2D & 3D Shapes · B3 Mathematics

Lesson notes

Learning Objectives

Indicator: B3.3.1.1.4 - Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories

By the end of the lesson, learners can:

State that a quadrilateral is any closed shape with four straight sides and identify the five special quadrilaterals: rhombus, parallelogram, trapezoid, rectangle, and square.
Examine cut-out shapes and sort them into groups (rhombuses, parallelograms, trapezoids, rectangles, squares) based on attributes such as side lengths, parallel sides, and right angles.
Draw each of the five named quadrilaterals accurately using a ruler, labelling the shapes correctly.
Draw at least one quadrilateral that does not belong to any of the five subcategories and explain why it does not fit.
Justify their classification of a shape by referring to its attributes (for example, “This is a rectangle because it has four right angles and opposite sides equal”).

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Curriculum details

Strand: Geometry and Measurement (Strand 3)
Sub-strand: 2D & 3D Shapes (3.1)
Content standard: B3.3.1.1 - Analyse the relationships among and between 2-D shapes and 3-D objects according to a variety of attributes, including measurement
Indicator: B3.3.1.1.4 - Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories
Suggested placement: Term 3, Week 2 (Week 26 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 65
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Give cut-out shapes of different types of quadrilaterals and have learners examine their features. Learners discuss the characteristics and regroup them as rhombuses, parallelograms, trapezoids, rectangles, and squares and draw these quadrilaterals