Grade Level

3rd Grade

Duration

50 minutes

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Common Core State Standards

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). Recognize rhombuses, rectangles, and squares as examples of 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.

(Note: This lesson focuses on CCSS.MATH.CONTENT.3.G.A.1 since drawing and recognizing quadrilaterals is the priority.)

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Learning Objectives / "I Can" Statements

• I can define and explain the vocabulary: attribute, parallel, parallelogram, quadrilateral, rectangle, and rhombus.
• I can identify and draw a quadrilateral with given attributes.
• I can use reasoning skills to differentiate between types of quadrilaterals.
• I can prepare for EOG (End-of-Grade) style questions involving quadrilaterals.

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Success Criteria

• Students accurately define key vocabulary using student-friendly language.
• Students correctly recognize and draw quadrilaterals according to given attributes.
• Students explain their reasoning when identifying quadrilaterals.
• Students complete an exit ticket with at least 80% accuracy on identifying and drawing quadrilaterals.

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Materials Needed

• Whiteboard and markers
• Chart paper with vocabulary and simple definitions
• Paper and pencils for student drawing
• Rulers for drawing straight sides and parallel lines
• Example flashcards with shapes and attributes
• Pre-made EOG-style question cards
• Dyslexia-friendly vocabulary cards (with colored backgrounds and simple fonts like OpenDyslexic or Arial)
• Sticky notes

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Lesson Sequence

1. Anticipatory Set (7 minutes)

Teacher Instruction:
Begin by showing a large rectangle on the board. Ask students, “What do you notice about this shape? How many sides does it have? Are all the sides the same length?” Build curiosity by pointing to parallel sides and ask, “What does it mean if two sides never touch?”

Introduce the key vocabulary with dyslexia-friendly cards posted on the board:

• Attribute
• Parallel
• Parallelogram
• Quadrilateral
• Rectangle
• Rhombus

To make it interactive, have students turn and talk to a partner to guess which shape the words might describe before formally defining them.

Student Work/Lesson Application:

• Turn and talk to peers, sharing prior knowledge or guesses about vocabulary.
• Listen and repeat definitions chorally.

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2. Teacher Instruction (12 minutes)

• Define each vocabulary term clearly, using simple, student-friendly language with visual cues on the board:

  • Attribute: A special feature or quality, like having four sides or parallel lines.
  • Parallel: Two lines that stay the same distance apart and never meet. Show pairs of parallel lines.
  • Quadrilateral: A shape with 4 straight sides.
  • Parallelogram: A quadrilateral with opposite sides parallel.
  • Rectangle: A parallelogram with 4 right angles.
  • Rhombus: A parallelogram with 4 equal sides.

• Demonstrate how to spot attributes on shapes and explain differences between these shapes with examples on the board.

• Show an example of how a simple EOG-style question looks: "Draw a quadrilateral with at least one pair of parallel sides and explain your reasoning."

Student Work/Lesson Application:

• Use the vocabulary cards to match definitions with terms on their desks.
• Discuss with neighbors why an example shape matches the term.

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3. Guided Practice - Drawing Quadrilaterals (15 minutes)

Teacher Instruction:
Give students rulers and paper. Read aloud several EOG-style prompts one at a time, for example:

• "Draw a quadrilateral that has exactly two pairs of parallel sides." (Answer: parallelogram, rectangle, rhombus)
• "Draw a rectangle and label the parallel sides."
• "Draw a rhombus and show its attributes."

Circulate and provide support as students draw. Encourage them to label their shapes with lines for parallel sides or the lengths that are equal.

Student Work/Lesson Application:

• Draw shapes as specified.
• Label attributes such as parallel sides, equal sides, or right angles.

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4. Small Group / Differentiated Instruction (10 minutes)

Groups based on readiness:

• Group 1 (Needs extra support): Use physical manipulatives—cut-out shapes to manipulate and identify attributes. Work on identifying parallel sides using colored markers. Use visual prompts with dyslexia-friendly fonts and colors.
• Group 2 (On-level): Complete EOG-style problems with peer discussion focusing on reasoning and vocabulary explanation. Use vocabulary cards for self-check.
• Group 3 (Advanced learners): Explore creating and drawing quadrilaterals with multiple attributes (for example, a parallelogram that is not a rectangle or rhombus). Challenge them to explain why the shape fits or doesn’t fit other categories.

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5. Exit Ticket / Assessment (6 minutes)

Task:

• Write one of the vocabulary words and in your own words explain what it means.
• Draw a quadrilateral that has at least one pair of parallel sides and label the parallel sides.
• Write one sentence explaining how you know your shape meets the criteria.

Assessment:
Collect exit tickets to assess understanding of vocabulary and drawing skills aligned with CCSS 3.G.A.1.

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Differentiation Strategies

• Use visual aids and physical manipulatives for students with learning needs.
• Provide dyslexia-friendly vocabulary cards with special focus on clear fonts and colours.
• Allow oral responses for students who struggle with writing.
• Pair students strategically for peer support and language reinforcement.

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Extension Activities

• Research and present on other quadrilaterals such as trapezoids and squares.
• Create a “Quadrilateral Attribute Detective” game where students solve riddles by identifying shapes based on attributes.
• Use digital drawing tools or apps for students comfortable with technology to create shapes and explain attributes digitally.

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Teacher Reflection

• Did students meet the “I can” statements?
• Were vocabulary and drawing skills accurately demonstrated?
• Did the differentiated groups effectively support diverse learners?
• How did students perform on the EOG style questions?
• What modifications are needed for future lessons?

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End of Plan