Shape Poster Project

Unit: Shapes in My World

Grade: 3rd
Time: 45 minutes
Class size: 25 students
Lesson: 10 of 11 – Summative Assessment
CCSS Focus: Mathematics – Geometry (CCSS.MATH.CONTENT.3.G.A.1, CCSS.MATH.CONTENT.3.G.A.2)
Georgia Standards:

MGSE3.G.1: Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category.
MGSE3.G.2: Partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole.

Essential Question

How can we showcase what we learned about shapes?

Learning Objectives

Students will:

I can identify and describe the attributes of 2-D shapes (sides, vertices, angles).
I can classify shapes based on their attributes.
I can create a visual display (poster) to present different shapes and their defining features.
I can explain my poster and listen to peer feedback.

Success Criteria

Posters clearly show a variety of 2-D shapes with labels of attributes.
Students use correct vocabulary (e.g., vertex, side, angle, polygon).
Students actively participate in the presentation and provide/receive respectful auditory feedback.
Posters show evidence of creativity and understanding of shape categories.

Common Core State Standards Alignment

Standard	Description
CCSS.MATH.CONTENT.3.G.A.1	Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category.
CCSS.MATH.CONTENT.3.G.A.2	Partition shapes into parts with equal areas and express those areas as unit fractions of the whole.

Language Objectives

Use mathematical vocabulary related to shapes in oral and written communication.
Practice sentence structures for describing attributes: "The ___ has ___ sides" / "A ___ is a type of ___."
Listen actively during peer presentations and give feedback using sentence frames like, “I like how you showed…” or “Can you explain more about…”

Content Vocabulary

shape, 2-D shape
side, vertex (vertices)
angle
polygon
square, rectangle, triangle, circle, hexagon, etc.
attribute
classify

Syntax & Discourse

Sentence frames for describing shapes:
“The ___ has ___ sides and ___ vertices.”
“A ___ is different from a ___ because ___.”
Question frames for peer feedback:
“Can you tell me more about ___?”
“Why did you put ___ in this category?”

Materials & Resources

Poster boards (one per student)
Markers, crayons, colored pencils
Pre-cut shape templates/stencils for accuracy
Glue sticks and scissors
Shape attribute charts (referencing prior lessons)
Name tags with shape vocabulary
Dyslexia-friendly font handouts describing shapes (e.g., OpenDyslexic font, simplified text)

Lesson Layout & Timing

Time	Activity	Description	Adaptations for ELL & Diverse Learners
5 min	Opening & Review	Brief review of key shape attributes via anchor chart and quick Q&A (`I can` statements projected).	Use visuals and gestures; provide sentence frames verbally and on chart.
5 min	Instructions & Expectations	Explain the final project: create a poster showing at least 5 shapes, labeling attributes, and prepare to present. Show example poster. Clarify assessment criteria.	Model instructions visually and verbally; use exemplars; check understanding with thumbs up/down.
20 min	Independent Poster Creation	Students craft their posters with provided supplies. They label shapes and write 1-2 sentences describing attributes. Teachers circulate for support & scaffold language.	Provide word banks, shape templates, and one-on-one support. Allow using dictation tools or drawing for students with writing challenges.
10 min	Peer Presentations & Feedback	Students present their posters to a small group or whole class. Use sentence frames for giving feedback. Teacher models first.	Group ELLs together; encourage peer-to-peer support. Use sentence stems. Provide positive reinforcement.
5 min	Closure & Reflection	Reflect orally and/or in writing: "What did I learn about shapes? What was fun or hard?" Revisit `I can` statements and success criteria.	Allow multiple modes: draw, write, or speak. Use graphic organizers for reflection.

Differentiation Strategies

Learner Type	Strategy
ELLs	Use visuals, sentence frames, modeling, and repeated language practice. Provide word banks with pictures. Use small group support.
Dyslexic & Reading Difficulties	Dyslexia-friendly handouts, audio instructions, extra time, and assistive technology (text-to-speech). Allow for drawing and labeling instead of extended writing.
Advanced Learners	Challenge students to include more complex shapes (pentagons, octagons), explain the differences between regular and irregular polygons or compare attributes. Extension: Include fractional partitioning of shapes as learned in standard MGSE3.G.2.
Kinesthetic Learners	Use cut-and-paste tactile materials for poster creation.
Visual Learners	Provide colorful examples and diagrams; encourage using colors to categorize attributes.

Extension Activities

Create a digital version of the shape poster using apps like Google Slides or Seesaw.
Write a short story or poem about shapes using the vocabulary learned, incorporating descriptive language.
Investigate shapes found outside (nature walk/photo collection to bring shapes to class).

Assessment & Feedback

Summative Assessment

Shape Poster Project: Scored with a rubric evaluating:
- Accuracy of shape identification and attributes (content knowledge).
- Effective use of relevant vocabulary and labeling (language use).
- Creativity and clarity of presentation (engagement and understanding).
- Participation during oral presentation and peer feedback (communication).

Teacher Feedback

Provide specific, positive, and constructive comments linked to success criteria during and after presentations.
Highlight effective use of math vocabulary and clear explanations.

This lesson integrates art, oral communication, and math content, promoting multiple intelligences. It supports English learners and students with learning differences through scaffolding and multimodal activities while maintaining rigorous standards alignment.

Teaching Instructions