4th Math Unit 6
4th Math Unit 6
Excellence Curriculum
Frameworks
Mathematics
GSE Grade Four
Unit 6: Geometry
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Unit 6: GEOMETRY
TABLE OF CONTENTS (* indicates a new addition)
Overview ..............................................................................................................................2
Standards for Mathematical Practice ...................................................................................4
Standards for Mathematical Content ...................................................................................4
Big Ideas ..............................................................................................................................5
Essential Questions ..............................................................................................................5
Concepts & Skills to Maintain .............................................................................................6
Strategies for Teaching and Learning ..................................................................................7
Selected Terms and Symbols ...............................................................................................7
Tasks ....................................................................................................................................9
*Intervention Table..
Formative Assessment Lessons .........................................................................................12
Tasks
What Makes a Shape?...................................................................................................13
Angle Shape Sort..18
Is This the Right Angle?...............................................................................................24
Be an Expert..28
Thoughts About Triangles.34
My Many Triangles...42
Quadrilateral Roundup..48
Investigating Quadrilaterals..56
Superhero Symmetry.65
Line Symmetry..70
A Quilt of Symmetry.79
Decoding ABC Symmetry.85
Culminating Task: Geometry Town....90
***Please note that all changes made will appear in green. IF YOU HAVE NOT READ THE
FOURTH GRADE CURRICULUM OVERVIEW IN ITS ENTIRETY PRIOR TO USE OF THIS
UNIT, PLEASE STOP AND CLICK HERE: https://www.georgiastandards.org/GeorgiaStandards/Frameworks/4th-Math-Grade-Level-Overview.pdfReturn to the use of this unit once
youve completed reading the Curriculum Overview. Thank you.
OVERVIEW
In this unit, students will:
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
and parallel lines
Identify and classify angles and identify them in two-dimensional figures
Distinguish between parallel and perpendicular lines and use them in geometric figures
Identify differences and similarities among two dimensional figures based on the
absence or presence of characteristics such as parallel or perpendicular lines and angles
of a specified size
Sort objects based on parallelism, perpendicularity, and angle types
Recognize a right triangle as a category for classification
Identify lines of symmetry and classify line-symmetric figures
Draw lines of symmetry
Although the units in this instructional framework emphasize key standards and big ideas at
specific times of the year, routine topics such as estimation, mental computation, and basic
computation facts should be addressed on an ongoing basis. Ideas related to the eight standards of
mathematical practice: making sense of problems and persevering in solving them, reasoning
abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others,
modeling mathematics, using appropriate tools strategically, attending to precision, looking for and
making use of structure, and looking for and expressing regularity in repeated reasoning, should be
addressed continually as well. The first unit should establish these routines, allowing students to
gradually enhance their understanding of the concept of number and to develop computational
proficiency.
Critical Areas are designed to bring focus to the standards at each grade by describing the big
ideas that educators can use to build their curriculum and to guide instruction. Students describe,
analyze, compare, and classify two-dimensional shapes. Through building, drawing, and analyzing
two-dimensional shapes, students deepen their understanding of properties of two-dimensional
objects and use them to solve problems involving symmetry.
For more detailed information about unpacking the content standards, unpacking a task, math
routines and rituals, maintenance activities and more, please refer to the Grade Level Overview for
fourth grade.
VAN HIELE LEVELS OF GEOMETRIC THINKING
How students view and think about geometric ideas can vary greatly based on their past
experiences. In order to set students up for success in geometry and to develop their ability to think
and reason in geometric contexts, it is important to understand what research has to say about how
students develop their understanding of geometric concepts.
According to the van Hiele Levels of Geometric Thought, there is a five-level hierarchy of
geometric thinking. These levels focus on how students think about geometric ideas rather than
focusing solely on geometric knowledge that they hold.
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 2 of 96
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Level 0: Visual
Level 1: Analysis
Level 3: Deduction
Level 4: Rigor
Fluency: Procedural fluency is defined as skill in carrying out procedures flexibly, accurately,
efficiently, and appropriately. Fluent problem solving does not necessarily mean solving problems
within a certain time limit, though there are reasonable limits on how long computation should take.
Fluency is based on a deep understanding of quantity and number.
Deep Understanding: Teachers teach more than simply how to get the answer and instead support
students ability to access concepts from a number of perspectives. Therefore students are able to see
math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual
understanding of foundational mathematics concepts by applying them to new situations, as well as
writing and speaking about their understanding.
Memorization: The rapid recall of arithmetic facts or mathematical procedures. Memorization is often
confused with fluency. Fluency implies a much richer kind of mathematical knowledge and experience.
Number Sense: Students consider the context of a problem, look at the numbers in a problem, make a
decision about which strategy would be most efficient in each particular problem. Number sense is not a
deep understanding of a single strategy, but rather the ability to think flexibly between a variety of
strategies in context.
Fluent students:
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 6 of 96
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acute angle
angle
equilateral triangle
isosceles triangle
line of symmetry
obtuse angle
parallel lines
parallelogram
perpendicular lines
plane figure
polygon
quadrilateral
rectangle
rhombus
right angle
scalene triangle
side
square
symmetry
triangle
trapezoid
vertex (of a 2-D figure)
TASKS
The following tasks represent the level of depth, rigor, and complexity expected of all fourth grade
students. These tasks or tasks of similar depth and rigor should be used to demonstrate evidence of
learning. It is important that all elements of a task be addressed throughout the learning process so
that students understand what is expected of them. While some tasks are identified as performance
tasks, they also may be used for teaching and learning.
Scaffolding Task
Constructing Task
Practice Task
Performance Task
Culminating Task
*Intervention Table
Formative Assessment
Lesson (FAL)
Lessons that support teachers in formative assessment which both reveal and
develop students understanding of key mathematical ideas and applications.
These lessons enable teachers and students to monitor in more detail their
progress towards the targets of the standards.
Designed to demonstrate how the Career and Technical Education knowledge
and skills can be integrated. The tasks provide teachers with realistic
applications that combine mathematics and CTE content.
3-Act Task
Task Name
Task Type/Grouping
Strategy
Content Addressed
Standard(s)
Task Description
What Makes a
Shape?
Scaffolding Task
Partners/Groups
MGSE4.G.1
Angle Shape
Sort
Practice Task
Partners
MGSE4.G.1
Is This the
Right Angle?
Practice Task
Large Group/Individual
Comparing angles
MGSE4.G.1
Be an Expert
Practice Task
Partners/Groups
Refine/extend understanding
of geometric objects
MGSE4.G.1
Thoughts About
Triangles
Constructing Task
Partners/Groups
MGSE4.G.1
MGSE4.G.2
My Many
Triangles
Practice Task
Individual/Partner
MGSE4.G.1
MGSE4.G.2
Quadrilateral
Roundup
Constructing Task
Partners/Groups
MGSE4.G.1
MGSE4.G.2
Investigating
Quadrilaterals
3 Act Task
Individual/Partner
MGSE4.G.1
MGSE4.G.2
Superhero
Symmetry
Scaffolding Task
Partners
MGSE4.G.3
Line Symmetry
Constructing Task
Partner/Groups
MGSE4.G.3
A Quilt of
Symmetry
Constructing Task
Individual/Partners
MGSE4.G.3
MGSE4.G.3
Decoding ABC
Symmetry
Practice Task
Individual/Partners
Geometry Town
Culminating Task
Individuals/Partners
MGSE4.G.1
MGSE4.G.2
MGSE4.G.3
Should you need further support for this unit, please view the appropriate unit webinar at :
https://www.georgiastandards.org/Archives/Pages/default.aspx
*INTERVENTION TABLE
The Intervention Table below provides links to interventions specific to this unit. The interventions support students and teachers in filling foundational
gaps revealed as students work through the unit. All listed interventions are from New Zealands Numeracy Project.
