3.G.1 - About the Math, Learning Targets, and Rigor

Grade 3 Geometry

3.G.1

About the Math

Full Standard

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, and draw examples of quadrilaterals that do not belong to any of these subcategories.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

3rd Grade Students Learning 3rd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

 

Report Card Measurement Topic: Demonstrates understanding of measurement, data and geometry.

 

Learning Targets

  • Describe shapes by their attributes.
  • Classify shapes by categories.
  • Define quadrilaterals.
  • Identify and draw quadrilaterals.

 

About the Math

A polygon is a closed figure. A polygon is named by the number of its sides. Regular polygons are made up of line segments which are the same lengths. An irregular polygon can have sides of different lengths. Polygons with four sides are quadrilaterals. A rectangle is a parallelogram with four right angles. A rhombus is a parallelogram with four congruent sides. (A parallelogram has two pairs of parallel lines.) A square is a parallelogram with four right angles and four congruent sides. A trapezoid has exactly one pair of parallel sides. Students should not be expected to memorize a formal definition of the quadrilaterals but be able to identify them and name them. Using examples and non-examples is a good way to understand these polygons. Essential vocabulary for this standard includes: attribute, property, equal, sides, opposite sides, angles, right angles, polygon, quadrilateral, parallelograms, parallel, rectangles, kite, rhombus, square, and trapezoid. Visit the online dictionary Links to an external site. for vocabulary support.

 


 

Progression of Standard within Grade 3

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
 

 

  
  • Describe shapes by their attributes.
  • Classify shapes by categories.
  • Define quadrilaterals.
  • Identify and draw quadrilaterals.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map. Links to an external site. Information is not the complete standard.

Progression Across Grades
Grade 2 Grade 4
  • Recognize and draw polygons and other figures (2.G.A.1)
  • Draw and identify points, lines, line segments, rays, angles   (4.G.1)

 

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Instructional Tasks

Tasks

 These tasks can be used with small group or whole group instruction.

  • A certain shape makes you think of a rectangle, but it is not a rectangle. What could it be and why?
  • You are working on a 5x5 dot grid. What polygons can you create?
  • Show students a square and a rectangle that is not a square. Ask students to explain how the shapes are similar and how they are different. Are they both rectangles? Are they both squares? Are they both quadrilaterals?
  • The shape I am thinking of has 4 equal sides and does not have any right angles. What shape(s) could I be? Am I a quadrilateral?
  • Draw a quadrilateral that has exactly two right angles and no sides are the same length. Compare your shape with your neighbor’s shape. Does your shape have a name? (trapezoid)
  • A list of quadrilaterals is shown:  rectangle, trapezoid, triangle, square, rhombus   Which one doesn't belong?  Why?
  • Your friend says that is a group of shapes all have 4 sides, they also all have 4 corners.  Is that true?  If you agree, why is it true?
  • Carlos says that a 4 sided shape can only be called a quadrilateral if all 4 sides are equal lengths.  Is that correct?  If not, can you draw a quadrilateral where all of the sides are not equal?  Does your shape have a name?  

 

Slide-Based Tasks 

These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 15 • Time, Measurement, Graphing, and Shapes

Attributes and Categories of Shapes:

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. 

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages
Teaching Student-Centered Mathematics   K-3 

194 (Shape Sorts, Activity 7.1)
195 (What's My Shape?, Activity 7.2)
197 (Geoboard Copy, Activity 7.3)
197 (Parts That Are Alike, Activity 7.4)
207 (Mystery Definition, Activity 7.6)
207 (Properties Lists for Quadrilaterals, Activity 7.7)
221-222 (Expanded Lesson: Shape Sorts)
  Hands-On Standards 3-4 66 (Plane Shapes) 
  Groundworks - Reasoning with Geometry 3 16 - 23 (Shape Search)
  Problem-Driven Math 3 70 - 72 (Seedling Square) 
  SuperSource: Color Tiles 3-4

54-58
46
74-77
82
  20 Thinking Questions for Pattern Blocks 3-6 54
  Brain-Compatible Activities for Mathematics 2-3 122-123

Math In Practice

Teaching Third-Grade Math

 3 Module 16

 

More Ideas

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

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Assessment

Learning Targets


  • Describe shapes by their attributes.
  • Classify shapes by categories.
  • Define quadrilaterals.
  • Identify and draw quadrilaterals.

 

Learning targets identify what students should be able to do. The resources below can be used to measure student understanding of the standard. This rubric can be applied to tasks and observations for assessment and/or grading. 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.  

 

 

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.