Comparing and Contrasting Geometric Shapes

by
Alyssa Carmona

1. Learning Outcomes:
Throughout the course of this lesson, students will analyze and categorize various
geometric shapes. They will engage in a comparing and contrasting activity, which
will provide them with the opportunity to sort given geometric shapes. In doing so,
students will also need to utilize their knowledge of certain categories of geometric
shapes (i.e. quadrilaterals), as well as different geometric characteristics (i.e.
different types of angles).

2. Common Core Standards:

CC.2.3.3.A.1: Identify, compare, and classify shapes and their attributes.
CC.1.5.3.A: Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others ideas and expressing their own clearly.
CC.1.5.3.G: Demonstrate command of the conventions of standard English when
speaking based on grade 3 level and content.

3. Lesson Objectives:
Students will be able to recall the process for using a Venn diagram in order to make
comparisons and contrasts.
Students will be able to categorize, compare, and contrast given geometric shapes
when given specific attributes by the teacher.
Students will be able to come up with their own way to categorize the given
geometric shapes when prompted to do so by the teacher.

4. Anticipatory Set:
In order to begin this days lesson, the teacher will inform the students that they are
going to be doing a review of geometric shapes.
The teacher will then tell the students that, in order to do so, they will be
categorizing geometric shapes. He/she will then tell them that a good way to
categorize is to compare and contrast.
Next, the teacher will ask, Who remembers the name of the model that we use when
we compare and contrast?
Once the students recall the name of the model (Venn diagram), the teacher will ask,
When we are using a Venn diagram, what do we have to do first?
Once the students answer this question correctly (label it), the teacher will tell them
that, today, they are going to compare and contrast the geometric shapes (and label
their Venn diagrams) using attributes, or characteristics, of the shapes.
At this point in time, the teacher will move on to the procedures portion of the
lesson.

5. Procedures:
First, the teacher will provide the students with all of the necessary materials for the
 days lesson. Being that the students will be working in groups, each group will need
to be given the appropriate materials (one laminated Venn diagram, one dry erase
marker, one whiteboard eraser, one bag of geometric shapes).
The teacher will them provide the students with the first attributes by which they
will be comparing and contrasting their geometric shapes: quadrilaterals and obtuse
angles.
o The teacher will remind the students that they are looking at angles on the
inside of the shape, not the outside angles.
o The teacher may also need to review obtuse angles with the students.
The teacher will label the Venn diagram on the whiteboard, and will ask students to
label their groups Venn diagram. He/she will then ask the students to begin sorting
their geometric shapes.
Before allowing them to begin, the teacher will remind the students/have them
recall that there are four places that they can place their shapes: in either separate
side of the Venn diagram, in the overlapping section, or outside the Venn diagram.
At this point in time, the teacher will allow the students to begin. As the students are
working within their groups, the teacher will circulate around the classroom in
order to check in with the students, and provide support/assistance as needed.
The teacher will then have the class come back together as a whole, and will prompt
the students to share/discuss the way in which they sorted their geometric shapes.
o Quadrilaterals: geometric shapes labeled E, F, and L
o Obtuse Angles: C, H, and I
o Overlap: B and J
o Outside: A, D, G, and K
As this is discussed, the teacher will use the classrooms document camera and a
Venn diagram drawn on the whiteboard to sort and display the geometric shapes for
all students to see.
This process will be repeated for each of the following attributes/labels.
o Acute Angles versus Obtuse Angles (Teacher may need to review acute and
obtuse angles)
Acute: A, E, and G
Obtuse: C
Overlap: B, H, I, and J
Outside: D, F, K, and L
o Right Angles versus Acute Angles (Teacher may need to review right and
acute angles)
Right: D, F, and L
Acute: A, E, G, I, and J
Overlap: B and H
Outside: C and K
Once this portion of the lesson has been completed, the teacher will move onto the
closure portion of the lesson.

6. Differentiated Instruction:
Differentiation will be provided throughout the course of this lesson due to the fact
 that students will be working in their base groups. Each base group contains a
heterogeneous mixture of students. As a result, students will not only be challenged,
but will also be able to help one another as they work. Likewise, students will be
able to consistently talk through their ideas with one another. Differentiation will
also be provided on account of the fact that this is a hands-on learning activity. The
students will be physically sorting the shapes, so the lesson will be concrete,
engaging, and interactive. In addition, the teacher will provide differentiation due to
the fact that relevant terminology will be reviewed as needed (i.e. quadrilaterals;
types of angles). This will ensure that all students are able to participate within the
lesson, and will not be prevented from doing so based on their lack of prior
knowledge.