Cluster of Standards
Draw and identify lines and angles,
and classify shapes by properties of
their lines and angles.
MGSE4.G.1
MGSE4.G.2
MGSE4.G.3
Name of
Intervention
Quadrilaterals
Materials Master
If you need further information about this unit please view the webinars at
https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx
FORMATIVE ASSESSMENT LESSONS (FALS)
Formative Assessment Lessons are designed for teachers to use in order to target specific strengths
and weaknesses in their students mathematical thinking in different areas. A Formative
Assessment Lesson (FAL) includes a short task that is designed to target mathematical areas
specific to a range of tasks from the unit. Teachers should give the task in advance of the delineated
tasks and the teacher should use the information from the assessment task to differentiate the
material to fit the needs of the students. The initial task should not be graded. It is to be used to
guide instruction.
Teachers are to use the following Formative Assessment Lessons (FALS) Chart to help them
determine the areas of strengths and weaknesses of their students in particular areas within the unit.
Formative
Assessments
FALS
(Supporting
Lesson
Included)
Content Addressed
Pacing
(Use before and after these
tasks)
Angle Sort
Parts of a Shape
Sorting Shapes by Angles
Comparing Angles
What Shape am
I?
Understanding of Geometric
objects
Properties of Triangles
Classification of Triangles
Properties of Quadrilaterals
Be an Expert
Thoughts About Triangles
My Many Triangles
Quadrilateral Roundup
Finding Lines of
Symmetry
Meaning of Symmetry
Use of Symmetry
Lines of Symmetry
TASK CONTENT: Students will learn the conventions for the parts of a shape.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
STANDARDS FOR MATHEMATICAL PRACTICE TO BE EMPHASIZED
1. Make sense of problems and persevere in solving them.
5. Use appropriate tools strategically.
6. Attend to precision.
BACKGROUND KNOWLEDGE
As students begin their explorations of geometric figures and their properties, it is important to
make sure that students have some common vocabulary. This lesson can be used at the onset of the
unit to introduce and teach students conventions for notating certain properties of figures or it can
be used throughout the unit as these different properties come up. You should keep an anchor chart
clearly displayed in your classroom for the geometric terms that come up throughout the unit, as
well as the mathematical conventions/symbols that are used to represent those geometric objects.
Ideally, we want students to have a purpose or need for these conventions before introducing them.
This means that these terms must be explored in context by students in order for that need to exist.
This task can serve as a context for helping to develop that common vocabulary and mathematical
notation at the onset of the Geometry unit. Many of these geometric objects and parts will be
developed in depth later in the unit. You may choose to wait until they are developed to provide the
conventional notation to students.
ESSENTIAL QUESTIONS
MATERIALS
GROUPING
Small group task
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 14 of 96
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NUMBER TALKS
Now that you have done several Number Talks throughout Unit One, they should be incorporated
into the daily math routine. Continue utilizing the different strategies in number talks and revisiting
them based on the needs of your students.
Number Talks can also be done using ideas from the Which Doesnt Belong website.
(http://wodb.ca/shapes.html) The website provides squares that are divided into four sections. Each
section has a mathematical idea. Students look at the four ideas presented and decide which idea
doesnt belong. For example:
S H AP E 3
The circle doesnt belong because the area inside is shaded grey and all the other shapes
have an area on the inside that is white.
The dodecagon (12-sided shape) doesnt belong because it is a polygon and the others are
not. The dodecagon has all straight sides. The others have curved sides.
The class conversation that results is a very rich in mathematical vocabulary and content
that will help students grow as mathematicians.
DIFFERENTIATION
Extension
Have students identify the geometric objects discussed in various shapes and record
this in their journals. Students can draw shapes and label the various geometric
objects seen in the shape.
Intervention
Have students use Wiki sticks, pieces of straw, or pipe cleaners to create different
shapes. Have them label the parts of the shape using the mathematical conventions
(line segments, points, etc.).
*Intervention Table
TECHNOLOGY
http://www.prometheanplanet.com/en-us/Resources/Item/105178/lines-and-angles Lines
and Angles: This activity can be used with an ActivSlate and Smartboard to discuss lines
and angles. It can be used as a mini-lesson for this task or additional practice.
http://www.ixl.com/math/grade-4/parallel-perpendicular-intersecting This online activity
discusses parallel, perpendicular and intersecting lines. It can be used for additional practice
or remediation purposes.
http://www.prometheanplanet.com/en-us/Resources/Item/53894/points-line-segments-raysand-lines Point, Line Segments, Rays and Lines: This activity can be used with an
ActivSlate and Smartboard to discuss points, line segments, rays, and lines. It can be used
for a mini lesson, additional practice or for remediation purposes.
Sorting Shapes
MATERIALS
NUMBER TALKS
Continue utilizing the different strategies in number talks and revisiting them based on the needs of
your students. Catherine Fosnot has developed problem strings which may be included in
number talks to further develop mental math skills. See Mini-lessons for Operations with Fractions,
Decimals, and Percents by Kara Louise Imm, Catherine Twomey Fosnot and Willem
Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara
Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard)
TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION
Part I
Tell students that today you will learn about something called angles. Remind students that an angle
is formed when two lines or sides share a vertex. Show students several angles on the board. Ask
students to look for angles throughout the room. After students have found several angles, tell
students that there are three types of angles that we will discuss this year: acute, obtuse, and right.
Show students how angles can be created through different parts of your body, like your arms or
your ankles. Show students a 90o angle with your ankle. Tell students that this is called a right
angle. Next, show them an acute angle by pulling your toes up toward your shin. Last, show them
an obtuse angle by pointing your toes and stretching them away from your shin. Allow the students
to try showing the angles with their ankles as you say the words right angle, acute angle or
obtuse angle. You can also do this with your arms. Have them make a strong bicep muscle to
demonstrate a right angle. Then draw your fist closer to your shoulder to create an acute angle and
extend your forearm, moving the fist away from the shoulder, to create an obtuse angle. Ask the
students if the length of their foot or leg changes the size of the angle. How about the length of the
arm? Why or why not? Talk with the students about the fact that an angle represents the size of the
opening between your foot and leg or your upper and lower arm.
Part II
Review the three types of angles with students. Give each student three bendable straws, WikkiSticks, pencils, pipe cleaners or a handful of toothpicks. Have students use the material to form
each type of angle (acute, obtuse, or right). Have them show their angles to a partner to check.
Then, give each set of partners a set of sticks (coffee stirrers etc.) and ask them to play pick up
sticks. Students will gather a fist full of straws and then carefully drop them from a kneeling
position. Once all sticks have been dropped, they should locate angles. The teacher should circulate
and ask students to identify angles they found. This game time should only last a few minutes.
Part III
Give each student a sorting sheet and shape handout. Have students cut out each of the shapes.
Then, give each student two coffee stirrers/ straws/ Wikki-sticks/ pipe cleaners. Students can
measure one straw using the corner of their paper and tape it at a 90 degree angle. Students can then
manipulate the other straw to match the angles of each shape. Another option is to use an index card
to locate a right angle. Next, they can compare the manipulated straw to the right angle straw to
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 20 of 96
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determine if the angle is right, obtuse, or acute. After measuring, encourage students to draw the
shape in the correct section of the chart.
While students are working, ask questions like:
What shape are you working with? How did you know its name?
How many angles does your shape have?
What types of angles does your shape have? How did you figure that out?
