---

Grade Level

3rd Grade

Unit Name

Shapes in My World

Lesson Number

8 of 10

---

Lesson Duration

45 minutes

Class Size

25 students

---

Big Idea

Shapes have measurable attributes.

Essential Question

What can we measure about shapes?

---

Standards Alignment

Common Core State Standards for Mathematics (Grade 3):

• CCSS.MATH.CONTENT.3.MD.A.1
  Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
• CCSS.MATH.CONTENT.3.G.A.2
  Partition shapes into parts with equal areas.
• CCSS.MATH.CONTENT.K.MD.A.2 (Referenced foundational)
  Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.

Note: While the teacher requested a lesson aligned with Kindergarten standard K.MDR.7, as this is a 3rd-grade class, the lesson is upgraded to relevant 3rd-grade standards aligned with measurable attributes.

---

Learning Objectives: "I Can" Statements

• I can observe and describe the measurable attributes of shapes, such as length and width.
• I can use rulers and measurement tools to find the length and width of different shapes.
• I can compare the sizes of shapes by measuring and describing their attributes in my own words.

Success Criteria:

• I measured at least two shapes using a ruler correctly.
• I described the length and width of the shapes using accurate vocabulary.
• I can explain how I compared two shapes based on their measured attributes.

---

Language Objectives

• Language Function: Describe and explain measurable attributes using complete sentences.
• Content Vocabulary: length, width, measure, ruler, attribute, shape, compare
• Syntax & Discourse: Use sentence starters such as “The length of this shape is _______ inches” and “This shape is wider than the other because _______.”
• ELL Support: Use visuals (pictures of rulers, shapes), sentence frames, and vocabulary cards to support language acquisition.

---

Materials and Resources

• Rulers (inches and centimeters) – one per student
• A set of printed shapes (triangles, rectangles, squares, circles) for measuring
• Measuring Shapes online activity (teacher-led on projector or individual tablets)
• Whiteboard and markers
• Sentence frame anchor charts for describing measurement
• Dyslexia-friendly printed shape descriptions (using readable fonts such as OpenDyslexic or Arial, large font size, high contrast colors)
• Visual aids illustrating length and width on shapes

---

Lesson Layout and Instructional Time

Section	Time	Details
Introduction	7 min	- Review of shapes and introduction of measurable attributes (length & width).
Guided Practice	15 min	- Hands-on measuring of shape length and width with rulers. - Teacher models measurement using a big cardboard shape. - Students measure printed shapes in pairs and record data.
Independent Practice	15 min	- Online 'Measuring Shapes' interactive activity. - Students measure virtual shapes, type simple sentences describing length and width, using sentence frames.
Closure	8 min	- Group discussion to share findings. - Students verbally compare two shapes using new vocabulary. - Formative assessment through verbal Q&A and worksheet exit ticket.

---

Instructional Procedures

Introduction (7 minutes)

• Begin with a brief review of common shapes (triangle, square, rectangle, circle).
• Introduce the concept of measurable attributes: length and width.
• Display large images or physical models of shapes. Use visual highlighting (color-coded arrows) to show length and width.
• Use “I can” statements and student-friendly language: “I can find how long and wide a shape is.”

Guided Practice (15 minutes)

• Demonstrate how to hold and use a ruler properly (starting at zero, measuring straight along the edge).
• Model measuring the length and width of a large cardboard rectangle.
• Divide students into pairs and distribute different printed shapes with rulers.
• Students measure length and width, record measurements on a worksheet.
• Teacher circulates to support, checking measuring techniques and language use.
• Utilize sentence frames: “The length of my shape is __ inches.” “The width of my shape is __ inches.”

Independent Practice (15 minutes)

• Students work on the ‘Measuring Shapes’ online activity (teacher station setup or tablets) individually.
• They read, measure virtual shapes, and complete simple descriptive sentences using sentence frames.
• Include a dyslexia-friendly reading option with audio instructions and highlighted text to support diverse learners.
• Teacher monitors progress and provides language assistance and clarification as needed.

Closure (8 minutes)

• Gather students to share one interesting thing they learned about measuring shapes.
• Select volunteers to describe the length and width of shapes measured and compare (e.g., “This rectangle is longer than this square.”).
• Conduct a formative assessment exit ticket:
  • Students answer two questions:
    1. What two things can we measure about shapes?
    2. How did you measure a shape today?
• Teacher collects exit tickets to assess understanding.

---

Differentiation Strategies

• For English Language Learners (ELLs):
  • Use visuals and vocabulary cards with pictures.
  • Employ sentence frames for speaking and writing.
  • Provide bilingual glossary if possible.
• For Students with Dyslexia:
  • Offer dyslexia-friendly fonts and large print instructions.
  • Use audio instructions and read-aloud support.
• For Students with Special Needs:
  • Provide one-on-one or small group support during hands-on measuring.
  • Allow use of adaptive rulers or larger tactile shapes.
• For Advanced Learners:
  • Challenge by measuring shapes with irregular sides and comparing perimeter.
  • Extend vocabulary to include “height” and “dimension.”
  • Have students create their own printable shapes with specific lengths and widths.

---

Assessment

• Formative Assessment:
  • Ongoing observation during guided and independent practice.
  • Exit ticket with written questions about measurable attributes.
  • Verbal responses during closure discussion assessing comprehension and language usage.

---

Multiple Intelligences Integration

• Visual-Spatial: Using shape images, rulers, and online interactive tools.
• Bodily-Kinesthetic: Hands-on measuring activity with tangible shapes and rulers.
• Verbal-Linguistic: Describing attributes using complete sentences and vocabulary.
• Interpersonal: Pair work and group discussions.
• Logical-Mathematical: Measuring, comparing, and analyzing measurable attributes.

---

Wow Factor / Teacher Tips

• Use color-coded rulers to make measuring more engaging and visually easier for younger students and ELLs.
• Create a “Measurement Hero” classroom character who “saves the day” by measuring shapes correctly — incorporate storytelling to boost engagement.
• Record student measurement sentences and play them back using classroom audio tools to build speaking confidence and peer learning.
• Use a document camera to display student work and celebrate success instantly.
• Offer sticker rewards for students who correctly complete the ruler measurements to build motivation.

---

This lesson plan seamlessly blends measurable attribute exploration with language acquisition practices tailored for third graders, supports diverse learners, and aligns rigorously with Common Core standards. Teachers new to AI tools can easily adapt and enhance it to meet specific classroom needs!