Title: The Greedy Triangle/Shape Robots

Subject/Course: Mathematics/Art
Strand: Spatial Sense/Social Emotional Learning/Creativity/Elements of Design
Time: 40-60 min
Grades: 1
Developed by: Samantha Stephen
Introduction/Summary
In this lesson students will read the book “The Greedy Triangle” about a triangle who is not happy with the
number of sides he has. He thinks if he had one more side, he would be happier. This book and lesson
introduce students to the properties and attributes of two-dimensional shapes that fall under the geometric and
spatial reasoning in the spatial sense strand of the 2020 Mathematics curriculum. After the lesson students will
be able to identify and sort two dimensional shapes.

Stage 1: Desired Results

Big Ideas/Essential Question
What are the properties and attributes of two-dimensional shapes?
Ontario Curricular Overall Expectation
E. Spatial Sense
E1. Geometric and Spatial Reasoning
describe and represent shape, location, and movement by applying geometric properties and spatial
relationships in order to navigate the world around them 

A. Social Emotional Learning

A1. Social-Emotional Learning (SEL) Skills and the Mathematical Processes 
apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the
mathematical processes and their learning in connection with the expectations in the other five strands of the
mathematics curriculum

Ontario Curricular Specific Expectation

E. Spatial Sense:
E1.1 sort three-dimensional objects and two-dimensional shapes according to one attribute at a time, and
identify the sorting rule being used
E1.2 construct three-dimensional objects, and identify two-dimensional shapes contained within structures and
objects

A. Social Emotional Learning

A1.1 identify and manage emotions

Key concepts and/or skills to be learned/applied: Background Knowledge:

- Names and characteristics of 2 dimensional - Names of 2 dimensional shapes
shapes - Characteristics of shapes
- Sort and identifying 2 dimensional shapes - Where shapes are found
based on number of sides
 Stage 2: Planning learning experience and instruction
Student Groupings Instructional Strategies
- Large group discussion
- Table/small group work
- Independent

Materials Considerations

Accommodations

Stage 3: Learning experience and instruction

Motivational Hook (10 MINS.):
I begin the lesson by assessing student’s knowledge on shapes. On the board I would have basic shape cut
outs. I would ask the students what the names of the shapes are and what they can tell me about them.

Then we would watch the video “Shape Song” https://youtu.be/OEbRDtCAFdU

Open (15 min):
Next, I would have the students to look around the classroom and identify shapes they see. For each shape a
student identifies I would have them draw the shape. I would write the name of the shape beside their drawing.
I would then have the class identify characteristics about the shapes. If students are having a hard time finding
shapes in the classroom or it is too easy, ask students “if they were a (insert name of shape) where would you
be found?” Example: if I were a triangle, I would be a slice of pizza. Once all the shapes are up on the board, I
would ask students to identify any similarities or differences between the shapes (number of sides, angles).
Body (40 MINS): Oral Presentations
As a class we would read the book “The Greedy Triangle.” After the first section I would pause and ask the
students to recall what the triangle could do and why he enjoyed being a triangle (reflecting, connecting and
communicating). On the same chart I would record their answers. I would then continue to read the story and
have the students retell for each new shape, recording their answers. At the end of the book, I would ask the
students why the triangle wanted to be a triangle again (problem solving, reflecting, connecting and
communicating).

Social Emotional Learning: To further extend this lesson and integrate emotional understanding I would add a
lesson on emotions. I would ask the students what emotions are and record their answers. I would explain to
them that emotions are how we feel, and that greed can be an emotion. I would explain to them that greedy is
wanting things for yourself and not others. I would ask the students if there has ever been a time where they
felt greedy or if they can come up with examples of what being greedy would look like. Then I would as ask
the students why the triangle wanted to change shape, why did he want to be a quadrilateral, and why did the
author think the triangle was being greedy? I would also ask the students to identify any other emotions they
can think of or have felt before.

We would transition back to shapes. I would place the shapes from the beginning of the lesson back on the
board and ask the students how we could sort the shapes. We could by number of sides, equal side length,
colour etc.
Close (30 MINS):

On each table I would give the students different shapes. As a group I would ask them to sort the shapes by
number of sides. Once their shapes have been sorted by number of sides, they can begin to create their shape
robot using the shapes on the desk.
Link to Future Lessons
After students have successfully sorted their shapes and are able to identify shapes by number of sides;
students would begin to create a shape robot using different shapes.
Assessment
I can assess student’s prior knowledge on shapes through discussion at the beginning of the lesson and what
they know about shapes. I can assess students through observation as they sort their shapes based on number of
sides.