Where will you place your shape on the chart?
Did you have to use the straws each time? If not, how did you determine what the
angle was?
Part IV
Have students come together to share the placement of each of the shapes. The teacher should
prepare larger versions of each shape and the sorting sheet. Allow partner groups to place the
shapes in the correct sections. Students should justify the placement of each shape by
explaining their strategies for determining the types of angles. Encourage the audience to ask
questions and make comments about the placement of the shapes.
FORMATIVE ASSESSMENT QUESTIONS
DIFFERENTIATION
Extension
Ask the students to write descriptors for a bingo style game using the large student task
sheet from this task.
Students can take the angle hunt task sheet around school for a scavenger hunt. Challenge
them to find various angles.
Intervention
Play a bingo style game with different variations of the task sheet.
Partner students together for an angle scavenger hunt around the school.
*Intervention Table
TECHNOLOGY
http://www.prometheanplanet.com/en-us/Resources/Item/105178/lines-and-angles Lines
and Angles: This activity can be used with an ActivSlate and Smartboard to discuss lines
and angles. It can be used as a mini-lesson for this task or additional practice.
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 21 of 96
All Rights Reserved
Name __________________________
Date ____________________
Only Right
Angles
Only Acute
Angles
Only
Obtuse
Angles
Acute and
Right
Angles
Acute and
Obtuse
Angles
Right and
Obtuse
Angles
Angle Shape Sort: Cut the shapes out to place on the Sorting Angles Task Sheet.
MATERIALS
One piece of irregularly shaped paper per student (cut around paper to create jagged or
curved edges. The purpose is to eliminate the right angles within the corners of the paper.)
Is This the Right Angle? Task Sheet
GROUPING
Large Group, Individual
NUMBER TALKS
Continue utilizing the different strategies in number talks and revisiting them based on the needs of
your students. Catherine Fosnot has developed problem strings which may be included in
number talks to further develop mental math skills. See Mini-lessons for Operations with Fractions,
Decimals, and Percents by Kara Louise Imm, Catherine Twomey Fosnot and Willem
Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara
Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard)
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 26 of 96
All Rights Reserved
Once students have folded their square corners, students can use this to find right, acute, and
obtuse angles. Students may want to draw the object or write the name of the object in the
correct column. If a student is having difficulty, encourage group members to help. When the
students compare their angles to their group members angles, they should notice all the right
angles are the same size. The groups can present the angles they found to their classmates to
make sure they agree on the comparative sizes of the angles. Let students discuss the angle that
was easiest to find. Ask them to tell why they think this angle is so common. Generally,
students will have the easiest time finding right angles.
FORMATIVE ASSESSMENT QUESTIONS
How can you accurately determine whether an angle is right, acute, or obtuse?
DIFFERENTIATION
Extension
Using a digital camera, have students go on a scavenger hunt and take pictures of different
angles. Use the pictures to create a slide show of angles or posters categorizing the photos
into the three different types of angles.
Intervention
Pair students to work together and compare answers. Give students a hand-made angle (two
strips of paper and a brad) or an angle ruler (two rulers joined together in the middle) to use
when searching for angles.
Create a PowerPoint with real world pictures, have an arrow pointing to one or more angles
on each picture and have students identify the angle.
*Intervention Table
TECHNOLOGY
http://www.prometheanplanet.com/en-us/Resources/Item/105178/lines-and-angles Lines
and Angles: This activity can be used with an ActivSlate and Smartboard to discuss lines
and angles. It can be used as a mini-lesson for this task or additional practice.
http://www.ixl.com/math/grade-4/parallel-perpendicular-intersecting This online activity
disucsses parallel, perpendicular and intersecting lines. It can be used for additional practice
or remediation purposes.
http://www.prometheanplanet.com/en-us/Resources/Item/53894/points-line-segments-raysand-lines Points, Line Segments, Rays and Lines: This activity can be used with an
ActivSlate and Smartboard to discuss points, line segments, rays, and lines. It can be used
for a mini lesson, additional practice or for remediation purposes.
Directions: Find right, acute, and obtuse angles in the classroom (or take a right angle
field trip throughout the school with cameras and record them on the chart.)
TASK CONTENT: Students will refine and extend their understanding of geometric objects.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
STANDARDS FOR MATHEMATICAL PRACTICE TO BE EMPHASIZED
1.
3.
5.
6.
BACKGROUND KNOWLEDGE
In previous lessons, students should have been introduced to the geometric objects that make up the
parts of various figures. Therefore, they should be able to identify an example of each. Student
should also be able to sort and classify the objects and use simple graphic organizers.
ESSENTIAL QUESTIONS
MATERIALS
Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara
Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard)
TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION
Comments
As an introduction, each group of students can be given a set of geometric object cards. Students
can sort the cards into groups. They may also be asked to identify additional items in or out of the
classroom that might fit into each group they create. Students can describe their sort to their
classmates, defending their placement of each figure. (Students could draw a circle around each
group so that other students can see the objects and how they were sorted.)
Once groups have finished their graphic organizer, allow each group to share what they learned
about their figure and post their work in the classroom as a reference for the students.
Task Directions
Students will follow directions below from the Be an Expert! Geometric Characteristics
Graphic Organizer student recording sheet.
Your task is to become an expert on a geometric object. Each group will have a
geometric object. You will need to complete the following parts of this task in order to
become an expert on your geometric object. Then you will need to share your
expertise with your classmates.
You will be given a picture of your geometric object. With your materials,
determine the following:
Write the name (names) of your geometric object in the center of your
graphic organizer.
Complete the graphic organizer for your figure.
For Examples and Non-examples think about objects in the real world.
Be able to defend any information on your graphic organizer.
Plan how you will share your expertise with your classmates.
Post your graphic organizer in the classroom.
Geometric Characteristics Graphic Organizer:
DIFFERENTIATION
Extension
Have students identify the geometric objects in various figures. Students can create a list of
figures which have geometric objects and ones that do not. Students can draw the figures that
contain the geometric object being investigated and show where in the graphic organizer the
figures would be placed.
Intervention
Have students draw examples of geometric objects ( line segments, parallel lines, etc.,).
Have students discuss the geometric object they drew and find a classroom object that could
represent the geometric object.
*Intervention Table
TECHNOLOGY
http://www.prometheanplanet.com/en-us/Resources/Item/105178/lines-and-angles Lines
and Angles: This activity can be used with an ActivSlate and Smartboard to discuss lines
and angles. It can be used as a mini-lesson for this task or additional practice.
http://www.ixl.com/math/grade-4/parallel-perpendicular-intersecting This online activity
discusses parallel, perpendicular and intersecting lines. It can be used for additional practice
or remediation purposes.
https://learnzillion.com/lessonsets/757-draw-points-lines-line-segments-rays-angles-andperpendicular-and-parallel-lines Lesson Set: Draw Points, Lines, Line Segments, Rays,
Angles, Parallel and Perpendicular Lines: Students can view Learnzillion videos from this
lesson set to learn geometry concepts in this unit.
Be an Expert!
Task Directions
Your task is to become an expert on a geometric object. Each group will have a
geometric object. You will need to complete the following parts of this task in order to
become an expert on your geometric object. Then you will need to share your
expertise with your classmates.
You will be given a picture of your geometric object. With your materials
determine the following:
Write the name (names) of your geometric object in the center of your
graphic organizer.
Complete the graphic organizer for your figure.
For Examples and Non-examples think about objects in the real world.
Be able to defend any information on your graphic organizer.
Plan how you will share your expertise with your classmates.
Post your graphic organizer in the classroom.
