The Line Less

Traveled
By: Chance Moorman, Grace Miller, Hallie
Benson, and Katy McKellar
May 7th, 2021
 Two lines met at a vertex,
and I took the one less
traveled.

It has made all the difference,

because now I know all sorts of
irregular polygons that are not like
the others!

Let me take you back in time to my

linear journey through the shapes.

1
 I am a shape,
but I don’t know what kind of shape I am.
I am going on a journey to find out who I
am.
Could I be a polygon?

2
 Triangles
First I came across the triangles.
“Who is that?” They yelled.
“Could it be another triangle?” One asked.
“I do not see three vertices.” Said one.
“I do not see any sides.” Said another.
“You do not look like a piece of pizza either.” Said the first one.
“Well if there are not 3 sides and not 3 vertices they are not a
triangle.” Said the biggest one, “You must leave if you are not a
triangle.”
So on I ran very fast.

3
 Octagons
As I ran from the triangles I bumped into a another shape.
This shape was very big with a lot of sides.
I started to back away because I was scared but then this
shape turned around.
“Are you okay?” The big shape asked. “Uhhh… Yes.” I
answered. Soon a few more big shapes walked up and I
asked “Who are you? Some of you look kinda like stop signs.”
“We are octagons” The shapes replied excitedly. “Am I an
octagon?” I asked. “No, you aren’t an octagon silly.” They told
me, “Octagons have 8 sides and 8 vertices. You do not have
any.” “Well thank you. I have to go find out who I am.” I said
and on I went.

4
 Pentagons
As I waved farewell to the octagons, I caught a glimpse
of a very unusual looking shape. This shape had more
sides than the triangles but less sides than the
octagons.
“Excuse me,” I said, “What shape are you guys?”
“We are Pentagons!”
“Pentagons?” I questioned them further.
“Yes, Pentagons, that means we all have 5 sides and 5
vertices,” they said, “You might recognize us on soccer
balls or when you’re playing baseball and reach the
base!”
“Wow! That is very neat but there is no way I’m one of
you!” I said, waving goodbye to the pentagons. 5
 Quadrilaterals
The next group of shapes I met on my journey were very
peculiar. One of them had sides that were all exactly the
same lengths while the others were all different!
“What are you?” I asked them
“We are quadrilaterals!” They exclaimed
“But what does that mean? You all look different!”
“It means that although we may look different, we all
classify as quadrilaterals because we all have exactly 4
sides and 4 vertices,” they explained, “You might have
seen us before as a game board, an ipad, or even a
kite.”
“Ohhh I see, well I can’t be a quadrilateral then” I said as
7
 Hexagons
Last but not least, I met the hexagons.
“You guys have more sides than the pentagons,
but less than the octagons.. what could you be?”
I asked.
“We are the hexagons! We have 6 sides and 6
vertices.You’ll find us in honeycombs and
snowflakes!” they said.
“Well I’ve met all these shapes, and I don’t fit in
anywhere. I’m all alone on this line and I don’t
know who I am!” I said in defeat.
“You silly little shape, you’re a circle!” they
exclaimed.
7
 Circles
I have journeyed long and far to discover who I am,

and now I know that I am a circle.

Although I am not like other shapes because I have no

vertices or sides,
CREDITS: This presentation template was created by
I am still a perfect shape the way that I am!
Slidesgo, including icons by Flaticon, infographics &
images by Freepik

8
 Standard
MGSEK.G.2 Correctly name shapes
regardless of their orientations or
overall size.
 Intended Use
- Lesson: This story could be read during the hook of a mathematics lesson in a kindergarten
classroom to grab students’ attention and introduce them to shape classification and analysis.
- Concepts Addressed:
- Different types of shapes
- Identification of shapes
- Classification of shapes based on their properties such as:
- Number of sides
- Parallel sides
- Types of angles
- Mathematical Task: During the independent practice in the lesson, students are placed into small
groups.
- Each group is given different shapes and will sort them into categories based off of their
properties.
- After sorting the shapes, students will explain what properties the shapes in each category
have in common.
 Van Hiele Level
- Van Hiele Level of thought: Level 0: Visualization
- Students’ objects of thought are learning what shapes are, and their products of thought are the analysis
of levels of shapes because they are in kindergarten.
- This book is supposed to help students at level 0 get closer to level 1.
- Assessment of Students’ Van HIele Levels:
- Teachers can ask students questions about the shapes that focus on their properties.
- Level 1: Analysis: If the students are able to abstract properties of the shape beyond their appearances,
they have reached this level.
- Students at this level are able to identify shapes based on specific characteristics such as
vertices and edges regardless of size or orientation.
- Level 0: Visualization: If students are unable to classify shapes based on their properties, they have not
yet reached level 1 and are still at this level.
- Task to Push Students’ Geometrical Thinking from Level 0: Visualization to Level 1: Analysis:
- Sorting shapes: teacher can cut out a bunch of different shapes and ask students to sort them into
groups.
- This should further students’ geometric thinking because they can begin to compare and contrast shapes
based on their geometric properties.
 Works Cited
The Road Not Taken by Robert Frost