Combining New Shapes

Grade

3rd Grade

Unit

Shapes in My World – Lesson 3 of 11

Time

45 minutes

Standards

Common Core State Standards for Mathematics, Grade 3

CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes and that the shared attributes can define a larger category (e.g., quadrilaterals).
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

Lesson Overview

Students will combine two or more basic shapes (triangles, squares, hexagons, trapezoids) using pattern blocks to create new shapes. They will visualize, discuss, and present their creations, deepening their understanding of geometric properties and shape composition through tactile, visual, and auditory experiences.

Essential Question

What new shapes can we create by combining basic shapes?

Learning Objectives ("I can..." statements)

I can combine two or more basic shapes to form a new shape.
I can describe the new shape I created using the names of the basic shapes I used.
I can explain to my classmates how I combined shapes to make a new one.
I can listen and give helpful feedback to my peers about their new shapes.

Success Criteria

Successfully combine at least two basic shapes to form a new shape.
Use correct shape vocabulary (triangle, square, hexagon, trapezoid) when explaining creations.
Participate actively in group discussions by listening and providing feedback.
Demonstrate understanding of how shapes can fit together by using pattern blocks thoughtfully.

Materials and Resources

Sets of colorful pattern blocks (triangles, squares, hexagons, trapezoids) – enough for each group of 4-5 students.
Large visual aids/posters showing different basic shapes and examples of combined shapes.
Whiteboard and markers.
Recording sheets for students to draw and label their new shapes.
Dyslexia-friendly printed instructions using a clear sans-serif font (e.g., OpenDyslexic or Arial) with ample spacing.

Language Focus

Aspect	Details
Content Vocabulary	triangle, square, hexagon, trapezoid, combine, new shape, pattern block, side, vertex
Language Function	Describing, explaining, giving feedback, asking questions
Syntax and Discourse	Using simple present tense ("I combine," "This shape is..."), complete sentences to describe, using connectives like because, and, then

Differentiation Strategies

Visual Learners: Use large colorful visual aids, allow students to manipulate physical blocks.
Auditory Learners: Group discussions and peer feedback sessions.
Kinesthetic Learners: Hands-on pattern block manipulation.
English Language Learners: Use sentence stems ("I combined __ and __ to make __."), vocabulary cards with pictures, peer partners for practice.
Students with Dyslexia: Provide dyslexia-friendly handouts; carefully structured verbal instructions with clear pauses; opportunities for oral explanations rather than written only.

Multiple Intelligences Addressed

Logical-Mathematical: Identifying shapes and their properties.
Visual-Spatial: Manipulating pattern blocks and visualizing combinations.
Linguistic: Speaking and explaining shape combinations.
Interpersonal: Discussions and peer feedback.
Bodily-Kinesthetic: Handling pattern blocks.

Lesson Layout and Instructional Time

Segment	Time (minutes)	Activity Description
1. Introduction & Engagement	7	- Display visual aids of basic shapes. - Review vocabulary: triangle, square, hexagon, trapezoid. - Pose essential question: “What new shapes can we create by combining these?” - "I can..." statements shared with students.
2. Guided Practice (Modeling)	10	- Teacher models combining two pattern blocks to create a new shape (e.g., triangle + square). - Think aloud to describe steps. - Use sentence frames for ELLs: “I combined a ___ and a ___ to make a ___.”
3. Group Work (Hands-on Practice)	15	- Students in groups of 4-5 create new shapes using pattern blocks. - Encourage use of vocabulary and peer discussion to explain creations, guided by questions: “What shapes did you use? What new shape did you make?” - Teacher circulates, asks guiding questions, and supports language as needed.
4. Sharing and Peer Feedback	8	- Each group presents one new shape to the class, describing how it was created. - Peers provide constructive feedback using sentence starters: “I like how you ___” or “Can you tell me more about ___?”
5. Independent Reflection & Closure	5	- Students draw their favorite new shape on their recording sheet and label the shapes used. - Recap with class: Review essential question and “I can…” statements. - Quick oral exit ticket: “Tell me one new shape you made today.”

Assessment

Formative Assessment:
- Observation during group activities — are students able to combine shapes and use vocabulary correctly?
- Peer feedback quality during presentations.
- Students’ drawing and labeling of new shapes on recording sheets.
- Oral exit ticket responses.

Extension Activities (for advanced learners)

Challenge students to combine three or more shapes to create a complex new shape.
Begin basic exploration of symmetry in created shapes.
Creative writing prompt: Write a short story describing the new shapes they invented, blending geometry and imagination.

Notes to Teacher

Encourage growth mindset by praising creative attempts at combining shapes even if not “perfect.”
Use positive language with peer feedback to build confidence.
Incorporate student interests by inviting them to find objects in the classroom or at home that match their new combined shapes.

This lesson plan ensures active participation, supports diverse learners, and aligns closely with CCSS to build foundational geometry skills while fostering language development through collaborative, hands-on experiences.

Teaching Instructions