Geometric Characteristics Graphic Organizer
point
line
line segment
ray
angle
acute angle
obtuse angle
right angle
parallel lines
perpendicular
lines
BACKGROUND KNOWLEDGE
Students should have the following background knowledge.
Be able to use a straight edge or ruler to draw a straight line.
Know how to use a ruler, and how to identify right angles (90 degrees), obtuse angles,
and acute angles (using the corner of an index card or another object with a known angle
of 90 degrees).
Understand that the side across from an angle on a triangle can be described as an
opposite side
Know parallel means that lines will never intersect or cross over each other no matter
how long they are extended.
Understand that perpendicular means lines or segments intersect or cross forming a right
angle. (Some students may use a known 90 degree angle to show an angle is a right
angle.)
Know that a property is an attribute of a shape that is always going to be true. It
describes the shape.
Be able to use a ruler to measure sides to verify they are the same length.
Some properties of triangles that should be discussed are included below. As students draw
conclusions about the relationships between different figures, be sure they are able to explain their
thinking and defend their conclusions. Much of the information below may come out as a result of
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 36 of 96
All Rights Reserved
students explorations. This is information to look for and highlight as they explore the triangles to
pull out, not a list of understandings that you must teach them beforehand.
A shape is a triangle when it has exactly 3 sides and is a polygon. (To be a polygon the
figure must be a closed plane figure with at least three straight sides and having no curved
lines.)
A right triangle is a triangle with one angle that measures 90 degrees. A right triangle can be
either scalene or isosceles, but never equilateral.
An obtuse triangle has one angle that measures greater than 90 degrees. There can only be
one obtuse angle in any triangle.
An acute triangle has three angles that measure less than 90 degrees.
An equilateral triangle has three equal angles and three sides of equal length.
An isosceles triangle has two equal angles and two sides of equal length.
A scalene triangle has three sides that are not equal and no angles that are equal.
ESSENTIAL QUESTIONS
MATERIALS
For Each Group:
Geoboard with one rubber band for each student
A copy of Geodot Paper for Geoboard
Paper
Pencils
GROUPING
Partner/Small Group Task
NUMBER TALKS
Continue utilizing the different strategies in number talks and revisiting them based on the needs of
your students. Catherine Fosnot has developed problem strings which may be included in
number talks to further develop mental math skills. See Mini-lessons for Operations with Fractions,
Decimals, and Percents by Kara Louise Imm, Catherine Twomey Fosnot and Willem
Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara
Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard)
If students make a figure like the one below, refer students back to the origin of the word
triangle (three angles).
At the closing discussion, make a class list of all the properties of triangles, including
triangles having three angles, three sides, and being classified as a polygon.
Journal Reflection Question: What have you learned about triangles from this investigation?
At the closing discussion, guide students to determine that there is a category of triangles
referred to as right triangles because these have one right angle.
Journal Reflection Question: If you could make a triangle that was as large as you wanted,
would you be able to make one that has two right angles? Explain your thinking.
Question #3: How many different right triangles can be made on the geoboards?
Have students make their conjectures and record the conjectures as a group.
In the introduction of this exploration, discuss what different means. For the purposes of this
exploration, if a triangle can be flipped or turned and matched up, it is not different.
For this exploration, it would be helpful for students to record all their triangles on dot paper
so that they can compare their right triangles.
Use guided questions to keep students on track during the exploration.
Have you found all of the right triangles that can be made? How do you know?
What is your strategy to make sure you have them all?
If your students have difficulty coming up with a strategy for ensuring they find them all,
model your approach. For example, I started with a right triangle with a base of one and a
height of one. Then I changed the height by one
Journal Reflection Question: Write everything you know that is true about all right triangles.
The 14 right triangles that can made on a 5 by 5 pin geoboard are shown below.
Question #4: How many different types of triangles can you find?
Have students make their conjectures and record the conjectures as a group.
Show the students examples of a right triangle to review the definition of a right triangle.
Show non-examples of a right triangle to stimulate discussion about the differing length of
sides and angle size. Encourage students to use a known right angle and rulers (if needed) to
differentiate between angle size and length of sides. (Students have not necessarily learned
to measure angles to the degree yet, so having them simply classify the angles as acute,
right, or obtuse using a known right angle is sufficient for this exploration.)
Have students record their triangles on dot paper.
NOTE: It is not possible to make an equilateral triangle on a geoboard. Some students may
claim that some are, but if you measure the sides they will find them to have differing
lengths.
Have students share the triangles with each other in a group. Have students cut out the
triangles and sort them into piles that are the same and label them with their defining
characteristic. In order to help guide students to grouping beyond just having the exact
same measurements, feel free to set restrictions on the sorting rules like as there must be at
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 40 of 96
All Rights Reserved
TECHNOLOGY
http://www.prometheanplanet.com/en-us/Resources/Item/105178/lines-and-angles Lines
and Angles: This activity can be used with an ActivSlate and Smartboard to discuss lines
and angles. It can be used as a mini-lesson for this task or additional practice.
http://www.ixl.com/math/grade-4/parallel-perpendicular-intersecting This online activity
discusses parallel, perpendicular and intersecting lines. It can be used for additional practice
or remediation purposes.
http://www.prometheanplanet.com/en-us/Resources/Item/53894/points-line-segments-raysand-lines Points, Line Segments, Rays and Lines: This activity can be used with an
ActivSlate and Smartboard to discuss points, line segments, rays, and lines. It can be used
for a mini lesson, additional practice or for remediation purposes.
http://www.mathlearningcenter.org/web-apps/geoboard/ *This online tool allows students to
virtually build triangles on a geoboard.
BACKGROUND KNOWLEDGE
Students should be able to identify triangles by the lengths of their sides (isosceles, equilateral, and
scalene) as well as by the measure of their angles (right, obtuse, and acute) by using a right angle as
a benchmark.
ESSENTIAL QUESTION
How can angle and side measures help us to create and classify triangles?
MATERIALS
GROUPING
Individual/Partner Task
NUMBER TALKS
Continue utilizing the different strategies in number talks and revisiting them based on the needs of
your students. Catherine Fosnot has developed problem strings which may be included in
number talks to further develop mental math skills. See Mini-lessons for Operations with Fractions,
Decimals, and Percents by Kara Louise Imm, Catherine Twomey Fosnot and Willem
Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara
Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard)
TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION
This task requires students to sort triangles according to common attributes and then create
triangles according to two properties. This performance task may be used as formative assessment
following the Thoughts About Triangles task.
Part 1
Task Directions
Cut out the triangles below. Sort the triangles into groups where every triangle fits in a group
and every triangle belongs to only 1 group. Then sort the triangles in a different way. Record how
you sorted the triangles and the number of the triangles in each group. Be able to share how you
sorted the triangles.
The type of each triangle on the My Many Triangles, Triangles to Cut and Sort student sheet
are shown below.
#1, #11 obtuse scalene
#2, #7 right scalene
#4, #13 acute scalene
#5, #10 right isosceles
#8, #12 acute equilateral
#3, #9 acute isosceles
#6, #14 obtuse isosceles
Part 2
Task Directions
Use the strips of construction paper to create the triangles described in each box below. Use the
row label and the column label to identify the properties required for each triangle. For example,
the box labeled A needs to be acute and isosceles because the row label is Acute and the
column label is Isosceles.
Two triangles are not possible; for those, explain why each triangle is not possible on the
lines below. Glue each triangle onto the construction paper and label it.
Allow students to struggle a little bit with this part of the task. Students may need to try out
a few possibilities before finding that lengths of sides and measures of angles are two ways to
sort these triangles so that each triangle belongs to exactly one group when sorted.
