A focused check on defining versus non-defining attributes. Students pick the three rules that are always true for a triangle from a list that includes decoys like 'It is painted red or blue', decide whether a rectangle turned sideways is still a rectangle, count sides and corners for a set of shapes, then draw to a specification: a closed shape with 4 straight sides and 4 square corners, and a triangle that points sideways or upside-down.
1.G.1
“Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.”
The decoy attributes in question 1 mirror the standard's own examples: color and overall size are there to be rejected.
Question 1 lists five clues about triangles; students check the three defining ones and leave 'painted red or blue' and 'very large' unchecked. Question 2 asks if turning or shrinking a rectangle changes what it is.
Shape cards with diagrams. Students write the number of straight sides and corners (vertices) for each, starting with the triangle at 3 and 3.
Two drawing boxes: a closed shape with 4 straight sides and 4 square corners, named on the line below, then a triangle drawn sideways or upside-down with a final yes or no on whether turning changes its name.
Pre-assessment
Give it before the shapes unit. Question 2 exposes the students who believe a tilted square becomes a diamond.
Vocabulary anchor
Part 2 prints 'vertices' in brackets next to corners. Say both aloud as students count, so the formal word attaches to the action.
Fast finisher twist
Ask early finishers to add one more false clue to question 1 and swap with a partner to spot it.
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