One of my classes is in the middle of a unit on geometry and measurement. They’ve identified shapes before, such as rectangles, squares, triangles and hexagons. Earlier in the year they found the area and volume of shapes involving rectangles, squares and triangles. The current unit investigates how polygons (specifically triangles and quadrilaterals) are similar and the study of shapes progress as students create hierarchies.

CCSS.MATH.CONTENT.5.G.B.3
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

In order to dig deeper into the above standards the students starts the classification process. This was fairly new for most of the students. I explained what classification meant and gave a few examples related to the characteristics of triangles and quadrilaterals. Students were given a sheet of quadrilaterals to cut out and classify. The next question I was asked was related to how each shape should be categorized. The class reviewed different vocabulary words associated with polygons and then I left the students create their own categories.

After discussing equal side lengths and parallel sides two of my students created the classifications related to those terms.

Almost every student had a different way to organize their shapes. Students went to different tables and observed how their peers classified the shapes and then the class discussed similarities. Next week students will classify the shapes with a hierarchy chart. I’m looking forward to seeing what they create.