Sorted according to side lengths
Equilateral triangles: 8, 12
Isosceles triangles: 2, 3, 5, 6, 9, 14 or
Scalene triangles: 1, 4, 7, 10, 11, 13
Students will need to be able measure the sides and use 90 degrees as a benchmark for
determining the angle classification in order to create the required triangles (using a right angle as a
benchmark and/or tracing angles to see if they are congruent).
Of the nine triangles, two are not possible.
An equilateral right triangle is not possible because an equilateral triangle also has equal
angle measures (equiangular). The sum of the angles in a triangle is equivalent to 180,
and 90 3 = 270 which is more than 180.
An equilateral obtuse triangle is not possible because an equilateral triangle has equal
angle measures (equiangular).
Comments
Students may need some assistance using the chart to identify the triangles they need to create. Be
sure students understand they need to attempt to make nine different types of triangles, two of
which are not possible to create. Encourage students to try to make an equilateral obtuse angle and
an equilateral right triangle so that they can see that it is not possible to create a three-sided closed
figure with two obtuse angles or two right angles. (See below.)
Part 1
How do you know this is a(n) ______ (isosceles, right, equilateral, etc.) triangle?
Are there any triangles that dont belong in a group?
Are there any triangles that belong to more than one group?
Can you think of another way to sort the triangles?
What are some properties of this triangle? Can you use one of those properties to think of a
way to group all of your triangles?
Part 2
Can you create an equilateral right triangle? An equilateral obtuse triangle? How do you
know?
Is there a scalene equilateral triangle? How do you know?
How do you know this is a ___________ (i.e. scalene obtuse) triangle?
How can you prove to us that this is a ___________ (i.e. scalene obtuse) triangle?
If it is a ___________ (i.e. scalene obtuse) triangle, what is true about the length of its
sides? The measures of its angles? Prove that the triangle you created has those attributes.
Which students were successful at making the seven triangles with the strips of paper?
Which students were able to measure segments and angles accurately?
DIFFERENTIATION
Extension
Challenge students to write directions for a triangle that they choose so that someone
else could follow their directions and create the same triangle. Allow a partner to try
these directions to see how successful they were at describing how to create their
triangle.
Intervention
Allow students to use a picture glossary or the triangles from Part 1 of this task to help
them create the triangles for Part 2.
*Intervention Table
TECHNOLOGY
http://www.crickweb.co.uk/ks2numeracy-shape-and-weight.html#triangles Triangle Sort:
This online activity sorts triangles by properties. It can be used for additional practice or for
remediation purposes.
http://www.basic-mathematics.com/types-of-triangles.html Types of Triangles: This online
tutorial gives basic definitions of types of triangles. It can be used for remediation purposes.
My Many Triangles
Triangles to Cut and Sort
Cut out the triangles below. Sort the triangles into groups where every triangle fits
in a group and every triangle belongs to only 1 group. Then sort the triangles in a
different way. Record how you sorted the triangles and the number of the triangles in
each group. Be able to share how you sorted the triangles.
My Many Triangles
Use the strips of construction paper to create the triangles described in each box
below. Use the row label and the column label to identify the properties required for
each triangle. For example, the box labeled A needs to be acute and isosceles because the row
label is Acute and the column label is Isosceles.
Two triangles are not possible; for those, explain why each triangle is not possible on the lines
below.
Glue each triangle onto construction paper and label it.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
BACKGROUND KNOWLEDGE
Students should have the following background knowledge.
Be able to use a straight edge or ruler to draw a straight line.
Know how to use a ruler, and how to identify right angles (90 degrees), obtuse angles, and
acute angles (using the corner of an index card or another object with a known angle of 90
degrees).
Understand that the side across from an angle on a triangle can be described as an opposite
side
Know parallel means that lines will never intersect or cross over each other no matter how
long they are extended.
Understand that perpendicular means lines or segments intersect or cross forming a right
angle. (Some students may use a known 90 degree angle to show an angle is a right angle.)
Know that a property is an attribute of a shape that is always going to be true. It describes
the shape.
Be able to use a ruler to measure sides to verify they are the same length.
ESSENTIAL QUESTIONS
How can you create different types of quadrilaterals?
How are quadrilaterals alike and different?
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 50 of 96
All Rights Reserved
A shape is a quadrilateral when it has exactly 4 sides and is a polygon. (To be a polygon the
figure must be a closed plane figure with at least three straight sides.)
A rectangle is a parallelogram with 4 right angles and 2 sets of parallel sides.
A square is a rectangle with sides of equal length.
A parallelogram is a quadrilateral with 2 sets of parallel sides.
A rhombus is a parallelogram with sides of equal length.
Task Directions
PART I
The students will place all 16 quadrilateral pieces in a Venn diagram they create from pieces
of string or three hoops. They will use the labels from the Label sheet to direct their sorts.
Students may leave shapes outside of the rings. Encourage them to think of a label that could be
placed for the entire group if there was one big circle around both rings and the ones that fall
outside of the rings. The same set of pieces can be used for several sorts using the different labels
and/or several sets can be recreated so that students can glue their sorts onto mats or posters for
sharing.
During the sorting, circulate among groups and ask students to explain and defend their
placement of the figures in the different rings. After each sort use the following questions to guide
discussion.
Why did you place shapes in the intersection? What characteristics do they
have?
What do all the shapes in this section of the Venn Diagram have in common? The other?
How are the shapes in the sections different?
What different label would eliminate one or more shapes from a section?
What different label for the one of the sections would allow you to include a new shape?
PART II
Give students the Unknown Labels figures to reverse this investigation. On this sheet,
students are given the pre-sorted shapes in sections of the Venn Diagram and then asked to
determine which label could go above each section. Students must then use the properties of the
shapes (angles and parallel or perpendicular lines) to defend their labels.
Possible Solutions for Unknown Labels
Set 1: At least one pair of parallel sides (left), no side parallel (right)
Set 2: All sides the same length (inner), At least one pair of parallel sides (outer)
Set 3: At least one obtuse angle (left), At least one right angle (right)
FORMATIVE ASSESSMENT QUESTIONS
Why did you place shapes in the intersection? What characteristics do they
have?
What do all the shapes in this section of the Venn Diagram have in common? The other?
How are the shapes in the sections different?
What different label would eliminate one or more shapes from a section?
What different label for the one of the sections would allow you to include a new shape?
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 52 of 96
All Rights Reserved
How can you be sure that label for the Unknown group is correct? What is your proof?
DIFFERENTIATION
Extension
Students can create their own label and challenge a partner to sort the shape using their
labels.
Students can create their own Unknown Labels samples for other students to label.
Intervention
Have students label each shape with its known properties (perpendicular lines, 1 right
angle), etc. and use those as an aid when sorting.
*Intervention Table
TECHNOLOGY
http://illuminations.nctm.org/LessonDetail.aspx?ID=L350 Rectangles and Parallelograms:
This lesson examines the properties of rectangles and parallelograms and then identifies
what distinguishes a rectangle from a more general parallelogram. It can be used for
additional practice or for remediation purposes.
http://teams.lacoe.edu/documentation/classrooms/amy/geometry/68/activities/quad_quest/quad_quest.html Quadrilateral Quest: This activity involves
identifying quadrilaterals based on properties. It can be used for additional practice or
remediation purposes.
http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/shapes/play/popup.shtml This activity
looks at grouping shapes. It can be used for additional practice or remediation purposes.
Labels
Use hoops or yarn string to make circles. Then cut out each card for each task, and place it near one
of the circles. Sort your Quadrilateral Pieces into each circle according to the label. You may
need to overlap some circles to form intersections.
