Sarah Wynns

Geometry Four Corners

Math Concept: Geometry

Picture: The picture to the right

demonstrates what the classroom

looks like from the top. The boxes

in the corners are your shape

cards, which are included in the

handout. In the middle, where

there is a circle, represents where the students start the game standing.

Grade Level: 3rd

TEKs:

(6) Geometry and measurement. The student applies mathematical process

standards to analyze attributes of two-dimensional geometric figures to develop

generalizations about their properties. The student is expected to:

(A) Classify and sort two- and three-dimensional figures, including cones,

cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes

using formal geometric language;

(B) Use attributes to recognize rhombuses, parallelograms, trapezoids,

rectangles, and squares as examples of quadrilaterals and draw examples of

quadrilaterals that do not belong to any of these subcategories;

Purpose: The purpose of this game is to incorporate movement with geometry in

order to get students out of their seats, while also practicing geometry concepts. I
created this game because it reaches students who are kinesthetic, visual, and

auditory learners. Also, students need time to get up out of their seats and move

around! This will help your student’s attention and focus throughout the day.

Materials:

Shape cards (to put in corners)

Teacher handout (description of shapes “script”)

Room to move around in classroom

Tape/sticky tack/Velcro

Extensions:

 Add in more shapes to coordinate with the TEKs in that grade level.

 Make the descriptions harder, using more vocabulary, and add in more

shapes using the walls and corners (instead of shapes just in the corners)

 Put pictures in the corners and call out the shapes name (younger grades)

 Put descriptions in the corners and call out shapes names (make game go

faster only allowing for one round per shape, instead of 3 clues)

Description:

As the teacher, you decide before the students get into the class what shapes you

want to start with (shape cards) and tape/sticky tack/Velcro them into the corners.

When your students come in, have all of them stand in the middle of the classroom.

(EXPLAIN THE RULES TO THEM OR IT WILL BE CHAOS!) The teacher starts by

describing one aspect of a shape, such as the number of sides. The students will get

5 seconds, as teacher counts down, to pick the corner of the shape they think the

teacher is describing. Once all students are in a corner, read 2 more clues (one at a
time giving them 5 seconds after each clue to get in a corner) describing the same

shape. After reading the last card, call out the shape you were describing. All the

students in corners other than that shape are out and must sit down in their desk!

The game continues, until you have one standing OR if you have a group that is

continuously getting every question right. At this point, you up the level by adding

harder shapes and questions into the mix! If you get to the point where you already

called out the 4 shapes, take a break and replace the shapes in the corners.

Rules:

1. Silent: NO talking, yelling, or screaming!

2. Hands and feet to yourself: NO pushing, touching, hitting, or kicking any of

your classmates!

3. By yourself: No help from your friends, no pointing to where they should go,

and no notes!

4. Good sportsmanship: Once you are out, NO throwing fits or fighting to stay

in.

5. If you are in the wrong corner after the third clue, you are OUT!

Consequences:

If you break the rules, here’s what will happen…

1. You will be automatically out!

2. You have to continue the activity, but on notebook paper for a grade!

3. You will not get to participate in the game for the rest of the day!

Tips and Tricks:

 Do not put shapes with the same amount of edges, vertices, and faces in

UNLESS you are trying to trick the students! Both of the corners would be

correct and every student stays in that are in either of those corners.

 Sometimes the characteristics of shapes are similar, be careful what shapes

you put in the corners! If they are similar, make sure one of your clues are

VERY specific.

 The kids are going to run, let them have fun! As long as everyone is safe, then

there is no need to nag at your students for running.

 Teacher Script According to the Shape

Shape Clues
Cone 1. This shape has 0 faces
2. This shape has 0 edges
3. This shape has 0 vertices
Cylinder 1. This shape has 0 faces
2. This shape has 0 edges
3. This shape has 0 vertices
Sphere 1. This shape has 0 faces
2. This shape has 0 edges
3. This shape has 0 vertices
Triangular Prism 1. This shape has 5 faces.
2. This shape has 9 edges.
3. This shape has 6 vertices.
Rectangular Prism 1. This shape has 6 faces.
2. This shape has 12 edges.
3. This shape has 8 vertices.
Cube 1. This shape has 16 faces.
2. This shape has 12 edges.
3. This shape has 8 vertices.
Pyramid 1. This shape has 5 faces.
2. This shape has 8 edges.
3. This shape has 5 vertices.
Rhombus 1. This shape is a parallelogram.
2. This shape’s opposite sides are
parallel.
3. This shape has 2 adjacent sides
that are congruent.
Isosceles Trapezoid 1. This shape is a quadrilateral.
2. This shape has at least one pair of
parallel sides.
3. This shape has congruent base
angles.
Rectangle 1. This shape is a parallelogram.
2. This shape has 4 right angles.
3. This shape cannot be a square.
Square 1. This shape could be a rectangle.
2. This shape has all 4 sides equal.
3. This shape has four, 90-degree
angles.
Kite 1. This shape is a quadrilateral.
2. This shape has 2 adjacent sides
that are congruent.
3. All the sides are congruent.
Cone

Cylinder
Sphere

Triangular
Prism
Rectangular
Prism

Cube
Pyramid

Rhombus
Isosceles
Trapezoid

Rectangle
Kite

Square