Lesson 2
Draw Shapes
Warmup: Which One Doesn’t Belong: Fivesided Shapes (10 minutes)
Narrative
Launch
 Groups of 2
 Display the image.
 “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
 1 minute: quiet think time
Activity
 “Discuss your thinking with your partner.”
 2–3 minutes: partner discussion
 Share and record responses.
Student Facing
Student Response
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Activity Synthesis
 “Which of these shapes are pentagons? Explain.” (A, C, and D, because they each have 5 sides and 5 corners.)
 “Why is B not a pentagon?” (It isn’t closed. It only has 4 corners.)
 Consider asking: “How many sides does it have? How many corners?”
Activity 1: Draw Shapes (15 minutes)
Narrative
Launch
 Groups of 2
Activity
 “Today you are going to draw and compare shapes.”
 5 minutes: independent work time
 Monitor for:
 examples of shapes that have different side lengths, angles, and orientations to share in synthesis
 nonexamples of quadrilaterals, pentagons, or hexagons
 “Compare your shapes with your partner’s shapes. Find one way your shapes are the same and one way they are different.”
 4 minutes: partner discussion
Student Facing

Complete the shape to make a quadrilateral. Then draw a different foursided shape.

Complete the shape to make a pentagon. Then draw a different fivesided shape.

Complete the shape to make a hexagon. Then draw a different sixsided shape.
 Compare your shapes with your partner’s shapes. Find one way your shapes are the same and one way they are different.
Student Response
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Advancing Student Thinking
 “How do you know this is a ______ (quadrilateral, pentagon or hexagon)?”
 “How could you use the completed shape to help you draw another ______ (quadrilateral, pentagon or hexagon)?”
Activity Synthesis
 Display 2–3 previously identified student examples of each shape.
 “What are the ways these shapes are different?” (different side lengths, different corners)
 If time, display nonexamples of quadrilaterals, pentagons, or hexagons that students drew or display some examples, such as:
 “Would any of these shapes be a quadrilateral, pentagon, or hexagon? Why or why not?” (Sample response: No. The one on the far left has 4 sides and only 3 corners, so it’s not a quadrilateral.)
Activity 2: What Shape Could It Be? (20 minutes)
Narrative
Advances: Conversing, Reading
Launch
 Groups of 2
Activity
 “Clare, Andre, and Han drew shapes. Using the clues, see if you can figure out which shapes might belong to each student. Then draw a different shape based on the clues.”
 7 minutes: independent work time
 Monitor for examples of Han’s shape that have different numbers of sides, number of corners, side lengths, and angles to share in the synthesis.
 “Compare the shapes you drew with your partner’s shapes.”
 5 minutes: partner discussion
Student Facing

Clare drew a shape that has fewer than 5 sides. Circle shapes that could be Clare’s shape.

Draw a different shape that could be Clare’s shape.

Andre drew a shape that has 4 corners. Circle shapes that could be Andre’s shape.

Draw a different shape that could be Andre’s shape.

Han drew a shape that has more corners than Andre’s shape. Draw two shapes that could be Han’s shape.
Student Response
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Advancing Student Thinking
 “How do you know this shape could be _____ (Clare’s or Andre’s) shape?”
 “Are there any other shapes that could be _____ (Clare’s or Andre’s) shape?”
 “How can you change your shape so it has _____ (fewer than 5 sides, 4 corners, or more than 4 corners)?”
Activity Synthesis
 Display 2–3 previously identified student examples for Han’s shape.
 “How are these shapes different?” (different side lengths, different numbers of sides and corners)
 “Could each of these shapes be Han’s shape? Explain.” (Andre's shape has 4 sides and corners, so it could be any shape that has more than 4 sides and 4 corners. We could draw different shapes as long as they have more than 4 sides and 4 corners.)
Lesson Synthesis
Lesson Synthesis
“Today you practiced drawing shapes based on the number of sides or corners. Mai started drawing a shape like this.”
Draw or display:
“Could she make a triangle from her drawing? Could she make a hexagon from her drawing?” (She could add 3 more lines to make it a hexagon, but she cannot make it into a triangle because it already has 3 lines.)
Share responses.
Invite students to demonstrate on the image as needed.
Cooldown: Name and Draw Shapes (5 minutes)
CoolDown
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