Grade: 3rd

Duration: 45 minutes

Class Size: 25 students

Unit: Shapes in My World

Lesson: 3 of 10

Big Idea

Shapes can create new shapes.

Essential Question

What new shapes can we make by combining basic shapes?

Standards Alignment

Common Core State Standards (CCSS) for Mathematics:

CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), 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.

Georgia Standards of Excellence (GSE) Math:

MGSE3.G.A.1
Understand that shapes in different categories may share attributes and define larger categories based on shared attributes.
MGSE3.G.A.2
Partition shapes and understand fractions as parts of a whole.

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

By the end of the lesson, students will be able to:

I can combine two or more basic shapes to create new shapes.
I can describe the new shapes I have created using shape vocabulary.
I can identify shared attributes when combining shapes to form a new shape.

Success Criteria

Students build new shapes using at least two basic shapes (triangle, square, rectangle, circle).
Students correctly name or describe their created shapes verbally or in writing.
Students demonstrate collaboration and participation during the group activity.

Language Function

Describe and compare shapes using shape-related vocabulary.
Explain process of combining shapes to peers.
Use spatial language such as "join," "combine," "side," "angle," "edge," and "vertex."

Content Vocabulary

Shape
Combine
Attributes
Sides
Vertices (corners)
Edges
Area

Syntax and Discourse

Use of comparative sentences: “When I combine the square and triangle, the new shape looks like…”
Use of descriptive phrases: “The new shape has 5 sides because…”
Encouraged peer-to-peer discourse in small groups during activity.

Materials and Resources

Shape building blocks (variety of polygons and circles)
Tablets or computers with the 'Shape Maker' app installed
Whiteboards with markers for sketching
Visual aids showing basic shapes and examples of combined shapes
Dyslexia-friendly reading materials about shapes and attributes (large font, sans-serif, colored overlays optional)

Differentiation Strategies for Diverse Learners

English Language Learners (ELLs): Visual aids and modeling in small groups; sentence stems provided for shape description; pairing with native English speakers in groups.
Students with Dyslexia: Provide dyslexia-friendly print materials; use audio versions of shape descriptions; allow use of tablets for interactive learning and audio support in 'Shape Maker' app.
Kinesthetic Learners: Hands-on shape block activities emphasize physical manipulation of shapes.
Advanced Learners: Offer extension tasks such as combining more than three shapes or drawing more complex shapes using app tools and labeling their attributes in writing.

Lesson Layout and Instructional Time

Segment	Time	Activities and Instructional Methods
Introduction	5 min	- Activate prior knowledge: Review basic shapes and their attributes using flashcards and visual aids.
		- Introduce essential question and big idea with an engaging question: "What new shapes can we make when we put shapes together?"
Instruction	10 min	- Demonstrate combining 2-3 basic shapes using blocks and 'Shape Maker' app. Highlight shared attributes and new shape features.
		- Model "I can" statements and describe new shape aloud using correct vocabulary and syntax.
Guided Practice	15 min	- In small groups, students use shape blocks to create new shapes by combining at least two shapes.
		- Students use tablets with the 'Shape Maker' app to digitally combine shapes and experiment.
		- Teacher circulates, supports language use, asks probing questions (e.g., "Which sides did you join? What does your new shape look like?").
Independent Practice	10 min	- Students draw their newly created shapes on whiteboards and label attributes. Optionally, write a short sentence describing their shape.
Closure	5 min	- Groups share their new shapes with the class, describing the combinations and attributes.
		- Teacher reviews success criteria and revisits "I can" statements.

Informal Assessment

Teacher observation during group activity: level of participation, accurate combination of shapes, use of descriptive vocabulary.
Student presentations during closure: ability to explain shape combination and attributes.
Review drawings and written descriptions for evidence of learning.

Extension Activities for Advanced Learners

Challenge: Combine more than three basic shapes to create a compound shape and classify it (e.g., identify as a polygon with a specific number of sides).
Use the 'Shape Maker' app’s advanced tools to create symmetrical combined shapes and explain symmetry.
Introduce simple concepts of area by comparing combined shapes to original shapes.

Notes on Supporting Language Acquisition and Multiple Intelligences

Use multiple visual and tactile modalities (visual aids, shape blocks, tech interaction).
Encourage peer collaboration to develop social and linguistic skills.
Command "I can" self-statements reinforce student agency and building confidence in math language.
Use music or rhythmic chants for shape names if helpful for memory retention (musical intelligence).
Incorporate drawing and illustrating for spatial intelligence development.

Teachers, this lesson blends interactive hands-on learning with technology-enhanced discovery. The kinesthetic activities, paired with collaborative language practice, build both math and communication skills critical to early geometry learning. Differentiation embedded ensures inclusive access, and engaging success criteria help students see their own progress clearly. This approach not only meets core standards but inspires math exploration through creative shape-building!

Combining Shapes

Teaching Instructions