Grade 3 Geometry Unit

ED 3601 Curriculum and
Instruction for Majors

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
Shape & Space: 3-D Objects & 2D Shapes
12 Classes (Days)
Shape & Space: 3-D Objects & 2-D Shapes

Rationale:
In this unit students will extend their understanding of geometry from Grade 2 through
opportunities to
Sort 2-D shapes by the number of sides
Sort and describe 3-D objects
Construct skeletons of 3-D objects
Communicate about geometry
Students familiarity with handling 2-D shapes and 3-D objects will help them discover some
geometric properties and prepare them for the study of geometry in later grades. It will also
develop spatial sense through experiences and interactions with the environment that
enable students to solve problems involving 3-D shapes and objects, and allow them to
make predictions about the results of changing the dimensions of these objects. The goal is
for students to be able to communicate about shapes and objects and to create their own
representations.
The essential questions will be used to guide the unit and can be applied in life beyond
school. This unit is designed to be completed in three weeks. Eight lessons will help the
students reach the SLOs 6 and 7, and four more lessons facilitate for review and completion
of the unit. Lesson 1: Making Copies will be used as a general pre-assessment for these
concepts. Students individual knowledge and skills will be recorded to direct differentiation,
grouping and individual activities. Class knowledge and skills will be noted to determine the
starting point, speed and depth of lessons as a whole. Formative assessment will occur daily
through observations, anecdotal notes and the review of student math journals in order to
gain insight into student understanding and thinking processes. Students will work
individually, in pairs and in groups and use a variety of tools to reach their objectives. The
sequence of these activities will allow for scaffolding and for the students to reach their full
potential through multiple assessment forms. They will explore the unit through hands on,
higher level thinking activities that extend their learning beyond the classroom. Multiple
assessment forms and the incorporation of differentiation in every lesson give all students
the opportunity to achieve their full potential and receive the overall grade that reflects
their learning.
Math Processes:
Students make connections between 2-D shapes and 3-D objects in addition to connections
to literature through a collection of geometry picture books and other math strands
including numbers and data analysis. They use reasoning skills to identify objects using
given information. Students enhance their communication skills as they use new vocabulary
to compare, explain and describe geometric shapes and objects. The reading strategies
used as well as the culminating activity of creating their own 3-D objects (skeletons) allow
students to visualize an objects attributes and create models. Through this activity,
Problems of the Week and other questions and inquiries throughout the unit, students will
be presented with problem solving activities in which they must use prior learnings in new
ways and contexts to find innovative solutions through a variety of strategies.
Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Established Goals:
Shape and Space
GLO: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them.
Understandings:
Students will understand that
Essential Questions:
Shapes of different dimensions and their

properties can be described mathematically
There are many representations of 2-D and
3-D shapes
Any 2-D or 3-D shape can be created by
either combining or dissecting other shapes
How can we describe 3-D

objects?
What makes shapes

different?
How can we sort shapes?

Students will be able to
Students will
know
Unit Terms
Polygon
Triangle
Quadrilateral
Pentagon
Hexagon
Octagon
Cube
Sphere
Cone
Cylinder
Pyramid
Prism
Skeleton
Vertex
Face
Edge
6. Describe 3-D objects according to the

shape of the faces and the number of
edges and vertices.
[C, CN, PS, R, V]
7. Sort regular and irregular polygons,
including:
triangles
quadrilaterals
pentagons
hexagons
octagons
according to the number of sides.
[C, CN, R, V]


Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Resources Needed:
- The Greedy Triangle by Marilyn
Burns
- 2-D and 3-D models and shapes
- Modelling clay
- Geometry picture books

Math
3
12 Classes (Days)
Resources Consulted:
- Alberta Program of Studies
- Math Focus 3 Teachers Resource
and In-Class Activity Book (Nelson)
- Elementary and Middle School
Mathematics: Teaching
Developmentally

Unit Plan
Subject Area
Grade Level
Topic
Math
3
12 Classes (Days)
Length of Unit
(days)
Assessments
Title
Questioni
ng
Observatio
ns
Math
Journal
Identifyin
g
Polygons
Exploratio
n
Type
Formative
Formative
Formative
&
Summative
Formative
6. Describe 3-D objects

according to the shape of
the faces and the number of
edges and vertices.
[C, CN, PS, R, V]
7. Sort regular and irregular

polygons, including:
triangles
quadrilaterals
pentagons
hexagons
octagons
according to the number of
sides.
[C, CN, R, V]
Learning
Outcome
s
(Formative/Summative)

Exploring
3-D
Objects
Exploratio
n
Formative
Math
Game
2-D
Shapes
Review
Unit
Review
Playgroun
d
Skeletons
(Unit
Task)
Formative
Formative
&
Summative
Summative
Summative

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Assessment Tool Overview

Assessment
Tool Title
Key Questioning
and Responses
Observations/
Anecdotal Notes
Outco
mes
6&7
[C, CN,
PS, R]
6&7
[C, CN,
PS, R, V]
6&7
Math Journal
Identifying
Polygons
Exploration
[C, CN,
PS, R]
7
[C, CN,
V]
Brief Description
Students will be asked key questions throughout the unit. These questions will be
open ended to provide curiosity and provoke deeper understanding. These will
lead to discussions. They will be used formatively for learning to assess student
understanding, interests and learning styles.
During individual or group activities the Initial Assessment Summary and Unit
Checklist will be used to record observations of student learning, next steps,
interventions as well as anecdotal notes on individual progress in the key
understandings and skills. Struggling students will have more detailed notes and
will be closely observed. These notes will be used to better differentiate
instruction (for learning) by identifying student interests and strengths as well as
tools and strategies that particularly connected with the student.
Throughout the activities or during each lessons closure students will write an
entry related to the learning objectives and unit terms in their Math Journals.
These will also be used to record the Problem of the Week. The journals will be
collected throughout the unit (at least weekly). They will be used to gauge where
specific students need help and used to help form and direct future lessons (for
learning). They will be used summatively as concrete evidence of understanding
and will address key questions for the unit (of learning).
Students will find polygons in a chosen book or in their classroom and record
their findings, including the object, the type of polygon and explanation as to why
the object is of that type. This activity will show depth of student understanding
of 2-D shapes and math vocabulary. Student recording sheets will be reviewed for

Fo
r
AS OF

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
understanding (for learning).
Exploring 3-D
Objects
Exploration
Math Game
6
[C, CN,
V]
7
[V]
2-D Shapes
Review
7
[CN, R,
V]
6&7
Unit Review
[C, CN,
R, V]
Students use previous mathematical language and new vocabulary as they

explore and describe 3-D objects in the environment. They will draw a picture
including 3 to 6 3-D objects, and then describe the models in their picture.
Activities will be reviewed for depth of 3-D understanding (for learning).They will
be given a self-assessment checklist to help in completing all aspects of their
picture. Student should be prepared to communicate their solution process to the
rest of the class. The conclusion of the exploration will be an assessment as
learning exit slip completing the sentence Our group described the objects well
when in their math journals.
Students use strategies of their choice to sketch various polygons whose number
of sides range from 3 through 8. Students recording sheets will be reviewed for
understanding (for learning). After the game, discussion about strategies and
similarities will also be used to assess learning to determine understanding and
readiness to move into 3-D objects (for learning).
Provides students opportunity to monitor their progress with the unit skills and
concepts (as learning), as well as for me to monitor the progress of the class and
see where re-teaching may be required (for learning). It will also be used to
assess individual student achievement of the first half of the unit (of learning).
Two questions will be asked verbally and discussed as a class. Two questions will
be given on paper with a self-checklist of I can statements and stoplight list in
order to gage where they think they are at individually. Feedback will be provided
both verbally through the discussion and written upon return of the review.
Consolidate and assess students understanding of the concepts developed in the
unit (of learning). Three questions will be answered in small groups by creating
an example on paper, then summarizing their answers in their own words to
reflect on the concepts. Four questions will be answered individually.


Unit Plan
Playground
Skeletons
(Unit Task)
6
[C, CN,
PS, R, V]
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
To assess students understanding of the concepts and their ability to apply them
in a rich problem-solving situation students will build two different climbing
structures that fit a particular description. They will be provided with materials to
use and a task sheet to guide the planning and recording of their work. This task
will show students ability to (of learning) identify and determine the number of
faces, edges and vertices of 3-D objects, to construct skeletons of 3-D objects
and to describe how skeletons relate to 3-D objects.
Monday
Tuesday
Wednesday
Thursday
Time: 1 hour
Making Copies
Activate knowledge about 2D and 3-D geometry
-Discuss shapes in
photograph think-pairshare (TPS)
-Use clay to make copies of
3-D models
-Stand up, Hand up, Pair up
(SHP) to discuss key
questions
Time: 1 hour
Sorting 2-D Shapes
Compare and sort 2-D
shapes by number of sides
-Introduce the definition of a
polygon
-Explore examples and nonexamples
-Consider the number of
sides and the effect they
number has on a shape
-Make predictions and sort
shapes
Time: 1 hour
Identifying Polygons
Identify polygons in the
environment
-Read The Greedy Triangle
-Find and describe polygons
in a picture book or in their
surroundings
Time: 1 hour
2-D Shapes Review &
Game
-2 questions asked verbally
and discussed as a class
-2 questions on paper with a
self-checklist of I can
statements and stoplight list
in order
-Use strategies of choice to
sketch various polygons

7 [C, CN, V]
Math Journal: Selfassessment sentence, Our
7 [CN, R, V]
Friday

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
6 & 7 [C, CN, R, V]
-Name That Shape game
Math Journal: What do you

think? Statements and unit
goals
Problem of the Week: Look
at these two shapes
(triangle and rectangle).
How are they similar? How
are they different?
7 [R, V]
Monday
Time: 1 hour
Flex Day
-Create a resource that gives
definitions and examples of
polygons
-Complete, math journals,
problem of the week and 2D shapes review
-Play math game
-Read A Cloak for the
Dreamer
6/7
Math Journal Terms:
Remaining/ Review
Problem of the Week: Which
2-D shapes do you see most
often as a part of 3-D
objects?
Monday
Math
3
12 Classes (Days)
group connected math to

everyday life when
Terms: Circle, Quadrilateral,
Pentagon
Math Journal Terms:

Hexagon, Octagon
Tuesday
Wednesday
Thursday
Time: 1 hour
Exploring 3-D Objects
Explore and describe 3-D
objects
-Centres around room with
3-D objects and poster
paper to record observations
-Draw scenarios where you
would see objects that look
like the models, then
describe the models in your
picture following given
checklist (written or
TPS/SHP)
-Reflect through selfassessment sentence
Time: 1 hour
Identifying Faces of 3-D
Objects
Recognize and count the
faces of 3-D objects
-Revisit The Greedy
Triangle
-Define and discuss face
using 3-D models and math
language
Time: 1 hour
Counting Edges and
Vertices of 3-D Objects
Compare the number of
edges and vertices of 3-D
objects
-Review math names for 3-D
objects I Spy game
-Define and discuss edge
and vertex using game
-Create resource with 3-D
object face, vertex and edge
numbers
Math Journal Term: Polygon
6 [C, CN, V]
Math Journal: Our group
described the objects well
when
Terms: Cube, Sphere
Tuesday

6 [CN, V]
Math Journal: Compare
these 3-D objects (squarebase pyramid and prism) by
looking at their faces. How
are they the same? How are
they different?
Terms: Face, Cone
Wednesday
Friday
6 [PS, R]
Math Journal: Make up your
own I Spy clue about
vertices and edges.
Terms: Vertex, Edge
Thursday
Friday

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Time: 1 hour
Building Skeleton Models
Build skeleton models of 3-D
objects
-Discuss and define
skeleton using
construction of different
structures (tipi, longhouse,
tent, treehouse)
-Paired/individiual work to
make skeleton models
Time: 1 hour
Communicating About 3D Objects
Describe the faces, vertices
and edges of 3-D objects
-In pairs, list description
words
-Discuss and expand on
communication checklist
-Create clues for secret
object
Time: 1 hour
Unit Review
-3 questions answered in
small groups by creating an
example on paper, then
summarizing to reflect on
the concepts
-4 questions answered
individually
6 [CN, V]
6 [C]
Math Journal Terms:

Skeleton, Pyramid
Problem of the Week: What
shapes can you make with
two identical short straws
and two identical long
straws?
Math Journal: My prism has

10 vertices. My prism has
pentagons. Does one of the
descriptions give more
information than the other?
Explain your thinking.
Terms: Cylinder, Prism
Math Journal: Revisit What

Do You Think? Statements to
see if students decisions
and/or explanations have
changed.

6 & 7 [C, CN, R, V]
Time: 1 hour
Playground Skeletons
Unit Task
-Build two different climbing
structures that fit a
particular description
-Provide materials to use
and a task sheet to guide
the planning and recording
of their work
6 & 7 [C, CN, R, V]
Math Journal: Complete unit
goal prompt again and
compare ideas and reflect
on learning.
Subject Area
Grade Level
Topic

Unit Plan
Length of Unit
(days)
Math
3
12 Classes (Days)
Lesson Plan 1
Lesson Title/Focus:
Making Copies
Date:
March 7, 2016
Subject/Grade
Level:
Grade 3 Math
Time
Duration:
60 minutes
Unit:
Shape & Space: 3-D Objects &

2-D Shapes
Teacher:
Tracey Driedger
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning
Outcomes:
Describe the characteristics of 3-D objects and 2-D shapes, and

analyze the relationships among them.
Specific Learning
Outcomes:
6. Describe 3-D objects according to the shape of the faces

and the number of edges and vertices.
[C, CN, PS, R, V]
7. Sort regular and irregular polygons, including:
triangles
quadrilaterals
pentagons
hexagons
octagons
[C, CN, R, V]
LEARNING OBJECTIVES
Students will:
1. Identify 2-D shapes and 3-D objects using formal and informal terminology.
2. Build replicas of 3-D models
ASSESSMENTS
Circulate and listen to student discussions surrounding models
and What Do You Think? Statements
Use Initial Assessment Summary to record
observations/anecdotal notes
Observations:
Key Questions:
How can you use modelling clay to build the 3-D models?
Why did you choose to make those models?
What did you have to do to make sure your copies looked like

Subject Area
Grade Level
Topic

Unit Plan
Length of Unit
(days)
Math
3
12 Classes (Days)
the models?
Replica of 3-D objects using modelling clay and referencing 2-D
and 3-D models
Articulate why they chose to make specific shapes as well as
the process they used to make the models
Products/Performan
ces:
LEARNING RESOURCES CONSULTED
Math Focus 3 Teachers Resource Chapter

11: 2-D and 3-D Geometry
Masters Booklet
MATERIALS AND EQUIPMENT
3-D models
Modelling clay
Optional: modelling clay shaping tools
(ex: plastic knife)
Making Copies Notebook for SMARTboard
Initial Assessment Summary (2 copies)
I CAN statements
Problem of the Week poster
Math Journals
PROCEDURE
Prior to Lesson:
Prepare attention grabber photo, elbow partner questions, What Do You Think?
statements and journal prompt to be shown on SMARTboard. Prepare I CAN
statements to be posted in classroom.
Introduction (8 min.)
Attention Grabber:
Time
Show photograph of Craigdarroch Castle located in

Victoria, BC. Built more than 100 years ago. Has ~400
visitors/day. 39 rooms. Size of ~10 avg-size houses.
Ask: Has anyone ever been to a mansion like this?
1 min.
Assessment of Prior
Knowledge:
TPS: What 2-D shapes and 3-D objects can you see in the
picture?
5 min.
Potential
Adjustments:
Broader question: What do you notice in the picture?

Narrower questions: What shape windows do you see?
What shapes do you see between the posts in the front?
What other shapes do you notice?
Further inquiry: How can you tell 3-D objects from 2-D
shapes?
How is the shape of the roof like the shape of houses you
usually see? How is it different?


Unit Plan
Expectations for
Learning and
Behaviour:
Transition to Body:
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Today we are going to explore shapes using a few different

fun tools. We need to make sure we dont make a mess
while we are having fun, so we have a few guidelines.
First, if you have a question, what do you need to do?
Throughout this unit we are going to be using 3-D models
like this. We are all going to share all of them, so dont
worry if you do not get the one you want first, you will
have a chance with it. When we are finished with these
models, they need to be put back in this container so that
none of them get lost.
Today we are also going to be using modelling clay. When I
give you your clay it must stay on your desk. It is to be
used only for the activity that I describe. If I see it being
used inappropriately, you will not have the privilege of
using clay anymore. How should we use our clay? What are
some things we should not do with our clay?
When it is time to switch between activities I am going to
clap this pattern. That means that I need your attention.
You need to stop what you are doing and repeat the
pattern back to me. Lets practice.
To start, lets look at some 3-D shapes like the ones that
you found in the castle.
I am going to pass the buckets around. You can pick ONE
shape from the bucket and hold onto it at your spot.
As students choose their shapes, connect some to those
identified in the castle.
Body (44 min.)
Learning Activity
#1:
2
min.
Distribute 3-D models to students and allow time to

examine them.
Ask: What do you see? What do they make you think of?
Central question: How can you use modelling clay to build
the 3-D models?
Students will choose a model. Make a copy using modelling
clay. With elbow partner, 1) explain why you chose to
make those models, 2) describe what you had to do to
make sure your copies looked like the models. When the
partners finish with one shape, they may do another, but
must share with other elbow partner.
Question/go through example to ensure understanding.
Distribute modelling clay.

Time
17
min.

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Teacher Notes:
Assessments/
Differentiation
Correct geometry vocab not imperative.

Purpose: Assess students background knowledge.
Post Elbow Partner questions on SMARTboard.
Circulate with Initial Assessment Summary to record observations.
Some students may benefit by sketching or drawing their desired
shape first.
Students may choose to write their responses before sharing them.
Transition to Brain
Break:
Clap pattern. Direct students to where to return their clay

and models. Ask one student from each pair to return their
clay and the other to return their models.
Ask: What speed should we be using as we return our
supplies and go back to our desks? Where is the clay
going? Where are the models going?
When you have returned your supplies sit at your desk
quietly so that I can see we are ready for our next activity.
3 min.
Brain Break:
GoNoodle: Forwards Backwards Armwards and Secret

Handshakes #1
5 min.
Learning Activity
#2:
Post What Do You Think? statements one at a time. Read

the statements out loud, encourage students to read along
with me, think about each one for a few seconds and
decide whether they agree or disagree with each. Students
will record in their Math Journal the statement number and
their response (Yes or No).
1. 2-D shapes are easier to describe than 3-D objects.
2. When you put two 2-D shapes together, you always make a 2-D
shape with more sides than the shapes you started with.
3. When you put 3 or more 2-D shapes together, you can make a 3-D
object.
17
min.
Explain: Statements involve math concepts or skills we will

learn about in this unit you are not expected to know the
answers at this point, just share what you think.
Ask volunteers: Why did you say yes/no to?
Teacher Notes:
Assessments/
Differentiation
Have 3-D models and 2-D shapes available for students to manipulate
if they choose.
Depending on status of class, students can share thoughts in small
groups, in groups where all disagree or agree or in a general class
discussion.
Transition to Closure:
Clap pattern. Depending on discussion format, have

students return models and shapes to appropriate places,
return to their seats and take out their Math Journals.

2 min.

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Closure (8 min.)
Consolidation
of Learning:
Time
Discuss the 3 geometry I CAN statements:

I can sort 2-D shapes by the number of sides.
I can sort and describe 3-D objects.
I can build skeleton models of 3-D objects.
2 min.
We will begin by focusing on 2-D geometry, then shift to 3D geometry.

Feedback From
Students:
Feedback To
Students:
Sponge
Activity/Activities:
Each day at the end of class we will take time to record

something in our journals. You may record using numbers,
words or pictures. Today we are going to record our
thoughts about one of the I CANs. Use words, numbers or
pictures to finish this sentence: A 3-D object looks like
(post on SMARTboard)
6 min.
Thank you for working so well with the different tools we

used today. It was great to hear some of you using your
math vocabulary and remembering things from grade 2.
Read a geometry picture book.

Making Copies: Continue Activity #1 with different models or 2-D
shapes.
Sorting models: Gather extra models and sort into groups according
to their own rules. Then they will write a sorting rule and sketch the
models they put in each with an explanation as to why they put
each shape in each group.
Problem of the Week: Look at these two shapes (triangle and

rectangle). How are they similar? How are they different?


Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Initial Assessment Summary

Date: ______________________________
_________________________
Student
Skill/Concept
Class: ________________
Observation

Next
Steps
Chapter:
Intervention
Subject Area
Grade Level
Topic

Unit Plan
Length of Unit
(days)
Math
3
12 Classes (Days)
Lesson Plan 2
Lesson Title/Focus:
Sorting 2-D Shapes
Date:
March 8, 2016
Subject/Grade
Level:
Grade 3 Math
Time
Duration:
60 minutes
Unit:

2-D Shapes
Teacher:
Tracey Driedger

General Learning
Outcomes:

Specific Learning
Outcomes:

triangles
quadrilaterals
pentagons
hexagons
octagons
[C, CN, R, V]
LEARNING OBJECTIVES
Students will:
3. Classify regular and irregular polygons according to the number of sides.
4. Identify regular and irregular polygons having different dimensions.
5. Identify regular and irregular polygons having different orientations.
ASSESSMENTS
Observations:
Circulate and listen to student discussions surrounding sorting

shapes and explanations during game
Use Initial Assessment Summary and Unit Checklist to record
observations/anecdotal notes
Key Questions:
Central question: If one polygon has more sides than another

polygon, it is bigger. Is this statement true? Make a prediction.
Do all polygons with the same number of sides look the same?


Unit Plan
Products/Performan
ces:
Subject Area
Grade Level
Topic
Length of Unit
(days)
How do you know a shape is a polygon?
Compare and sort 2-D shapes by their number of sides

Identify 2-D shapes by their name and their corresponding
number of sides
Math Focus 3 Teachers Resource

Chapter 11: 2-D and 3-D Geometry
Math
3
12 Classes (Days)
Masters Booklet
Sets of 2-D shapes

Sorting Shapes Notebook for SMARTboard
Sorting Shapes handout (1 per pair)
Scissors, paper, pencils
Common Pairs Cards
Envelopes (1 per pair)
Unit Checklist
Math Journals
PROCEDURE
Prior to Lesson:
Prep polygon definition, central question, reflection on prediction

prompt, polygons, and game instructions to be shown on
SMARTboard.
Photocopy Sorting Shapes handout and Unit Checklist.
Prep a few extra shapes envelopes.
Attention Grabber:
Distribute a variety of flat shapes throughout class

ideally 1/student. With elbow partners, students to
compare and make some observations about the shapes.
Assessment of Prior
Knowledge:
Invite student volunteers to share their observations.

Ask: How are some of the shapes alike? How are these two
shapes different?
Potential
Adjustments:
Deeper: Draw attention to differences between polygons

and non-polygons. Observation: Some polygons have sides
that are all equal length. Examples?
Expectations for
Learning and
Behaviour:
A lot of partner work. What are some things to remember

when working in partners so that everyone is able to learn?
Doing some cutting. What do we do with extra paper when
we cut things out?
Attention getter: clap pattern again. Volunteer to make a

Time
4 min.
3
min.
2 min.

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
short pattern like the one we used yesterday?

Transition to Body:
These shapes we have been talking about have a special

name.
Body (43 min.)
Learning Activity
#1:
Teacher Notes:
Assessments/
Differentiation
Post and discuss definition of polygon and central

question.
Allow time for students to think, make a prediction then
explain their prediction to a classmate or the class. Discuss
why the statement might appear to be correct for some
shapes, but challenge students to consider whether it will
be correct if different shapes are used.
Ask: What could we do to decide whether the statement is
always correct?
Direct discussion to consider sorting shapes by the number
of sides to see if the larger polygons always have more
sides.
Explain: If we can identify even one example where a
shape with more sides is smaller than a shape with fewer
sides, then we will know the statement is not true (a
counter-example).
Distribute Sorting Shapes activity page to elbow partners.
Ask: What do you notice about these shapes? Are all of the
shapes polygons? How do you know?
Direct partners to get out a pair of scissors, cut out the
shapes and sort the polygons by number of sides. When
finished, they can reflect on their prediction for the central
question on the side of the page (also posted on the
SMARTboard).
Provide pattern blocks and other polygons. If students only consider
pattern blocks, they will likely think it is correct, since the size of the
blocks do increase as the number of sides increases.
Circulate and observe as they talk and sort.
Ask: Does the number of sides change if you make a polygon bigger or
smaller? Does the way the shape is facing determine which group it
goes into? Does the name of the polygon stay the same if you look at
it from a different view? Can two shapes that look different still be
grouped together?
Explain that the prefixes of polygon groups represent a number.
If students are unable to sort 2-D shapes by their number of sides,
provide a system (ex: always beginning with the top left corner and
marking a side once it is counted). Have students write the number of

Time
16
min.

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
sides on each of their cut-out shapes. Sort based on number of sides

once all shapes are labelled.
Transition to Brain
Break:
Clap pattern. Discuss with the polygons posted on the

SMARTboard, moving them into groups and reflecting on
central question. One student from each pair get an
envelope to put their shapes into while other puts away
the scissors. Once all the shapes in envelope, all envelopes
to front table and return to desks.
Explain: Each group has a particular name. Ask: Does
anyone know the special name for one of the groups?
Identify triangles, quadrilaterals, pentagons, hexagons and
octagons.
Ask: If you know how many sides a polygon has, can you
be sure what it looks like? Use examples to explain
thinking.
5 min.
Brain Break:
GoNoodle: Pirate Prep
4 min.
Learning Activity
#2:
Name That Shape Game: Divide class into pairs using

Common Pairs cards. One student from each pair gets an
envelope containing polygon cutouts. The other partner
gets a paper and pencil. Partners sit back to back. Partner
with the shapes takes one out and gives verbal directions
to the other as to how to draw this shape. The person with
the pencil follows each direction to draw shape and
identify it. Then the partner traces the shape and writes its
name below. Partners switch roles after each turn. Play
until all the shapes are gone from the bag.
Teacher Notes:
Assessments/
Differentiation
Circulate and observe as they play noting language, vocabulary and

ease of explanation. Brainstorm with struggling students/groups what
kind of descriptions are helpful and what are not.
Ask: What kinds of words did you use to describe your shapes? Where
some of the shapes harder than others?
Post game instructions.
Transition to
Closure:
Clap pattern. Have students return shapes to envelopes.

One partner returns envelope to front table then returns to
desk. Other student gathers paper with pictures and pencil
and returns to desk. When back at desk, take out math
journal and pencil.
Closure (8 min.)

15
min.
3 min.
Time

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Consolidation
of Learning:
Ask: Do all polygons with the same number of sides look the
same? Use examples to explain.
Shapes are all around us. Can you find any of the shapes
we were using today in the classroom?
Feedback From
Students:
In our Math Journals today we are going to record the

definition of a polygon so that we can look back to it as we
learn more about polygons. Remember you may use
words, numbers and pictures in your journals.
Ask: What is a polygon?
Feedback To
Students:
Sponge
3 min.
5
min.
We are going to use these words and descriptions

tomorrow when we search for polygons in the world around
us.

Research to find out names for shapes with more than 8 sides.
Explore and describe meanings of the prefixes many polygon
names start with (ex: tri, quad, poly, oct) Make a list of other
words that start with these prefixes and compare the words
meanings to draw conclusions about the definitions of shapes we
have been discussing.


Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Consid
er:
If one
polygon
has
more
sides
than
another
polygon,
it is
bigger.
Is this
stateme
nt true?
Make a
predictio
n.
Subject Area
Grade Level
Topic

Unit Plan
Math
3
12 Classes (Days)
Length of Unit
(days)
Shape & Space: 3-D Objects & 2-D Shapes

Describe the faces, vertices and edges of 3-D
objects.
Build skeleton models of 3-D objects.
Idnetify and count the number of edges and

vertices of 3-D objects.
Explore and describe 3-D objects.
Identify polygons in the environment.

Recognize and count the faces of 3-D objects.
Student
Compare and sort 2-D shapes by number of

sides.
Throughout the unit, observe individual students for evidence that they understand
key knowledge and can perform key skills.
Subject Area
Grade Level
Topic

Unit Plan
Length of Unit
(days)
Math
3
12 Classes (Days)
Lesson Plan 3
Lesson Title/Focus:
Identifying Polygons
Date:
March 9, 2016
Subject/Grade
Level:
Grade 3 Math
Time
Duration:
60 minutes
Unit:

2-D Shapes
Teacher:
Tracey Driedger

General Learning
Outcomes:

Specific Learning
Outcomes:

triangles
quadrilaterals
pentagons
hexagons
octagons
[C, CN, R, V]
LEARNING OBJECTIVES
Students will:
6. Classify regular and irregular polygons according to the number of sides.
7. Identify regular and irregular polygons having different dimensions.
8. Identify regular and irregular polygons having different orientations.
ASSESSMENTS

Unit Plan
Observations:
Length of Unit
(days)
Note vocabulary use, level of understanding and ability to

communicate.
How might you sort the polygons you found?
What different
[triangles/quadrilaterals/pentagons/hexagons/octagons] did you
locate?
How could you tell that they are all [triangles//octagons]?
Did you find one shape more than the others? Why do you think that
is?
Identify polygons in the environment

Communication to compare, explain and describe geometric
shapes
Reflection in math journal
Math
3
12 Classes (Days)
Key Questions:
Products/Performan
ces:
Subject Area
Grade Level
Topic
Math Focus 3 Teachers Resource

Chapter 11: 2-D and 3-D Geometry

The Greedy Triangle by Marilyn Burns
2-D models and shapes
Picture books about geometry
Chart paper
Markers
Identifying Polygons Notebook for
SMARTboard
Math Journals
PROCEDURE
Prior to Lesson:
Prep materials for activity #1 and exploration questions,

instructions and reflection prompt for SMARTboard.
Attention Grabber:
Read out loud The Greedy Triangle. Have students focus

on the triangle.
Assessment of Prior
Knowledge:
Ask: What kinds of things were shaped like a triangle in

the book? Why are these things all triangles? What are
some other objects that have the shape of a triangle?
Ask: What is a polygon? What are some other examples of
polygons?
Potential
If struggle to identify polygons, revisit yesterdays

Time
10
min.
3 min.

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Adjustments:
definition and activity. Try sorting shapes and naming the

groups.
Expectations for
Learning and
Behaviour:
Today get to choose whether work by yourself, with a

partner or with two partners. What kind of noise level is ok
when you are working with other people in the classroom?
Listen carefully to instructions so that you know what you
are going to be doing. When I say Hands on top you
need to stop what you are doing, put your hands on your
head and say That means stop. This will help us to learn
as much as we can in the time we have.
Transition to Body:
Today we are discovering shapes around us and how they

can look different when they are showing different things.
Body ( min.)
Learning Activity
#1:
Time
Choice between two problems:

1. What polygons can you find in a book? Continue to use The
Greedy Triangle or another geometry picture book and
describe other polygons you see.
2. What polygons can you find at school? Look for polygons in
your surroundings.
Sketch the different polygons they find and show their

sketches to the class. They are to
Find triangles, quadrilaterals, pentagons, hexagons and
octagons in a book or the classroom
Not include shapes that are not polygons
Explain why each shape is a certain type of polygon
Work individually, in pairs or in groups of three to write out

main points in their solution on chart paper and be
prepared to communicate solution process to class.
Teacher Notes:
Assessments/
Differentiation
2 min.
Provide 2-D models and shapes, picture books about geometry, chart
paper and markers.
Make time for students to choose how they are going to work and
question to ensure all understand activity and expectations and to
figure out who is working with who.
For those who struggle to self-regulate, motivate or focus (possibly all
students), provide self-assessment checklist of components.
Some may need a chart to help them organize their work (2 columns:
Object, Type of Polygon).
Some groups may need to choose roles: scribe, reader, artist,
presenter, etc.
For those who struggle to identify polygons in their environment, lay

20
min.

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
an overhead transparency or page protector over the text of a book

and have them use a marker to locate and highlight the shapes, then
discuss their attributes.
Circulate and observe. Ask: How might you sort the polygons you
found? What different
[triangles/quadrilaterals/pentagons/hexagons/octagons] did you
locate? How could you tell that they are all [triangles//octagons]? Did
you find one shape more than the others? Why do you think that is?
Where there any shapes with [8] sides? Did you find any shapes that
had more sides but were smaller than another shape that had fewer
sides? Did you ever find 2 [four]-sided shapes that looked different?
Transition to Brain
Break:
Have students clean up their work areas models, shapes,

markers and pencils back to their containers and sit with
their group somewhere.
4 min.
Brain Break:
Go Noodle: Be a Good Friend
2 min.
Learning Activity
#2:
Students share and communicate about their discoveries:

describe to the rest of the class how they solved the
problem, using their chart paper as an organizing tool for
students to follow. Presenters can invite questions from
other students and attempt to answer.
Teacher Notes:
Assessments/
Differentiation
If see particularly interesting examples when circulating, invite specific

students to be among presenters.
Ask listening students to comment on what they like about the
examples presented and what confused them.
Encourage students to identify similarities and differences.
Some groups may need more guiding questions to present (Teacher
Notes Activity #1).
Transition to
Closure:
Have groups make a pile of their poster papers, return to

their desks and take out their math journals and pencils.
Closure (7 min.)
Consolidation
of Learning:
Encourage students to identify similarities and differences

among what they found both in books and the classroom.
Feedback From
Students:
Using words, numbers or pictures complete the following

sentence, Our group connected math to everyday life
when in your math journal.
Post prompt on SMARTboard.
Feedback To
Students:
You did a great job using our new words and descriptions
to talk about all the shapes you found in the books and

10
min.
2 min.
Time
2 min.
5 min.

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
classroom today!
Sponge

Create a mini-book similar to The Greedy Triangle choose 1 or
more types of polygons and write and illustrate about how the
shape(s) appears differently throughout the story.
- Write poems or rhymes about the types of polygons in their
environment.
- As you read The Greedy Triangle again, using a metre-long loop of
yarn for every pair of students, have students follow and discuss
events in the book by creating appropriate shapes with the loop
(holding it in the air between their hands). First explore different
triangles that were made, then the other shapes. Tell how you
arranged yourself to make it work: a triangle, a rectangle, a
hexagon, a circle. Investigate the properties as they shift from one
shape to the next.
Was it more challenging to make the triangle or the hexagon? Why?
Self-Assessment Checklist: Identifying Polygons

Choose one:
1. What polygons can you find in a book?
2. What polygons can you find at school?
Find triangles, quadrilaterals, pentagons, hexagons and
octagons in a book or the classroom.

Unit Plan
Subject Area
Grade Level
Topic
Length of Unit
(days)
Math
3
12 Classes (Days)
Only shapes that are polygons.

Why is each shape a certain type of polygon?


Grade 3 Geometry Unit

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ED 3601 Curriculum and

Instruction for Majors

Shape & Space: 3-D Objects & 2-D Shapes

Spring 2016: Marynowski

ED 3601 Curriculum and

Shapes of different dimensions and their

How can we describe 3-D

What makes shapes

How can we sort shapes?

6. Describe 3-D objects according to the

Spring 2016: Marynowski

ED 3601 Curriculum and

Spring 2016: Marynowski

ED 3601 Curriculum and

6. Describe 3-D objects

7. Sort regular and irregular

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Assessment Tool Overview

Spring 2016: Marynowski

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understanding (for learning).

Students use previous mathematical language and new vocabulary as they

Spring 2016: Marynowski

ED 3601 Curriculum and

Spring 2016: Marynowski

ED 3601 Curriculum and

6 & 7 [C, CN, R, V]

-Name That Shape game

Math Journal: What do you

group connected math to

Math Journal Terms:

Math Journal Term: Polygon

Spring 2016: Marynowski

ED 3601 Curriculum and

Math Journal Terms:

Math Journal: My prism has

Math Journal: Revisit What

Spring 2016: Marynowski

6 & 7 [C, CN, R, V]

ED 3601 Curriculum and

Shape & Space: 3-D Objects &

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Describe the characteristics of 3-D objects and 2-D shapes, and

6. Describe 3-D objects according to the shape of the faces

Spring 2016: Marynowski

ED 3601 Curriculum and

LEARNING RESOURCES CONSULTED

Math Focus 3 Teachers Resource Chapter

MATERIALS AND EQUIPMENT

Show photograph of Craigdarroch Castle located in

Broader question: What do you notice in the picture?

Spring 2016: Marynowski

ED 3601 Curriculum and

Today we are going to explore shapes using a few different

Distribute 3-D models to students and allow time to

Spring 2016: Marynowski

ED 3601 Curriculum and

Correct geometry vocab not imperative.

Clap pattern. Direct students to where to return their clay

GoNoodle: Forwards Backwards Armwards and Secret

Post What Do You Think? statements one at a time. Read