# 2.G.A.1

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

## Unpacking the Standard: 2.G.A.1 Student Friendly Learning Target: 2.G.A.1Summary:

The difference between this standard and previous standards in the earlier grades is the attribute of "angle" being mentioned for the first time, as well as the language of "face". In addition, students are now expected to know the vocabulary of "quadrilateral" and "pentagon". Since this standard is similar to previous ones, what is different is how an older child might approach the old material differently. For instance, children should begin forming a more organized manner of categorizing shapes according to their attributes, and they should be able to articulate more clearly the attributes that define shapes.

## Understanding the Standard:

• Students will have ample opportunity to explore a variety of shapes and begin classifying them according to specific attributes (e.g., sides, angles, vertices, edges, and faces).

## Questions to Focus Learning:

• Can students identify two-dimensional shapes and describe them according to specific attributes (e.g., number of sides, number of angles, and number of vertices)?
• Can students name three-dimensional shapes and identify the number of faces, edges and vertices?
• Can students identify the number of angles in a shape?
• Can students distinguish between an "angle" and a "face"?
• Can students identify polygons correctly even if they are oddly proportioned? For instance, if a quadrilateral is very long and skinny, will students still identify it as a quadrilateral?

## Skills

Prior to:  Students are able to identify, draw, and discuss some of the defining attributes of certain shapes such as circles, squares, rectangles, triangles, spheres, cones, and cylinders. Go to 1.G.A.1 to see previous skills in this progression.

At Grade Level:  Students are able to identify, draw, and discuss the attributes of a wider range of shapes while using more mathematically formal language. Their ability to communicate how they categorize shapes is also improving.

Moving Beyond:
Students will extend their repertoire of shapes beyond the standard. The special quadrilaterals and their relationship to one another can be discussed. Go to 3.G.A.1. to see the progression of related skills.

1 Sizes are compared directly or visually, not compared by measuring.