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.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
4th Grade Students Learning 4th Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Demonstrates understanding of measurement and geometry.
3rd Grade Students Learning 4th Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Demonstrates understanding of measurement, data and geometry.
Learning Targets
Describe parallel and perpendicular lines.
Classify two-dimensional shapes using parallel and/or perpendicular line segments.
Classify shapes by their angles (right angles and non-right angles).
These tasks can be used with small group or whole group instruction.
Download the 2D shapes from the Resource Bank, cut and make multiple sets. Students work in groups of four with a set of 2-D Shapes. Each group begins by selecting two shapes and finding an attribute that is alike about the two shapes and something that is different. Students then select one target shape and find all other shapes that are like the shape they selected. Finally, students should create a secret sort where one of the students creates a collection of shapes that matches a specific secret rule. The other students in the group attempt to guess the rule and find additional shapes that will fit the secret rule.
Download the 2D shapes from the Resource Bank, cut and make multiple sets. Ask pairs/triads to sort the shapes any way they want (open sort). Ask groups to explain how they sorted. Likely a conversation about angles, sides and other attributes will occur. If needed, you can specify how you want the students to sort to bring about that discussion.
Bobby says that all equilateral triangles must also be acute triangles. Is he correct? Justify your answer.
Can you draw a right triangle with one of the other angles being obtuse? Try it. Why or why not?
Do all quadrilaterals have to have two sets of parallel lines? Draw figures that would either prove this to be true or false.
Can you draw a pentagon with two right angles? Can you draw a hexagon with two right angles? Compare your shapes with a neighbor.
What geometric shapes contain parallel lines? What shapes contain perpendicular lines? Draw examples to support your answers.
Is a square a rectangle? Is a rhombus a parallelogram? Is a rhombus always a square? Why or why not?
Can you draw a pentagon with two right angles? Can you draw a hexagon with two right angles? Compare your shapes with a neighbor.
Do 2 triangles always make a quadrilateral?
Using two triangles, how many different polygons can you make? Sketch and name them.
Using the seven tangram pieces, can you make a square? a rectangle? a parallelogram? a trapezoid? a triangle? (all are possible from using the 7 tangram pieces for each shape)
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
Print Resources
Book Thumbnail
Book Title
Grade
Pages
Teaching Student-Centered Mathematics
3-5
Shape Sorts, Activity 8.1, Page 212 What's my Shape, Activity 8.2, Page 213 Can you Make it?, Activity 8.5, Page 217 Mystery Definition, Activity 8.6, Page 224 Property Lists for Quadrilaterals, Activity 8.8, Page 226
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.