Squares are Special Rectangles
Students compare and sort rectangles and special rectangles called squares learning to distinguish between the two
using their attributes. They will use manipulatives to form squares and rectangles. They will also identify and take
pictures of squares and rectangles around school and make a class book.
Learning Objectives
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Name, describe and sort squares and rectangles. Use manipulatives to build squares and rectangles.
Recognize these shapes in their environment.
Materials
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Counters (preferably in shapes such as teddy bears) Crayons
Scissors
Glue
Pretzel rods (two different lengths)
Red construction paper
Blue construction paper
Camera
Squares and Rectangles Activity Sheet
Squares and Rectangles Answer Key
Instructional Plan
Before beginning this lesson cut a red square and a blue rectangle from a half piece of construction paper for each
student. Also cut a large red square and blue rectangle from a whole piece of construction paper for your
demonstration. Place whole pretzel sticks and halved pretzel sticks on plates. Cut in half blue and red construction
paper, one of each color per student.
Day 1
Show students a rectangle. Ask: “What can you tell me about this?” [It has 4 straight lines, four corners –if
standards require students to be familiar with the word “vertex,” then be sure to include it with any mention of
corner in the instructional plan.] Give each student a blue rectangle, and teddy bear counter. Using the teddy bear
counter, have students place it on one of the rectangles’ straight lines. Check and make sure everyone did this
correctly. As a class and using the teddy bear counter, count the sides of the rectangle. How many sides does the
rectangle have? [Four.] Point out that where two sides meet is called a corner. Demonstrate using your large blue
rectangle. Have students place their teddy bear counter on one of the corners or vertices. Check to make sure
everyone did this correctly. As a class, using a teddy bear counter, count the corners or vertices. How many corners
or vertices did your rectangle have? [Four.] Tell students you are going to give them another rectangle. Give
students the red square. Ask: “Are these the same or different?” [Different.] “What ways are they different?” [Color
and size. Accept any appropriate answers.] Help students realize that the red rectangle has 4 sides just like the blue
rectangle, but all of its sides are the same. Have students use their teddy bear counter and count the four sides of the
special rectangle. Ask, “What makes the red rectangle special?” [The sides are the same.] Tell students the red
rectangle with 4 sides that are the same is called a square.
To review new vocabulary, have students listen carefully and follow directions. Put your teddy bear on the sides of
your square. Touch your rectangle’s vertices. Have your teddy bear touch the short sides of your rectangle. Touch
the corners of the square. Let your teddy bear touch the long sides of your rectangle.
Have plates of whole pretzel sticks and halved pretzel sticks accessible to each child. Also have red and blue
construction paper cut in half and glue available.
Tell students to use the pretzel sticks and make a square on their red piece of construction paper. Once
everyone has attempted the task, check everyone’s work by asking:
“What is special about the square?” [All sides are the same length.] Are all of the sides of your square the same?
How do you know? Help them to realize that they can compare and measure the pretzel sticks to make sure they are
the same size. Have students check their pretzels to make sure they are the same size and allow them to glue them
into place to form a square.
Have students use the pretzel sticks to form a rectangle on their blue piece of construction paper. Once everyone
has attempted the rectangle, check their work by asking: What is the difference between the square and the
rectangle? Both of the shapes students built are rectangles, but the first one was special because all the sides were
the same so that one gets the special name of square. Have everyone check their pretzels and allow them to glue
them into place forming a rectangle. Walk around room, giving help when needed. What did the square and
rectangle have that were the same? [Four straight sides and four corners.] What makes the square special? [The
sides are the same length.] Using a premade example with a square glued to a piece of blue construction paper, ask
students if it’s an example of a square or a rectangle or both? [Two rectangles and one square.]
Display work in room and use as a review.
Day 2
Begin the lesson by reviewing the activity from the day before where the students constructed squares and
rectangles from pretzel sticks.
Ask: “How many sides and corners does a rectangle have?” [They have 4 straight sides, and 4 corners.] What
makes the square a special rectangle? [The square has 4 sides that are the same] Pass out the Squares and
Rectangles activity sheet. Instruct students to use a blue crayon to color all of the rectangles. Remind them that a
rectangle has 4 sides and 4 corners. Walk around the room making sure each student can identify all rectangles,
including the special rectangles called squares. Next have students use a red crayon to circle the special rectangles
that are squares. Remind them that a square has 4 sides that are the same length. Walk around the room making
sure each student can distinguish between squares and rectangles.
Squares and Rectangles Activity Sheet
As a class take a walk around the school looking for rectangles and special rectangles called squares. When one is
identified, explore the shape and decide if it meets the criteria of a rectangle or square. Any shape identified as a
square can also be correctly identified as a rectangle. If students find a square, ask what other name we can give
that shape? [Rectangle.] Why is it both? [Because a square is a special rectangle.] Examples of things you may see
around the school are doors, signs, and tiles.
Next take pictures with students pointing to the shapes. Print pictures and have them ready for the next day’s
lesson.
Day 3
As a class, use the pictures from the walk around school and have students sort them into special rectangles called
squares and other rectangles. As they sort pictures, ask students why they think it is a rectangle or square.
Encourage them to use vocabulary such as straight lines, corners, etc….
Construct a class book of special rectangles called squares and other rectangles. Allow students to glue and label
the pictures. Share book during circle time allowing students to describe the pictures and justifying the decisions
they made when determining if it was a rectangle or a special rectangle called a square.
The students will enjoy looking at their pictures and interacting with the book. This book will get looked at over
and over therefore making it a great review of rectangles and squares, and how these shapes are represented in the
world around them.
Squares and Rectangles Answer Key
Questions for Students
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How many straight sides does a rectangle and square have?
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When two sides meet they form a?
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How many corners or vertices does the rectangle and square have?
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[corner]
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 What makes the square a special rectangle?
[All four sides are the same length]
 What kind of squares did we find around the school?
[answers should reflect their pictures]
 What kind of rectangles did we find around the school?
[answers should reflect their pictures]
Assessment Options
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Students completed pretzel project will give the teacher an understanding of which students
understand the difference between a rectangle and a special rectangle called a square.
The student’s group participation will aid in helping determine the student’s level of understanding.
Give students 4 square tiles and ask them to construct a square. Then ask them to use the same 4
square tiles to construct a rectangle. Have the students explain why it is a square or rectangle
making sure they are expressing themselves using the vocabulary they learned from the lesson.
4.
Extensions
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Make a list of squares and rectangles in the classroom, or have students bring in an example of a
square or rectangle from home. Graph this information using a class graph to see if students found
or brought in more rectangles or more special rectangles called squares. .
Give students a pile of paper squares. Ask them to put squares together to find as many different
squares and rectangles as they can. Each shape cannot use more that 6 paper squares. After they
finish, discuss their findings.
Teacher Reflection
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Were the students able to construct rectangles and squares using the pretzels?
Were the students able to distinguish between the two shapes and color them the correct color?
Did all students participate in finding squares and rectangles around the school?
Were they able to use the information they learned about rectangles to differentiate between the two
shapes as you explored the school grounds?
Were the students able to use the correct vocabulary when describing the two shapes?
Did all students participate in sorting the pictures for the class book?
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Were all students excited to revisit the class book of rectangles and squares?