7. Closure:
For the closure portion of this lesson, the teacher will have the students work within
their groups to come up with their own way to compare/contrast their geometric
shapes.
Upon deciding the attributes that they will use, each group will label their Venn
Diagram.
Working together, the groups will then compare/contrast their geometric shapes.
As they are working, the teacher will circulate around the room in order to check in.
The teacher will then have each group share with the class the attributes that they
chose to use in order to compare and contrast their geometric shapes. If time
permits, the teacher may choose to have the class work through sorting the shapes
using one of the groups selected attributes.
In order to wrap up with the days lesson, the teacher will ask students to share
which attributes they thought were the hardest to compare/contrast the shapes
using (i.e. types of lines; types of angles; etc.).
The teacher will end the lesson by telling the students that they will now be ready to
do some more work with geometric shapes when they work with them in the future.

8. Assessment (Formative and Summative):

Formative Assessment
o Formative assessment for this lesson will occur upon various instances. It
will be ongoing, and each instance will drive the teachers instruction. Each
instance of formative assessment will provide the teacher with the
opportunity to decide how to change his/her instruction in order to best
meet the students needs.
o The first instance of formative assessment will occur during the lessons
anticipatory set, as the students work to recall the process for using a Venn
diagram in order to make comparisons and contrasts. The teacher will
assess the students ability to meet this objective via their verbal and
nonverbal responses, as he she actively listens and responds to the students.
o The students ability to meet the lessons second objective will occur
throughout the entire procedures portion of the lesson. Such assessment will
occur as the students work within their groups to categorize, compare, and
 contrast the geometric shapes when given specific attributes to use as
guidelines by the teacher. As the students are working, the teacher will
circulate around the room, in order to check in and provide
support/assistance as needed. In doing so, he/she will be able to assess the
students via their actions, statements, and responses to posed questions. In
addition, further assessment of this lesson objective will take place as the
entire class shares/discusses their identification of each geometric shape.
Such assessment will occur each time different attributes are utilized.
o The lessons last instance of formative assessment will take place during the
closure portion. As students work within their groups to come up with their
own way to categorize the given geometric shapes, and utilize these
attributes to sort them, the teacher will once again be circulating around the
classroom. In doing so, he/she will actively listen and respond. This, once
again, will facilitate assessment due to the fact that the teacher will be able
to utilize the students actions, statements, and responses to posed
questions.
Summative Assessment
o Summative assessment will occur via an upcoming quiz that covers
attributes of geometric shapes.

9. Materials/Equipment:
Classroom Whiteboard
Classroom Document Camera
Laminated Venn Diagrams (one per group)
Dry Erase Markers (one per group, and one for the teacher)
Whiteboard Erasers (one per group, and one for the teacher)
Geometric Shapes (one bag per group, and one for the teacher)

10. Technology:
The teacher will use the classrooms document camera in order to
facilitate/supplement the class discussions that take place regarding the way in
which the students sorted their shapes.

11. Reflection on Planning:

Planning for this lesson was definitely interesting! Before writing the written lesson
plan, my cooperating teacher and I talked/worked through some of the aspects of
this lesson. She provided me with some of the groundwork that I would need, as
well as some suggestions for the lesson itself. Once the basis for the lesson had been
established, we were able to work through some of the more specific lesson details,
such as the attributes by which students would be asked to sort the geometric
shapes. At this point in time, I had been provided with both a strong foundation, and
relevant input.
As I worked to develop the lesson further, one of the things that I had to focus on
was the attributes by which I was going to ask the students to categorize their
shapes. I first decided upon attributes, and then worked to compare/contrast the
 shapes on my own. This was an eye-opening experience, as I discovered which
attributes seemed to be more challenging, and which shapes were sometimes
difficult to categorize. As a result, I felt as though this step in my planning provided
me with an idea of some of the challenges students might face during the actual
lesson. While I am sure that this did not help me to see every possible challenge, I do
feel as though I will now be more equipped to handle the students sorting struggles
as they arise within the lesson itself.
Also when planning, due to the fact that I had not been in the students classroom
when they were first introduced to geometric shapes, speaking with my cooperating
teacher, in addition to the class previous student teacher, seemed to be helpful. My
discussions with each of these individuals helped to provide me with both the
students current understandings and misconceptions. As a result, this also makes
me feel as though I have a better idea of how to handle some of the challenges that
students may face during the lesson. In addition, the more I work with the students,
the more I am able to learn about them. Thus, while I feel equipped, and am hopeful
about this lessons effectiveness, I am also eager to see what new information I will
be able to learn as a result of its implementation.

12. Reflection on Instruction (once the lesson has been taught):