# Session 26: Polygons

<div align="left" dir="ltr" id="bkmrk-session-title-polygo"><table style="width: 90.2381%; height: 3959.99px;"><colgroup><col style="width: 34.5977%;" width="199"></col><col style="width: 65.508%;" width="438"></col></colgroup><tbody><tr style="height: 29.5938px;"><td style="height: 29.5938px;">**Session Title**

</td><td style="height: 29.5938px;">**Polygons**

</td></tr><tr style="height: 103.448px;"><td style="height: 103.448px;">Objective

</td><td style="height: 103.448px;">- Identify and describe key characteristics of lines, triangle, square, rectangle, pentagon, and hexagon.
- Recognize and find these shapes in the environment.
- Construct basic 2D shapes using various materials.

</td></tr><tr style="height: 46.375px;"><td style="height: 46.375px;">Concept

</td><td style="height: 46.375px;">To understand what is line, triangle, rectangle, square, pentagon and hexagon.

</td></tr><tr style="height: 153.656px;"><td style="height: 153.656px;">Materials Required

</td><td style="height: 153.656px;">1. Chart paper/whiteboard and markers
2. Shape flashcards
3. Popsicle sticks, pipe cleaners, yarn, glue
4. Paper cutouts of shapes
5. Construction paper, scissors, glue sticks
6. Crayons/markers

  
</td></tr><tr style="height: 29.5938px;"><td style="height: 29.5938px;">Methodology

</td><td style="height: 29.5938px;">Learning through activity

</td></tr><tr><td>Session Duration

</td><td>90 minutes

</td></tr></tbody></table>

</div>### Intro Activity (20 min)

Teacher asks the students, have you ever seen train tracks or the edge of a ruler? Those are straight and go on and on. That's what a line looks like in math!”

**You can also show things like:**

- A laser beam in cartoons
- A tightrope

So, line is straight and endless in both directions (introduce this simply

Show lines in the classroom (edge of table, window frames)

Draw this on the board:

&lt;-------------------------&gt;

 A B

**Say:**

“This is a line. The arrows mean it keeps going forever. Even though we see just a part of it, imagine it never objective

Draw examples: straight line, curved line, zigzag line.

Then use flashcards to introduce each shape: triangle, square, rectangle, pentagon, hexagon

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXd780JMZDpMAgKRD7WUsJjCPCZP9eIiE6bKRQ3qOZgaVldTGqMQBwx-5cy957kIvDm4nwWhwf-9zw07wYTNQ115I14eH7_DLBwB4MhhqnwkELQ0LeuYEtHkpFrAqknW8LE9wlHkBLJklG4siqtBiA?key=x7rNv8S58AcupTeKtgcOfvrt)

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXenkfvZ1NDsT1x59vzVApssPyQG5JFNsjuhfXbFxL2fcAGidCQBsPg_MyAxFRVGlogEZKLYyEcC-ux1SKakDLB31Om8vgdyFKSN1iyUbw_uosgtDubuAJ4XUelbMppj4bTAutx6qF6_MifTuFvoNw?key=x7rNv8S58AcupTeKtgcOfvrt)

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXcHKd6NZcfnKuLTSMhrPnywTwoOuFyjNH5UZwfpQcYod5iZbj8JDhxvtANl5AmG5CdRlyChqTiVrSp30376dPz0gRb2nIX54_OvEzK1VJNyN_hkoVBt3jGUIKzcGr1hcvzXGsJniIrdOPjRnh6sVXA?key=x7rNv8S58AcupTeKtgcOfvrt)

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXfuKf07TDuaKEPzRWvRdF-_PT7_sHLwBkYuiUe5-KYscAL9xFIPxYrTc84upCef6CVBjpiogyRmNvWKmDTM93Ag7I1oM7th5AFY39-YFduI8rewBhcQAyYKfIc7zQ4z9LTr93tkwxkX-ohpi069tA?key=x7rNv8S58AcupTeKtgcOfvrt)

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXfe-DNPnwrcZsBqZQaqJGW-cOVrXwoWhAI9QMjsf7cxFtA3bRgBI6JozxVv1kBZXg122Qrfy0bvNXsbgPYmu0eBJaM3r04zko_4uEKYFVYXIRsWORda3twhWvv54HHGf1pwjZBULi2iE0hWH3irupQ?key=x7rNv8S58AcupTeKtgcOfvrt)

For each shape:

Show shape visually.

Count sides and corners.

**Ask**: “What does it remind you of?” (Ex: “A triangle looks like a slice of pizza.”)

 Draw examples from real life (windows, stop signs, etc.)

**Mini Activity:** Ask students to find one object in the classroom that matches one of the shapes.

### Main Activity (60 minutes)

**Build-a-Shape with Lines (30 minutes)**

Students work in small teams.

Provide materials: sticks, pipe cleaners, or yarn for lines; clay balls or stickers for corners.

**Task:** Use lines to build these shapes:

- Triangle (3 lines)
- Square (4 equal lines)
- Rectangle (2 short, 2 long lines)
- Pentagon (5 lines)
- Hexagon (6 lines)

**Group Roles**

- Connector (adds clay/sticker)
- Shape Checker (counts sides)
- After each shape, pause and reflect:
- “How did your group work together?”
- “What made this shape different from the one before?”

**Shape Collage &amp; Self-Expression (20 minutes)**

![](https://lh7-rt.googleusercontent.com/docsz/AD_4nXeQCJYJyC7CHQtqA3g49Ve0fZptJbYnrFTShLjQ0JtqhGdxOTPoN5bgRiFhW4VmtQBYrpGmmMRjF4xQkB6f0J9lKHg5Cm29O1hGBCpx4q56egoDK1mrT-1IU0-21lOZy9UOdXASY3_BpQpwx6rORH4?key=x7rNv8S58AcupTeKtgcOfvrt)

**My Shape World**

- Students create a drawing or collage using at least 4 different shapes to make a scene (e.g. robot, house, city, animal).
- Encourage labeling each shape and writing how many sides it has.

### Review Questions (10 minutes)

1. Can you name some polygons and describe their sides and angles?
2. How did drawing or building polygons help you understand them better?

### Follow up Tasks(10 min)

**Home work**

Find and draw 1 item at home that looks like each of these shapes:

Triangle: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Draw it)

Rectangle: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Square: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Pentagon: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Hexagon: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

### Expected Learning Outcome:

**Knowledge building**

- Define and identify a line.
- Understand that 2D shapes are made of lines connected at points.
- Recognize and build basic 2D shapes using lines.

**Skill Building**

- Creative thinking
- Emotional awareness
- Teamwork
- Empathy

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