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 dictionaryLinks to an external site. for vocabulary support.
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.
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)
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.
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.
BLM 41: Assorted Shapes Links to an external site.
BLM 42: Assorted Shapes Links to an external site.
BLM 43: Assorted Shapes Links to an external site.
BLM 44: Assorted Shapes Links to an external site.
BLM 45: Assorted Shapes Links to an external site.
BLM 46: Assorted Shapes Links to an external site.
BLM 47: Assorted Shapes Links to an external site.