Melody Casey
Material Type:
Lesson Plan
Lower Primary
    Creative Commons Attribution Non-Commercial

    Education Standards

    Geo Hunt (AIG IRP)

    Geo Hunt (AIG IRP)


    Students will be given a list of Geometric Terms and a value for each. They will work with a partner to search around the school for these items. They will write a sentence for each one.  This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

    Lesson Overview

    Brief Description of Lesson/Task/Activity: Students will be given a list of Geometric Terms and a value for each. They will work with a partner to search around the school for these items. They will write a sentence for each one.  

    Time Frame: 2/ 30 min. sessions

    Type of Differentiation for AIGs:

    • Extension
    • Acceleration

    Adaptations for AIGs:

    • Content
    • Process
    • Product

    Explanation of How Resource is Appropriate for AIGs: This activity is appropriate for AIG students because they will be able to write about each shape and use appropriate vocabulary for each shape's attributes.  

    Needed Resources/Materials:

    • List of shapes with an attribute word bank.  (see attached)
    • Math journals
    • The Shape of Things by Ann Dodds or a similar geometry children’s book.

    Teacher Notes: This lesson should be taught after you have introduced the basic shapes: square, circle, triangle, rectangle, hexagon, cube, cone, cylinder and sphere.  Each pair of students should have 1 strong writer to write the description of the shape.

    Mathematical Practices:

    2. Reason Abstractly
    3. Construct viable arguments and critique the reasoning of others.   
    6. Attend to Precision   
    7.  Look for and make use of structure.

    Stage 1: Engage

    Begin the lesson by reading The Shape of Things by Dayle Ann Dodds.  Discuss all the different shapes in this book. Tell the students they will be going on a Geohunt.  Tell them they will work in partner groups and that they will be going around the school looking for shapes.  They will need to write a describing sentence to tell where the shape was found.  They will mark if the shape is 2 D or 3 D.  You will need to model for them the process.  Give an example of a good describing sentence with lots of attributes and a not so good describing sentence with fewer attributes. Pass out the recording sheet and explain that you want them to tell you as many attributes as they can about each shape.

    Stage 2: Elaborate

    Day 1- Once you have gone over the directions, let the partners work on the hunt. (You may need an adult to go around the school with them.)  After 15 minutes, call them back to turn in their work and add up their points.  

    Day 2- Have the children write in their journals using the following journal prompts:

    Guiding Questions: When you saw each shape how did you determine it was the right shape (Example: How did you know that was the square? Do squares always have those attributes Why do you think so?  Are there other shapes that have those attributes?)  Keep the focus on the attributes. What is the same about the shapes you found?  What is different? If you could create a new shape, what would you create and what would you call it?  Is a heart a shape?  What about a star?  Why or why not? 

    Stage 3: Evaluate

    Formative: You will evaluate if the students are able to name the basic shapes and if they can write a sentence about the shape that shows some understanding of the attributes of that shape.

    Summative: Use a checklist (see below) to determine how well the standard for this lesson was understood.

    Teacher Notes: 

    If you feel your students are not able to write a sentence you could provide a template.  

    We saw a _____________________.  It was______________ (color).  It was located _______________________ (where in the school) and it is _____________ (size).

    When the students are all done they may want to work on a small booklet of their Geohunt. Then they could draw pictures to go with each sentence.  

    Another variation could be that another group of students are given someone else’s clues to read and then find. 

    Once found, they could take a picture of it… and/or  Label it… and/or Put their group name with it that they found it…they could also create a book of shapes.