The lead question for this problem, "How many rectangles can you find in this shape?" is an ideal way to introduce children to consider the properties of rectangles. The aim is not to simply count the number of rectangles but to discuss what a rectangle is. This will lead to many questions that prompt children to generate a list of the defining properties of rectangles: What rectangles can be found in the room environment? Are they all the same? What is similar about them and what is different? What then do all rectangles have in common?

This is an ideal opportunity to introduce a concept that can be difficult for children to grasp; a square is a rectangle. What is important is that children are able to rationalise why a square belongs in the shape classification 'rectangle' and to be able to construct the meaning and understanding for themselves.

Some children might then be asked to consider rectangles within the quadrilateral family. Using polygon tiles, the shapes can be pre-sorted into quadrilaterals and other polygons. The question is, "Why do you think I have sorted the tiles this way?" This allows other questions to be raised: What do the various quadrilaterals have in common? What is similar about them and what is different? How can they be sorted and grouped?

Any discussion of the 'rectangular' nature could be a reason to use the word 'oblong'. The use of the word is very contentious in mathematics debates. It can be very confusing in that the word is not in general use and is not a precise definition - there is not strictly speaking a mathematical shape called an oblong. So, on a cautionary note, do give some thought to the vocabulary used.