My Name in Shapes

Overview

Students create a colorful name card while counting the letters in their names and representing that number with drawings or objects. This beginning-of-year activity helps the teacher learn students’ names while introducing classroom routines for math talk, drawing, and using tools.

Learning intentions

• Students will be able to count the letters in their names.
• Students will be able to represent a number with drawings, objects, or marks.
• Students will be able to identify and use simple shapes in a picture.
• Students will be able to explain how they made their name card.

Success criteria

• I can say and count the letters in my name.
• I can show how many letters are in my name.
• I can use shapes and colors to decorate my name.
• I can tell a partner about my work.

Curriculum links

• Geometry — build and draw shapes from components.
• Geometry — compose simple shapes to make larger shapes.
• Operations and Algebraic Thinking — represent quantities with objects and drawings.
• Mathematical Practice — choose and use helpful tools, such as counters, pencils, crayons, and paper.

Lesson structure (15 minutes)

1. 0–2 min · Welcome and hook. Teacher displays the welcome and name-shape slides and says, “Today we will make a math picture about our names.” Students listen, look at the example, and share their names with a nearby partner.

2. 2–5 min · Model the math. Teacher writes “MIA” on the board, touches each letter while counting, and models drawing three small dots or circles to show the number three; teacher adds a triangle and rectangle to decorate the name. Students count along, show the number with their fingers, and suggest a shape the teacher could add.

3. 5–10 min · Create a name card. Teacher distributes the My Name in Shapes activity page and briefly explains each section: write or trace the name, count the letters, draw that many marks or shapes, and decorate with shapes and colors. Students complete their cards independently, using pencils, crayons, and optional counters to check their counting.

4. 10–13 min · Partner share and check. Teacher displays the partner-share prompt and pairs students; teacher reminds partners to take turns saying their names and counting the letters together. Students show their cards, count the letters and matching marks, and name one shape they used.

5. 13–15 min · Closing assessment. Teacher invites two or three students to share and asks, “How did your picture show the number of letters in your name?” Students hold up their cards, point to their counted marks, and place completed work in the collection area.

Resources

• the welcome and name-shape slides
• the My Name in Shapes activity page
• Pencils
• Crayons or colored pencils
• Classroom shape tiles or pattern blocks
• Small counters
• Chart paper or whiteboard
• Name labels, if needed
• Timer

Assessment

• During modeling, check whether students touch and count one letter at a time and can show the total with fingers or counters.
• During work time, circulate and ask, “How many letters are in your name?” and “How does your drawing show that number?”
• Collect the activity pages to check for a name attempt, a reasonable letter count, and a matching number of drawn marks or shapes.

Differentiation

• Support students by providing name labels to trace, highlighting or spacing each letter, and allowing them to count with counters or a partner.
• For students who are not yet writing, an adult or peer may write the name while the student counts, chooses colors, and adds shapes.
• Provide sentence starters such as “My name is ___,” “It has ___ letters,” and “I used a ___.”
• Invite students who finish early to compare two names, decide which has more letters, and explain how they know.
• Use large-print name cards, thicker crayons, and extra time for students with fine-motor or visual needs; accept pointing, drawing, or oral responses.