Crayon Shapes

Find all of the different shapes that can be made by arranging Crayola Dry-Erase Crayons end to end on an individual dry-erase board! Then trace and label the plane figures you build.

  • 1.

    Invite each child to choose 3 Crayola Dry-Erase Crayons. Demonstrate how to arrange crayons end to end to form a triangle on an individual dry-erase board. Ask children to arrange their crayons end to end and trace around the triangles they build on their dry erase boards.

  • 2.

    Look closely at the triangles. Are some similar? Are some different? Why? Introduce math vocabulary to help children describe their triangles.

  • 3.

    Invite children to choose 3 dry-erase crayons that are all the same size. Build and trace around a triangle. Next choose 3 dry-erase crayons that are not all the same size. Build and trace around another triangle. Compare your triangles. Are the angles similar or different? Compare the lengths of the sides.

  • 4.

    Repeat this activity, inviting children to choose 4, 5, and 6 dry-erase crayons to build figures. Ask children to use math vocabulary to describe and compare the shapes they build. Provide new math terminology as students discover new figures and new attributes about the shapes they construct.

  • 5.

    At the end of the lesson invite children to reflect on their learning in a math journal or on lined paper. Provide an open-ended reflection prompt, such as “What did I do with shapes today?”


  • LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
  • LA: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from an array of strategies.
  • LA: Recall information from experiences or gather information from provided sources to answer a question.
  • LA: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • MATH: MA: Reason with shapes and their attributes.
  • VA: Students will initiate making works of art and design by experimenting, imagining and identifying content.
  • VA: Students will investigate, plan and work through materials and ideas to make works of art and design.


  • Introduce shape concepts by sharing the book Shapes, Shapes, Shapes by Tana Hoban as a read aloud or partner reading experience.
  • Use Crayola Dry-Erase Crayons on a large dry-erase board to create a table of shape attributes. Create headings: “shape name”, “sides”, “corners” or “angles”, and “I’ve seen that shape!” Invite children to fill in the table as the class explores shapes.
  • Get moving by asking children to create a shape using 4 or more dry-erase crayons then move around the room to get into groups who have the same exact shape.
  • Add another tactile experience. Invite children to trace over the shapes they draw with a fingertip. Provide moist paper towels to wipe off fingertips between tactile tracings.