TASK 1
No right angles
TASK 2
TASK 3
TASK 4
Name___________________________________ Date_______________________
Unknown Labels
Directions: Create Venn diagrams using two overlapping circles. Make an appropriate label and
explain your reasoning.
Unknown Circles 1
Unknown Circles 2
Unknown Circles 3
TASK CONTENT: In this task, students will investigate the attributes of quadrilaterals.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category, and identify right triangles.
STANDARDS FOR MATHEMATICAL PRACTICE
1.
2.
3.
5.
6.
7.
BACKGROUND KNOWLEDGE
This task follows the 3-Act Math Task format originally developed by Dan Meyer. More
information on this type of task may be found at http://blog.mrmeyer.com/category/3acts/. A
Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and
perplexing Act One, an information and solution seeking Act Two, and a solution discussion and
solution revealing Act Three. More information along with guidelines for 3-Act Tasks may be
found in the Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics
Wiki.
Students should have the following background knowledge.
Be able to use a straight edge or ruler to draw a straight line.
Know how to identify right angles (90 degrees), obtuse angles, and acute angles (using a
protractor or the corner of an index card).
Understand that opposite sides can not touch each other; they are on opposite sides of the
quadrilateral.
Know parallel means that lines will never intersect or cross over each other no matter how
long they are extended. (Students may prove that lines are parallel by laying down 2
straight objects, such as rulers, on the parallel sides of the quadrilateral, extending those
sides. This will show how the line segments do not intersect even if they are extended.)
Understand that perpendicular means lines or segments intersect or cross forming a right
angle. (Some students may use a protractor, while others may use the corner of an index
card or the corner of a sheet of paper to show an angle is a right angle.)
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 58 of 96
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Know that a property is an attribute of a shape that is always going to be true. It describes
the shape.
Be able to use a ruler to measure sides to verify they are the same length.
Be able to use tracing paper to check for angle congruence
Some properties of quadrilaterals that should be discussed are included below. As students draw
conclusions about the relationships between different figures, be sure they are able to explain their
thinking and defend their conclusions.
A shape is a quadrilateral when it has exactly 4 sides and is a polygon. (To be a polygon the
figure must be a closed plane figure with three or more straight sides.)
A square is always a rectangle because a square will always have 4 right angles like a
rectangle.
A rectangle does not have to have 4 equal sides like a square. It can have 4 right angles
without 4 equal sides. Therefore, a rectangle is not always a square.
A square is always a rhombus because it has 4 equal sides like a rhombus and it is also a
rectangle because it has 4 right angles like a rectangle.
A rhombus does not have to have all right angles like a square. It can have 4 equal sides
without having 4 right angles. Therefore a rhombus is not always a square.
A parallelogram can be a rectangle if it has 4 right angles.
A rectangle, square and rhombus are always parallelograms because they have two sets of
congruent, parallel sides.
The inclusive definition of trapezoid specifies that it is a quadrilateral with at least one pair
of parallel sides.
ESSENTIAL QUESTIONS
MATERIALS
GROUPING
Whole/pairs/individual task
TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION
In this task, students will look at a video, then tell what they are curious about and answer their own
questions.
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 59 of 96
All Rights Reserved
Task Directions
Act I Whole Group - Pose the conflict and introduce students to the scenario by showing the Act
I video.
1. Show the Act I video to students.
http://www.101qs.com/2895-investigating-quadrilaterals
2. Pass out the 3 Act recording sheet.
3. Ask students what they wonder about and what questions they have about what they saw.
Students should share with each other first before sharing aloud and then record these
questions on the recording sheet (think-pair-share). The teacher may need to guide students
so that the questions generated are math-related.
Anticipated questions students may ask and wish to answer:
What shapes are on the left? What shapes are on the right?
How were the shapes sorted the first time?
How were the shapes sorted the second time?
How are the shapes different?
How are the shapes alike?
Act II Student Exploration - Provide additional information as students work toward solutions
to their questions.
1. Ask students to determine what additional information they will need to solve their
questions. The teacher provides that information only when students ask for it.:
Image of the first sort
Image of the second sort
2. Ask students to work in small groups to answer the questions they created in Act I. The
teacher provides guidance as needed during this phase by asking questions such as:
Can you explain what youve done so far?
What strategies are you using?
What assumptions are you making?
What tools or models may help you?
Why is that true?
Does that make sense?
Act III Whole Group - Share student solutions and strategies as well as Act III solution.
1. Ask students to present their solutions and strategies.
Share solution. To view the Act Three reveal video, you must sign up for an account on the
101 Questions website. After creating an account, go to http://www.101qs.com/2895investigating-quadrilaterals and log in to your account. Then, click Download above the
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 60 of 96
All Rights Reserved
video. This will download a zip file. After opening the zip file, open the folder titled Act
3. You will see an image and a video. Double click on the video to play for Act Three.
2. Lead discussion to compare these, asking questions such as:
Which strategy was most efficient?
Can you think of another method that might have worked?
What might you do differently next time?
Comments
Act IV is an extension question or situation of the above problem. An Act IV can be implemented
with students who demonstrate understanding of the concepts covered in acts II and III. The
following questions and/or situations can be used as an Act IV:
What is another way to sort the quadrilaterals?
What are the names of each sorted quadrilateral?
Students need the opportunity to work with manipulatives on their own or with a partner in order to
study and compare attributes of shapes. From the manipulatives, students will be able to move to
pictorial representations of the display, then more abstract representations (such as sketches), and
finally commit those ideas to memory. It is important to remember that this progression begins with
concrete representations using manipulatives.
FORMATIVE ASSESSMENT QUESTIONS
How do you know what attributes are important when comparing quadrilaterals?
How did you decide to sort your shapes? What did you think about?
How did you choose which quadrilaterals to compare?
Can you compare two different quadrilaterals? What will change?
DIFFERENTIATION
Extension
Make a class dictionary on the quadrilaterals and the vocabulary terms studied.
Have students resort the shapes using a different attribute.
Intervention
Use two-dimensional manipulatives or geo-boards to investigate the properties, make
conjectures and draw conclusions on quadrilaterals.
Have students create a game board using the two-dimensional shapes with game cards
asking questions identifying the shapes, and stating questions with answers on their
similarities and differences. Such questions may be: How is a square similar to a rectangle?
How is a rhombus like a parallelogram? Why do some trapezoids not fit in with the
parallelogram, rectangle, rhombus, and square?
*Intervention Table
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 61 of 96
All Rights Reserved
Name: ________________________
Adapted from Andrew Stadel
Task Title:
ACT 1
What questions come to your mind?
Main question:
ACT 2
What information would you like to know or need to solve the MAIN question?
Use this area for your work, tables, calculations, sketches, and final solution.
ACT 3
What was the result?
TASK CONTENT: Students will explore the meaning of symmetry and symmetrical figures.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure
such that the figure can be folded along the line into matching parts. Identify line-symmetric figures
and draw lines of symmetry.
STANDARDS FOR MATHEMATICAL PRACTICE TO BE EMPHASIZED
1.
4.
5.
6.
7.
BACKGROUND KNOWLEDGE
Pattern blocks are used to introduce and show symmetry in this lesson. Many of the pattern blocks,
such as the blue rhombus and yellow hexagon, can be divided down the middle into two congruent
pieces that show symmetry. For instance, when two green triangles are placed on top of a blue
rhombus, the line between the two triangles is the line of symmetry. As students trace the pattern
blocks for their masks, it may be helpful to have them trace them on isometric dot paper to keep it
neat.
ESSENTIAL QUESTIONS
What is symmetry?
