from Tools4NCTeachers.
In this lesson students will sort polygons, paying attention to their attributes. They will use geometric vocabulary and identify their sorting rules. Sorting cards, activity sheets, and sample student solutions are included within this lesson.
Here is a sample of this resource. Click the attachment to download the entire fullyformatted lesson and support materials.
Sorting Shapes
In this lesson students will sort polygons, paying attention to their attributes. They will use geometric vocabulary and identify their sorting rules. 
NC Mathematics Standard(s):
Geometry
NC.2.G.1 Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. (This lesson does not address the attributes of rectangular prisms and cubes.)
Additional/Supporting Standards:
Standards for Mathematical Practice:
 Make sense of problems and persevere in solving them.
 Construct viable arguments and critique the reasoning of others.
Student Outcomes:
I can identify triangles.
I can identify quadrilaterals.
I can identify pentagons.
I can identify hexagons.
I can identify a 2D shape when given a set of attributes such as sides and angles.
Math Language:
What words or phrases do I expect students to talk about during this lesson?
Students will use vocabulary such as: polygon, triangle, quadrilateral, pentagon, hexagon, square, trapezoids, rectangle, rhombus, side, angle, attribute, feature (Attributes” and “features” are used interchangeably to indicate any characteristic of a shape, including properties, and other defining characteristics (e.g., straight sides) and nondefining characteristics (e.g., “rightside up”). (Progressions for the CCSSM: Geometry, CCSS Writing Team, August 2011, page 3 footnote)
Materials:
 geoboards for students
 geobands for students
 sorting cards
 small paper strips to write sorting rules
 one plain sheet of paper (or notebook paper) for each partnership to record all their sorting rules
 scissors
Advance Preparation:
 Run copies of the shape sheets, one per partnership.
 Cut small strips of paper for students to write the sorting rules. Each partnership may need about 8 strips.
Launch:
Creating Shapes on a Geoboard (10 minutes)
1. Each student should have a geoboard and geobands. Ask students to create a specific shape such as a triangle. Have students share their triangles and ask how they are all alike. Some responses may be: 3 sides, 3 straight sides, closed shape.
2. Have students create quadrilaterals. Ask how these shapes alike (four sides, straight sides, closed shape).
3. Continue to have students create polygons (triangle, quadrilateral, pentagon, hexagon, square, trapezoids, rectangle, rhombus) on the geoboard and describe the attributes of each shape.
Explore:
Sorting 2D Shapes (1520 minutes)
1. Give partners one set of the shape sheets, small rectangle sheets, and a sheet for recording their rules Have them cut these cards apart. Provide reclosable plastic bags or envelopes to store the shapes for other lessons.
2. After the shapes are cut, explain that they are going to sort their shapes so that shapes with the same attributes are in groups. Have partners sort their shapes. Explain that they do not have to use all the cards. After they sort their shapes have them label (on small paper strips) how they sorted the cards and get a teacher check. Also, write the sorting rule on a sheet of paper.
3. As the students are sorting their shapes, the teacher walks around asking students to explain their sorting rule. Possible questions to ask:
How are these shapes alike?
Why did this shape not go in this set?
If I gave you _______ where would it go?
How many angles does this shape have?
What makes this shape a _________?
4. After the teacher has checked a partnership’s sorting rule ask them to sort their cards a different way. Each time the students write the rule on small cards and adds the sorting rule to their plain paper.
5. Listen for the vocabulary terms students use as they solve the task. Are they using the geometric vocabulary? Are they discussing the attributes of the shapes? Do they notice the number of sides and angles for each shape. Do they see a relationship between the number of sides and the number of angles?
6. Partners continue to sort the shape cards, label the sorting rule, add the rule to their paper, get a teacher check, and then sort the shapes a different way.
7. Explain that in a few minutes their classmates are going to walk around the room and try to guess each partnership’s sorting rule. Ask them have their shape cards sorted and labeled. Turn the label over so that the sorting rule cannot be seen.
Discuss
1. In a place away from the students’ work space, the teacher sorts a set of cards as “quadrilaterals” and “not quadrilaterals” or some other sorting rule. Write these two rules on the strips and turn them over so that the rule cannot be seen.
2. Have the students leave their cards and join you where you sorted the shape cards. Show them the set of cards that you have already sorted. Ask them to look at the cards and talk with a partner about what they notice. After a few minutes, ask for their observations. As they explain their observations, ask them to prove their idea. Ask for ideas for your sorting rule. After a few students have shared, reveal your rule.
3. Explain that they are going on a Gallery Walk. They will walk around and try to determine how their classmates sorted their shapes. They stay with their partner. Go to one of the sorted shapes, talk about what they notice and state the rule. Then turn over the cards to see if they guessed the same rule. Then turn over the rule so it cannot be seen and go to another set of shapes. Continue guessing the rules until the teacher calls the class back to the meeting area.
4. Have them turn in the sheet with all their sorting rules.
5. After the partnerships have complete the Gallery Walk, the teacher can bring the class to one of the partnership’s work. This may be one that several groups didn’t understand or disagreed with the sorting rule. Have the students look at the shape cards and how they are sorted. Have students justify their ideas for how the shapes are sorted.
Evaluation of Student Understanding
Informal Evaluation:
1. As the teacher talks with students about their sorting rules, make notes about students’ understanding. Possible questions
How are these shapes alike?
Why did this shape not go in this set?
If I gave you _______ where would it go?
How many angles does this shape have?
What makes this shape a _________?
2. Look at the partnership’s list of sorting rules. Did they write a variety of rules? Does the list make sense for the set of cards? Did they write an appropriate number of sorting rules for the time given to the task?
Formal Evaluation/Exit Ticket:
Have students complete the activity sheet. Accept any sorting rule that fits the shapes. Some possible answers are 4 sided shapes and not 4sided shapes, quadrilaterals and not quadrilaterals, 4sided shapes and shapes with more than 4 sides
Meeting the Needs of the Range of Learners
Intervention: If a student is having difficulty sorting the cards, reduce the number of shape cards. One possible way to reduce the cards is to only include the triangles and quadrilaterals Have the student think of one rule (example: three sides). The student separates the shapes in to two groups—Follow My Rule and Don’t Follow My Rule.
Another intervention is for the teacher to sort the shape cards and ask the student how the shapes are alike.
Extension:
Look for examples of quadrilaterals at home.
Possible Misconceptions/Suggestions:
Possible Misconceptions  Suggestions 
1. Students do not recognize different types of triangles (quadrilaterals, hexagons, etc.).
.
 1. Have the student (or the teacher makes) make different triangles on geoboards. Have him/her describe the triangles. Ask the student how all these shapes are alike.
2. Using the shape cards, have the student choose a shape and tell its attributes. Ask questions about the sides and angles if the student does not identify these attributes. Ask the student to find another shape in the set of cards that has the same attributes. 
Shape Cards


 
 
 
 
 

  
 
Activity Sheet
Name _________________________ Date_________________________
Tom and Everett sorted their shapes. Here’s how they sorted them:
Write Tom and Everett’s sorting rule.
_____________________ _____________________
Explain why you wrote this sorting rule.
Possible Student Solutions: