Standard:

CC1.G.1

I can:​ I can name the properties of rectangles and squares

Objective:​ Students will be able to define properties of rectangles and squares

Time:​ 30 mins

Lesson:

I do:
Tell students that they need to put on their detective hats because today I will need their help
solving a mystery. Tell them that I found some shapes but I don’t know what they are and I am
hoping they can help me to identify them.

We do:
1. Open the first “mystery box” to reveal a rectangle. Students should be able to identify the
shape. Tell them that in order to figure out what shape it is, I also need to know how they know.
Flip the slide and have students do a turn and talk to answer the four questions on the screen.
Read the questions out loud, pointing at the sides and corners in case students do not
understand the vocabulary. After letting students talk, bring it back to a whole group discussion
and pick sticks to share.

Next, tell students to notice the type of corners rectangles have. Tell them these are called
square corners. Tell all the students to stand up and model the square corner to them by
bending your arm at the elbow. Slowly start to widen the size of the corner. Ask students if this
is still a square corner, if they say “no”, ask why. Next, have everyone make the corner smaller,
ask students if this is still a square corner?

After this, have students look at the three shapes. Tell them to stand up if they think the shape
is a rectangle, and sit down if they think it is not. Go through the three shapes and for each ask
a student why they said yes/no.

2. Open the next box to reveal a square. Students should be able to identify the shape. Do
another turn and talk and have students answer the questions for each before bringing it back
for a whole group discussion. Pick sticks to share.

Again, have students stand up if the shapes on the next slide are squares, and stay seated if
they do not think they are squares. Call on students to share why they think the shape is/is not a
square.
Show the slide with a square and rectangle and ask students if they think the two shapes on
screen are the same shape. They look different, but they have a lot in common. What might the
difference be? Invite students to share their theories

Once students have shared their theories, go to the next slide and read it as a group “squares
are special kinds of rectangles because all of the sides are the same.” Ask students “Did you
hear that? Squares are actually a kind of rectangle.”

Show students the difference on the next slide. If students noticed the difference earlier,
connect back to that. If not, show them how the different sides are the same size/different sizes.

Do a confidence check with students where they rate how they feel on a scale of 1-4. Help
students who are not feeling great during individual work time.

You do:
Students will work through the math book pages 215 and 216 while I walk around and check in
with students who may be confused.

Early Finishers:
Early finishers may draw a picture using squares and rectangles

Materials:
Powerpoint, computer, math books, writing utensil

Assessment:

Formative:
- Fingers (1-4)
- Observation during independent work