# Properties of Two Dimensional Shapes

In this post I will go over some activities that we completed in my classroom in order to cover the third grade standard 3.G.1. I hope you will be able to take some of these ideas and complete them with your own students. :)

Before analyzing shape attributes, I made sure my students understood some basic geometry information. We went over shape names, how to count the number of sides (easily done by counting the vertices), and basic vocabulary words (line, line segment, point, ray). If your students need practice on basic geometry vocabulary, click here to download a free printable pack

During small groups, I had my students choose two random shapes from their baggie.  They then compared and contrasted the attributes on a dry erase dot. It helps to have an anchor chart with key geometry terms you want the students to use.

This activity was a total hit. I gave my students a riddle, and they wrote down the clues on their dots. They then used the geoboards to build their shape. This is a great time to share, because there could be more than one answer.

For example, the clues for the shape above (2 pairs of parallel lines and 4 right angles) could be a square or a rectangle. I also liked the riddle of "I am a shape with 4 sides and only one pair of parallel lines". Students enjoyed sharing their different trapezoids.  The picture below shows a rhombus, but I liked to tell the students to erase the second clue (0 right angles) and show what other shape it could be (square/which is also a rhombus ;) ). A link to the free riddle cards is found at the end of this blog post.

I saved these 'interactive' notebook activities for last. Students need to first hold shape patterns. They need to create shapes before completing just paper and pencil activities. The interactive notebook activity below was a great success. Again, it helps to have an anchor chart displayed with geometry terms you want your students to use.

Once students have a clear understanding of geometry vocabulary (types of lines, angles, shape names), I would ask students to group several shapes into categories based on their attributes. Their answers all will vary and it's important to give them time to share with each other.

I hope you can take some of these ideas and use them in your classroom! Below is a list of resources pictured.

- Geometry Tri-folds: 1st, 2nd, 3rd, 4th, and 5th