How are symmetrical figures created?
MATERIALS
Pattern blocks
Paper
Pencils
Copies of Isometric Dot Paper
GROUPING
Partner/Small Group Task
NUMBER TALKS
Continue utilizing the different strategies in number talks and revisiting them based on the needs of
your students. Catherine Fosnot has developed problem strings which may be included in
number talks to further develop mental math skills. See Mini-lessons for Operations with Fractions,
Decimals, and Percents by Kara Louise Imm, Catherine Twomey Fosnot and Willem
Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara
Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard)
TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION
The purpose of this task is for students to begin exploring congruency and symmetry by
recognizing points where a shape has been reflected over a line of symmetry.
Task Directions
PART I
Introduce the problem scenario below as a context for this task.
Seth wants to make the mask of his favorite super hero to wear to his super hero birthday
party. He tore the mask he wore to last years party and only has half of it. Hes hoping to
use that half as a pattern for making his new mask. Use what you know about symmetry to
help Seth create a new mask using the half he has from last year.
Discuss with students what symmetry is by modeling with pattern block.
Have each student trace a blue rhombus on their paper and decide what two pattern blocks can
be placed inside of it so that there are two, congruent parts. Have them draw in the triangles and
the lines that divide them. Explain that this shows a line of symmetry in the blue rhombus
because it would be folded over that line and the two triangles would overlap exactly. Repeat
using the hexagon and trapezoid pieces.
Tell students that they can create a group of shapes with symmetry, too. Have students fold a
sheet of paper in half and draw the line down the middle. They should place pattern blocks
along one side of the line and trace them. Then, a partner should match up the shapes that
belong on the other side of the line of symmetry.
Have students fold along the line of symmetry to make sure the lines from the partner match up
with the lines of the original pattern
After looking at, examining, and explaining how they know their patterns are symmetrical, use
the following guiding questions to facilitate discussion:
How did you know what you filled in on your partners paper would make a
symmetrical image?
What is a mirror image?
What mistakes (if any) did you make as you completed the patterns?
Revisit the original problem about Seths mask. Have students create their own masks by
folding paper along the center and placing pattern blocks along the fold. Have them trace their
design and then unfold the paper. Have students use pattern blocks to complete the other half of
the mask. Student should cut out their masks and be prepared to explain how they know their
masks are symmetrical.
FORMATIVE ASSESSMENT QUESTIONS
How do you know your mask has symmetry?
How can you test your mask for symmetry?
How did you use symmetry to create the mask when you only knew what half of it looked
like?
Could students explain what symmetry is and how to prove something is symmetrical?
DIFFERENTIATION
Extension
Have students fold their paper into four squares and create a mask that is symmetrical across
both folds in the paper.
Intervention
As students trace a pattern block on one side of the line of symmetry, have them
immediately flip the block over the line of symmetry and trace it right then. This will help
them see the mirror image immediately.
*Intervention Table
TECHNOLOGY
http://www.prometheanplanet.com/en-us/Resources/Item/35495/mirrors-symmetry Mirrors
Symmetry: This activity can be used with an ActivSlate or Smartboard to explore mirror
symmetry. It can be used as a mini-lesson, additional practice or remediation purposes.
http://www.crickweb.co.uk/ks2numeracy-shape-and-weight.html#quad Symmetry Sort:
This online activity sort shapes according to their properties of reflective symmetry.
http://illuminations.nctm.org/LessonDetail.aspx?ID=L556 Finding Lines of Symmetry:
This lesson has students identify and create lines of symmetry. It can be used for additional
practice or remediation purposes.
TASK CONTENT: Students will explore the meaning of symmetry and symmetrical figures.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure
such that the figure can be folded along the line into matching parts. Identify line-symmetric figures
and draw lines of symmetry.
STANDARDS FOR MATHEMATICAL PRACTICE
1.
4.
5.
6.
7.
BACKGROUND KNOWLEDGE
In this task, students will develop an understanding of line symmetry and how it is related to
transformations. Opportunities for exploring symmetry should be given to students. Teachers
should also support good student dialogue and take advantage of comments and questions to help
guide students into correct mathematical thinking.
Students should discuss how line symmetry makes a picture or shape look balanced. It is important
for students to understand that each half of a figure is a mirror image of the other half. Students may
demonstrate this understanding by folding a figure along the axis of symmetry to see if the figure
lines back up with itself. Students may also use a transparent mirror by placing the beveled edge
along the axis of symmetry to see if the figure lines back up with itself.
While students are exploring the symmetry of these various shapes, use questioning to guide their
thinking when they mark a line of symmetry that is incorrect. For example, How do you know that
is a line of symmetry? or How can you prove that shape is symmetrical? could be used to probe
students to explain their work and correct any misconceptions.
ESSENTIAL QUESTIONS
MATERIALS
Part IV
Provide students with the Shapes handout.
Ask students to respond to the following question:
What characteristics does each shape have that makes it look balanced?
Instruct students to draw all lines of symmetry on each shape.
Ask students to discuss how they determined each line of symmetry and what it tells them.
FORMATIVE ASSESSMENT QUESTIONS
How do you know that a figure has symmetry?
How can you test a figure for symmetry?
How can you be sure youve found all the lines of symmetry for a figure?
DIFFERENTIATION
Extension
Students may use Geometers Sketchpad or the draw tool in word processing software or
a paint program in order to draw quadrilaterals with a specified number of lines of
symmetry. Students may work in pairs and then report to the whole class.
Intervention
Give students paper pattern blocks to fold and have them draw lines of symmetry directly
on the paper blocks.
Ask students to draw the second half of a given symmetrical figure with only one line of
symmetry.
Ask students to draw the second half of a given symmetrical figure with two lines of
symmetry.
*Intervention Table
TECHNOLOGY
http://www.prometheanplanet.com/en-us/Resources/Item/35495/mirrors-symmetry Mirrors
Symmetry: This activity can be used with an ActivSlate or Smartboard to explore mirror
symmetry. It can be used as a mini-lesson, additional practice or remediation purposes.
http://www.crickweb.co.uk/ks2numeracy-shape-and-weight.html#quad Symmetry Sort:
This online activity sort shapes according to their properties of reflective symmetry.
http://illuminations.nctm.org/LessonDetail.aspx?ID=L556 Finding Lines of Symmetry:
This lesson has students identify and create lines of symmetry. It can be used for additional
practice or remediation purposes.
Nature
World Flags
Shapes
Note: The triangle in this key is not an equilateral triangle, and doesnt yield 3 lines of symmetry,
however the triangle in the student sheet is equilateral, and will yield 3 lines of symmetry.
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 80 of 96
All Rights Reserved
BACKGROUND KNOWLEDGE
Students should have previous experiences with symmetry and finding lines of symmetry prior to
this task. This task focuses on creating a class symmetry quilt made up of paper quilt squares that
has exactly one line of symmetry.
This tasks links with many childrens literature books about quilting, including The Patchwork
Quilt or Sam Johnson and the Blue Ribbon Quilt. Opening this task by reading a book about
quilting will help students make a real-world connection between math, literature, art, and history.
ESSENTIAL QUESTIONS
MATERIALS
Pattern blocks
Quilt of Symmetry Patchwork Squares Sheet for each student
Paper pattern blocks to glue on squares (optional)
Students can either trace pattern blocks directly on the squares or they can color and glue on
paper pattern blocks. All of the unmarked squares can be glued on bulletin board paper or hole
punched and tied together like a quilt.
