Shapes All Around

Standards Alignment

Common Core State Standards (CCSS) – Mathematics

• CCSS.MATH.CONTENT.2.G.A.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
• CCSS.MATH.CONTENT.2.G.A.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. (Supportive, foundational to spatial reasoning).

Learning Objectives

By the end of this lesson, students will be able to:

• “I can identify and name four basic 2-D shapes: circle, square, triangle, and rectangle.”
• “I can describe basic attributes of these shapes such as number of sides and corners.”
• “I can find and name these shapes in my classroom.”

Success Criteria

Students will demonstrate success when they:

• Correctly name 2-D shapes during class discussion.
• Describe the number of sides and corners of each shape using correct vocabulary.
• Actively participate in the classroom scavenger hunt and locate shapes accurately.

Materials and Resources

• Large laminated shape cards (circle, square, triangle, rectangle) with bold colors and simple labels (dyslexia-friendly font)
• Whiteboard and markers
• Shape attribute anchor chart (number of sides, corners)
• Clipboards with scavenger hunt checklist (with pictures and words)
• Real objects/examples of shapes from the classroom (clock for circle, window for square, book for rectangle, triangular ruler)
• Audio recordings that name and describe shapes (for auditory learners and ELL support)
• Tablets or cameras for students to take pictures of found shapes (optional, supports multiple intelligences)

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Lesson Layout

1. Introduction (10 minutes)

• Begin with a friendly welcome and state: “Today we are going to explore the shapes all around us!”
• Use the large laminated cards to introduce each shape. Show each shape card, say its name clearly, and ask students to repeat.
• Use multi-sensory cues: have students trace shapes in the air with their fingers as they say the shape name aloud.
• Display anchor chart showing attributes (number of sides and corners) and review these briefly using simple, clear language.
• Use audio recordings playing the shape name and a simple description for ELLs and auditory learners.

Language Tip: Use sentence frames: “This is a ___.” “A ___ has ___ sides.”
Differentiation: For ELLs, pair visual cards with audio and gestures; for dyslexic learners, ensure clear font and spaced layout on anchor chart.

2. Guided Practice – Shape Scavenger Hunt (20 minutes)

• Explain the scavenger hunt: students will look around the classroom in pairs to find objects that match each shape.
• Give each pair a clipboard with a checklist containing shape names and pictures.
• Encourage students to say the shape aloud each time they find one. Use sentence starters like, “I see a ___,” or “This has ___ sides.”
• Monitor and support students by circulating, prompting with questions about shape attributes.
• Optionally, allow students to take photos with tablets or cameras as evidence of found shapes (especially engaging for tech learners).
• Use positive reinforcement for participation and correct identification.

Differentiation: Pair ELL students with strong English speakers; provide one-on-one or small group support for students needing extra help. For advanced learners, challenge them to find shapes with more than 4 sides or to describe shapes beyond the four basics.

3. Independent Practice – Shape Attributes Drawing (10 minutes)

• Return to seats and provide plain paper and crayons.
• Ask students to choose one shape they like best and draw it, labeling it with the shape’s name and writing one attribute (number of sides or corners).
• Encourage students to orally share their drawing with a partner using “I can…” statements for speaking practice.
• Teachers circulate to provide vocabulary support and encourage correct usage.

Differentiation: Allow drawing or digital creation; for students with motor challenges, provide pre-cut shapes for labeling and description.

4. Closure and Formative Assessment (5 minutes)

• Gather students and ask volunteers to share their drawings and statements.
• Formative assessment through observation during sharing and scavenger hunt: Are students using shape names and attributes correctly? Are they able to locate shapes?
• Recap key learning points: “Today we found circles, squares, triangles, and rectangles. They have different numbers of sides and corners.”
• End with the Essential Question: “What shapes did you find in our classroom?” Invite brief answers.

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Differentiation Strategies

Learner Need	Strategy
English Language Learners (ELLs)	Audio shape names and descriptions, sentence frames, buddy pairing
Dyslexic learners	Dyslexia-friendly fonts, multisensory tracing, spaced visuals
Advanced learners	Challenge with multi-sided shapes, exploration of attributes beyond basic (e.g., right angles)
Kinesthetic learners	Gesture and air tracing shapes, scavenger hunt movement
Visual learners	Colorful shape cards, anchor charts, real object examples

Extension Activities

• Invite advanced learners to create their own “shape hunt” map with added shape types (pentagons, hexagons), and share with the class.
• Create a Shape Collage: Students collect magazine cut-outs or draw additional shapes beyond the circle, square, triangle, and rectangle.
• Introduce simple shape puzzles or tangram activities to deepen spatial reasoning.

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Language Function

• Naming and describing objects
• Using attributes vocabulary (side, corner, angle)
• Expressing observations orally and in writing using sentence frames

Content Vocabulary

• Circle
• Square
• Triangle
• Rectangle
• Side
• Corner
• Shape
• Attribute

Syntax & Discourse

• Short declarative sentences: “This is a triangle.”
• Attribute description: “A square has 4 sides and 4 corners.”
• Sentence frames used for oral/written practice: “I can see a ___.” “It has ___ sides.”

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This detailed plan ensures seamless integration of Common Core standards while addressing the linguistic and diverse learning needs of all 3rd graders. The use of multisensory strategies, technology integration, and differentiated support will engage students holistically and build a strong foundation for the unit "Shapes in My World."