Standard #: MA.2.GR.1.2


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Categorize two-dimensional figures based on the number and length of sides, number of vertices, whether they are closed or not and whether the edges are curved or straight.


Clarifications


Clarification 1: Instruction focuses on using formal and informal language to describe defining attributes when categorizing.

General Information

Subject Area: Mathematics (B.E.S.T.)
Grade: 2
Strand: Geometric Reasoning
Standard: Identify and analyze two-dimensional figures and identify lines of symmetry.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • Hexagon
  • Rectangle 
  • Octagon 
  • Pentagon 
  • Triangle 
  • Square 
  • Polygon

 

Vertical Alignment

Previous Benchmarks

 

Next Benchmarks

 

Purpose and Instructional Strategies

The purpose of this benchmark is for students to work specifically with two-dimensional figures to categorize them based on their attributes. 
  • Instruction includes a variety of examples and non-examples which lack defining attributes. 
  • Instruction includes the understanding that some figures may share the attributes of another figure, possibly creating subcategories. For example, squares form a subcategory of rectangles. 
  • Instruction is not limited to polygons.

 

Common Misconceptions or Errors

  • Students may not realize figures can be categorized in more than one way. 
  • Students may have difficulty categorizing figures that are considered irregular.

 

Strategies to Support Tiered Instruction

  • Teacher provides a set of plane shapes (i.e., cut from tagboard in multiple sizes and colors) and ask the student to sort them any way they can. 
    • For example, teacher asks, “How did you decide to sort them?” Students sort them again but this time in a different way. Teacher asks, “How did you decide to sort them this time?” 
  • Teacher provides a set of plane figures (i.e., circles, squares, rectangles, hexagons, trapezoids and triangles) cut out of tag board, construction paper or card stock and asks students to sort by size, shape or color. 
  • Teacher provides a set of plane shapes, including irregular polygons and asks students to sort them any way they can, including that they must use all the figures provided. 
    • For example, teacher asks, “How did you decide to sort them that way?” or “How did you know which shape belongs in this group?” 
  • Teacher provides a set of plane figures, including irregular polygons and asks students to sort by size, shape or color, adding that they must include all the figures. 
    • For example, teacher asks, “How did you know that _____ figure belongs in this group?”

 

Instructional Tasks

Instructional Task 1 (MTR.2.1) 

Provide students with isometric dot paper. Read aloud and describe a two-dimensional figure by naming the attributes. 
  • Part A. Draw the figures described. Once the figures are drawn, cut and place their figures under the appropriate provided categories in the table below. Some figures may fit in multiple categories, so encourage students to choose different categories to place their figures in, have students. 
  • Part B. Discuss why you chose the different categories. Help students understand that some figures may not fit into any categories during this task (e.g., figures with curved sides).

 

Instructional Items

Instructional Item 1 

Tina builds the following figures and categorizes them both as hexagons. Is she correct? Explain why or why not. 

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.



Related Courses

Course Number1111 Course Title222
5012040: Grade Two Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
7712030: Access Mathematics Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.2.GR.1.AP.2 Sort two-dimensional figures based on the number of sides, number of vertices, whether they are closed or open and whether the sides are curved or straight.


Related Resources

Formative Assessment

Name Description
Identifying Polygons

Students are asked to describe attributes shared by three shapes and to identify a larger category into which these shapes can be placed.

Lesson Plans

Name Description
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In this lesson, students will continue learning about the history of the Florida State Capitol building, through a grade-level appropriate reading. They will then be provided with a diagram of the glass dome from the Old Capitol. After direct instruction on categorizing two-dimensional figures based on defining attributes, they will use the diagram of the glass dome and categorize the figures.

This is lesson 2 of 3 in a mini-unit integrating civics and math.

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In this lesson, students will identify and categorize pentagons, hexagons, and octagons based on defining attributes. Students will sort based on closed, straight sides, number of sides, and number of vertices.

Perspectives Video: Teaching Idea

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Unlock an effective teaching strategy for helping students make connections in mathematics using the Double Bubble Diagram in this Teacher Perspectives video for educators.

Teaching Idea

Name Description
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This lesson is designed to introduce students to quadrilaterals and the terms and properties associated with quadrilaterals. This lesson provides links to discussions and activities related to quadrilaterals as well as suggested ways to integrate them into the lesson. Finally, the lesson provides links to follow-up lessons designed for use in succession with the current one.

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