FORMATIVE ASSESSMENT QUESTIONS
Name_____________________________
Date____________________________
A Quilt of Symmetry
Our class is creating a class symmetry quilt. Your job is to create two identical squares for our
quilt. The design of your square is up to you, but it must fulfill the following criteria:
Your design must fit inside the patchwork square provided.
You may use up to 10 pattern blocks to create your square.
Your square must have only 1 line of symmetry.
o After completing your design on one square, you must recreate the exact design on the
second.
On one of your squares, use a marker or pencil to draw the line of symmetry. On the
back of the square, explain how you know that line is a line of symmetry. Also, explain
the strategy you used when you designed your square.
Give the other square to a partner to verify the line of symmetry. Your unmarked
square will be used to construct our class quilt.
PART 2
Tell students that the chart and letters can help them write a secret symmetry code. For the
code, students only write one half of a letter that has symmetry and the person receiving the code
must write in the other half of the letter to complete the code (letters with no lines of symmetry
should be written as usual.) Model on the board how to write a few letters in code.
Intervention
Give students multiple copies of the letters to cut along the lines of symmetry to write their
code. Their partner can give them the pieces that were cut off when the code was made to
match up and complete the letter as they break the codes.
*Intervention Table
TECHNOLOGY
http://www.prometheanplanet.com/en-us/Resources/Item/35495/mirrors-symmetry Mirrors
Symmetry: This activity can be used with an ActivSlate or Smartboard to explore mirror
symmetry. It can be used as a mini-lesson, additional practice or remediation purposes.
http://www.crickweb.co.uk/ks2numeracy-shape-and-weight.html#quad Symmetry Sort:
This online activity sort shapes according to their properties of reflective symmetry.
http://illuminations.nctm.org/LessonDetail.aspx?ID=L556 Finding Lines of Symmetry:
This lesson has students identify and create lines of symmetry. It can be used for additional
practice or remediation purposes.
A
D
H
K
N
Q
T
W
Z
B
E
I
L
O
R
U
X
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 89 of 96
All Rights Reserved
C
F
J
M
P
S
V
Y
Letters with
No Lines of Symmetry
Letters with
1 Line of Symmetry
Letters with
2 Lines of Symmetry
Letters with
More than 2
Lines of Symmetry
TASK CONTENT: Students will use geometry knowledge to design a town of certain
specifications.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
MGSE4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category, and identify right triangles.
MGSE4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure
such that the figure can be folded along the line into matching parts. Identify line-symmetric figures
and draw lines of symmetry.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
BACKGROUND KNOWLEDGE
As a culminating task, students will need to utilize the understanding and skills developed
during this unit. Grade level teachers can create the rubric, or students can participate in the
creation of the assessment tool.
ESSENTIAL QUESTIONS
MATERIALS
1 x 24 Strips of black or brown construction paper for streets, avenues, and roads
(approximately 12 strips per city model)
Markers, crayons, and/or colored pencils
Protractors, rulers, yardsticks
GROUPING
Individual/Partner Task
NUMBER TALKS
Continue utilizing the different strategies in number talks and revisiting them based on the needs of
your students. Catherine Fosnot has developed problem strings which may be included in number
talks to further develop mental math skills. See Mini-lessons for Operations with Fractions,
Decimals, and Percents by Kara Louise Imm, Catherine Twomey Fosnot and Willem
Uittenbogaard. (Mini-lessons for Operation with Fraction, Decimal, and Percent, 2007, Kara
Louise Imm, Catherine Twomey Fosnot and Willem Uittenbogaard)
TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION
Students create a plan for a city using geometric figures. Also, students represent the features of the
town graphically.
Comments
A review of vocabulary would be an effective way of leading into this culminating task.
One of the most important aspects of this task is for the children to demonstrate the mastery of
the meaning of each term and show how to use and recognize these terms in their everyday
lives.
Students may need extra time getting started on this task because it requires planning and
cooperation. This task does take a considerable amount of time to complete; therefore, teachers
should allow students the time required to discuss their project as they plan and create their model.
It may be helpful to create a rubric that can be used to assess the city model students will
develop and describe in this task.
Task Directions
Students will follow the directions below from the Geometry Town student sheet.
In your role as city planner, you have been asked to plan a new part of your city. Create a model
of your plan, including 2-D models of the buildings, to present to the committee. You are
required to meet the following specifications.
4 streets that are parallel to each other
1 road that is perpendicular to the 4 parallel streets
1 avenue that intersects at least 2 streets but is not perpendicular to them.
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 92 of 96
All Rights Reserved
8 buildings that are the shape of any polygons and color coded using the following
requirements:
2 different shaped red buildings that have at least one right angle and at least one
set of parallel sides
2 different shaped green buildings that have at least one obtuse angle
2 different shaped blue buildings with no parallel or perpendicular sides
2 different shaped yellow buildings that are right triangles
1 park shaped like a right triangle with the following features:
A swimming pool in the shape of a figure that has only acute angles
A right triangular sandbox
A triangular shaped sandbox with an obtuse angle
1 park that has at least 4 different geometric figures inside of it but has a
symmetrical design (a line of symmetry could be drawn through the park)
Name the park and the streets, the road, and the avenue.
Plan your city on a sheet of paper first. Once your plan is complete, create your model. Build your
model on 1 grid chart paper. Use paper strips to create the streets, road, and avenue, and draw your
buildings. Add the required features to the park by creating the appropriate 2-D shapes for your
park.
FORMATIVE ASSESSMENT QUESTIONS
How do you know that your color-coded building match the requirements?
How do you know that the angles in your figures are acute, obtuse, or right?
How do you know the line segments are perpendicular? Parallel? Intersecting?
Which students accurately completed all parts of the task?
Which student demonstrated an understanding of:
Parallel, perpendicular
Describing properties of figures
Acute, obtuse, and right angles
Symmetry
DIFFERENTIATION
Extension
Students may add a new part to the city using their own rules for things to add to the map.
Invite an architect to the classroom to talk about planning and the models they build in their
work.
Encourage students to prepare a presentation to the committee regarding their city plan.
Students should try to persuade city planning committee members to choose their plan.
Intervention
Pre-made 2-D shapes could be made available to students.
Mathematics GSE Fourth Grade Unit 6: Geometry
Richard Woods, State School Superintendent
July 2016 Page 93 of 96
All Rights Reserved
Offer each requirement of the town one step at a time. Have students add the parts as they
go.
*Intervention Table
TECHNOLOGY
Please refer to the sources listed within previous tasks in this unit.
Geometry Town
In your role as city planner, you have been asked to plan a new part of your city. Create a model of
your plan, including 2-D models of the buildings, to present to the committee.
You are required to meet the following specifications.
4 streets that are parallel to each other
1 road that is perpendicular to the 4 parallel streets
1 avenue that intersects at least 2 streets but is not perpendicular to them
8 buildings that are the shape of any polygons and color coded using the following
requirements
2 different shaped red buildings that have at least one right angle and at least one
set of parallel sides
2 different shaped green buildings that have at least one obtuse angle
2 different shaped blue buildings with no parallel or perpendicular sides
2 different shaped yellow buildings that are right triangles
1 park shaped like a right triangle with the following features:
A swimming pool in the shape of a figure that has only acute angles
A right triangular sandbox
A triangular shaped sandbox with an obtuse angle
1 park that has at least 4 different geometric figures inside of it but has a
symmetrical design (a line of symmetry could be drawn through the park)
Name the park and the streets, the road, and the avenue.
Plan your city on a sheet of paper first. Once your plan is complete, create your model. Build your
model on 1 grid chart paper. Use paper strips to create the streets, road, and avenue, and draw your
buildings. Add the required features to the park by creating the appropriate 2-D shapes for your
park.