Locating Shapes in Space

Unit: Shapes in My World

Grade: 3 | Duration: 45 minutes | Class Size: 25 students

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Common Core Standards

CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombus, rectangle, 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.

While the above standards address shape recognition and partitioning, the lesson focuses on spatial relationships, which aligns closely with
CCSS.MATH.CONTENT.1.G.A.1 and 1.G.A.2 (previous grade foundational spatial language aligned for 3rd-grade mastery)
and Georgia Standards:
M3G1 - Understand the attributes and properties of two- and three-dimensional shapes and classify shapes by those attributes.

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Lesson Title

Locating Shapes in Space

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Essential Question

Where are the shapes in relation to each other?

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Learning Objectives ("I can" statements)

• I can use words to describe where one shape is in relation to another (e.g., above, below, next to).
• I can participate in a game that helps me move shapes into the correct position based on verbal instructions.
• I can explain the location of shapes in my own words.

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Success Criteria

• Students correctly use spatial vocabulary to describe the position of shapes.
• Students actively participate and respond accurately during the kinesthetic shape placement game.
• Students give verbal explanations using spatial terms confidently.

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Content Vocabulary

• Above
• Below
• Next to
• Beside
• Left of
• Right of
• Between
• In front of
• Behind

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Language Function

• Describing spatial relationships and positions of objects/shapes.
• Using complete sentences to answer questions like "Where is the triangle?"
• Listening to and following multi-step spatial directions.

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Syntax and Discourse

• Sentence frames (for modeling and scaffolding):
  • “The [shape] is ___ the [shape].”
  • “The square is to the left of the circle.”
• Encourage use of prepositional phrases: above, below, next to, etc.
• Turn and talk: students explain to partners how shapes are positioned.

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Materials and Resources

• Large colorful cut-out shapes (circles, squares, triangles, rectangles) enough for small group kinesthetic activity
• Whiteboard and markers
• Printed shape diagrams showing spatial relationships
• Dyslexia-friendly shape word cards (with clear font, large print, and spacing) for students who need them
• Listening center/headphones with audio directions for game (optional) to support English Language Learners (ELLs)
• Visual spatial word posters
• Shape placement mats or carpet squares

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Lesson Layout

Time	Activity	Purpose / Notes
5 min	Introduction / Engage

• Begin with a visual warm-up: Show a simple drawing with shapes arranged and ask, “Can you tell me where the triangle is?”
• Review spatial vocabulary (above, below, next to, etc.) using word posters and physical demonstration on board with large shapes. |
  | 3 min | I Can Statements + Success Criteria |
• Share and read aloud: "I can use words to describe where shapes are."
• Review success criteria together: What does it look and sound like to succeed today? |
  | 10 min | Guided Practice: Shape Placement Game (Kinesthetic) |
• Students in pairs/groups of 5 with large shapes and placement mats.
• Teacher calls out instructions for shape placement on floor mats (e.g., “Put the circle next to the square.”).
• Students move shapes accordingly, then verbalize location in complete sentences.
• Teacher models first, then gradually releases responsibility.
• Differentiation: For ELL or dyslexic students, provide audio prompts or partner support. Use dyslexia-friendly word cards for spatial terms. |
  | 15 min | Independent Practice: Verbal Explanation & Drawing |
• Each student draws a simple picture with at least three shapes in specific positions relative to each other.
• Students write or record a sentence explaining the location of each shape in their drawing using spatial vocabulary.
• Students share with a partner, practicing speaking and attentive listening. |
  | 7 min | Closure / Formative Assessment |
• Class discussion: Students volunteer to explain where shapes are positioned in their drawings.
• Teacher uses rubrics/checklist to assess verbal explanations and participation.
• Revisit essential question: "Where are the shapes in relation to each other?"
• Correct misconceptions on spot, highlight strong examples. |
  | 5 min | Extension / Enrichment Activity (Optional) |
• Advanced learners create their own spatial challenge by positioning shapes and giving oral instructions to classmates.
• Students use directional words creatively in story contexts ("The house is behind the tree.") |

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Differentiation Strategies

Learner Profile	Strategy
English Language Learners (ELLs)	Use visual aids and realia; model sentences with sentence frames; use peer buddies; provide audio instructions.
Dyslexic Learners	Use large-print, dyslexia-friendly fonts on visuals; break down instructions into smaller steps; provide multisensory (touch and movement) activities.
Kinesthetic Learners	Emphasize movement with hands-on placement; incorporate body movement to "be" shapes and show position.
Auditory Learners	Include oral instructions and partner discussions; use songs or chants about spatial vocabulary.
Advanced Learners	Create spatial riddles for peers; write more complex spatial descriptions including multi-step directions.

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Language Acquisition Supports

• Pre-teach vocabulary with visuals and real objects
• Use clear, simple language in instructions
• Provide sentence starters and frames to scaffold verbal responses
• Offer repetition and multiple exposures to content vocabulary
• Use gestures to reinforce meaning

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Assessment

• Formative Assessment:
  • Observation of participation during shape placement game
  • Listening to student verbal spatial explanations
  • Student drawings labeled or described with spatial vocabulary
• Use a simple checklist tied to success criteria (e.g., uses correct spatial terms, completes task accurately, participates actively).

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Final Notes

This lesson seamlessly blends tactile, visual, and verbal learning methods, addressing multiple intelligences and diverse learning needs. By integrating a kinesthetic game, it engages students physically and cognitively while reinforcing critical spatial vocabulary aligned with Common Core and Georgia standards. The use of clear success criteria and scaffolding supports all learners, particularly ELLs and students with dyslexia, ensuring that spatial awareness becomes a foundational and enjoyable skill in their mathematical journey.