This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Identifying and Explaining Symmetry: | Students are asked to determine if lines drawn on two-dimensional figures are lines of symmetry and to explain their decisions. |
| All About Angles: | Students are asked to identify right, acute, and obtuse angles in a two-dimensional figure, and explain the differences among these types of angles. |
| Using Lines of Symmetry: | Students are asked to use a line of symmetry to complete a drawing. Additionally, they consider how to describe a line of symmetry. |
| Parallel and Perpendicular Sides: | Students are asked to identify parallel and perpendicular sides and explain how they know. |
| Line Symmetry: | Students are asked to identify line-symmetric figures and then draw the lines of symmetry. |
| Grouping Triangles: | Students are shown three triangles that fit a rule (each has a right angle) and are asked to determine which of three other triangles also fit the rule. |
| Squares and Lines of Symmetry: | Students are asked to determine how many lines of symmetry a square has by drawing the lines of symmetry. Students then consider whether all quadrilaterals have four lines of symmetry. |
| Sketching Triangles: | Students are asked to use shape descriptions to sketch shapes and explain why some cannot be sketched. |
| Sketching Quadrilaterals: | Students are asked to use shape descriptions to sketch shapes and explain why some cannot be sketched. |
| Locating Points, Lines, and Rays: | Students locate points, lines, line segments, and rays in a given diagram. |
| Lines, Rays, and Line Segments: | Students are asked to draw parallel lines, perpendicular lines, a point, and a line segment. Students also explain how a line segment is different from a ray or line. |
| Name |
Description |
| Coding Geometry Challenges #1-7, 14 & 15: | This set of geometry challenges focuses on creating a variety of polygons as students problem solve and think as they learn to code using block coding software. Student will need to use their knowledge of the attributes of polygons and mathematical principals of geometry to accomplish the given challenges. The challenges start out fairly simple and move to more complex situations in which students can explore at their own pace or work as a team. Computer Science standards are seamlessly intertwined with the math standards while providing “Step it up!” and “Jump it up!” opportunities to increase rigor.
|
| Lesson #2 - Moon Phase Unit: | This is lesson 2 of 3 in the Moon Phase unit. This lesson will help students design a flowchart model to find the phase of the Moon by making decisions based on certain conditions. This lesson also gives students insight into working with the design model made earlier and an opportunity to upload/draw costumes of different lunar phases in Scratch. |
| Lesson #1 - Moon Phase Unit : | This is lesson 1 of 3 in the Moon Phase Unit. This lesson introduces students to the eight Moon phases and their names in a counter-clockwise sequential order starting with the New Moon as phase 1. Students will also be introduced to how a flowchart can help make decisions, in this case whether or not the Moon is full. |
| Angles All Around Us: | This lesson will provide students with the opportunity to see angles all around them. Students will be able to see how and where geometry exist in the real world. Please note that this lesson focuses on identifying acute, obtuse, right, straight and reflex angles. |
| Geometry at the County Fair: | In this lesson which focuses primarily on angles, students work in collaborative groups to construct a two-dimensional model of a county fair. |
| ABC Symmetry: | Students will explore the concept of line symmetry in this lesson. Students will explore two-dimensional pictures and decide whether or not each image has symmetry. Students will also fold pre-cut capital letters to decide whether or not each letter has symmetry. |
| Snowflake Geometry: No Two Alike!: | In this lesson students will make snowflakes, promoting creativity and self-expression, and use them to identify geometric terms. It also gives them an opportunity to follow a sequenced set of instructions for a given outcome. |
| Angles All Around Us: | This is a lesson that introduces right, acute, obtuse, reflex, straight angles in a fun and challenging way. |
| Which Angle is Which?: | This is a fun, hands-on activity designed to help students identify and measure obtuse, acute, right, straight and reflex angles. Students create a manipulative tool in their math journals to help them gain understanding of this concept. |
| Points, Lines, and Angles, Oh My!: | In this lesson, students work to identify points, lines, line segments, rays, angles and perpendicular and parallel lines. Students create webs of yarn and analyze the web for geometric properties listed above. A teacher can select which vocabulary terms are appropriate for the class. |
| Symmetrical Solutions: | Students will use paper cutout and geoboards to find and create lines of symmetry. Students will have the opportunity to work with a partner and independently. |
| A Closer Look at Quadrilaterals - The Parallelogram Connection: | Students work together as a class and in small groups to classify quadrilaterals. |
| Geometry, USA: | Students will draw a town based on a set of given directions using the geometry terms (parallel, perpendicular, and intersecting lines). This activity is designed to be taught after the students having learned the meanings of the geometry terms and the ability to identify examples of each. |
| Runway Rotations: | Students will use small paper airplanes to model rotations required to turn onto a runway. Students will rotate planes 45, 90, 180, 270, and 360 degrees. Students will identify and describe the results of rotations using benchmark angles. |
| Triangles are Plane Easy: | The student will be engaged in a paper plane making activity while discovering the attributes of different triangles. The students will learned the similarities and differences of the following triangles: scalene, isosceles, equilateral, right, obtuse, and acute. |
| Name |
Description |
| Lines of symmetry for triangles: | This activity provides students an opportunity to recognize these distinguishing features of the different types of triangles before the technical language has been introduced. For finding the lines of symmetry, cut-out models of the four triangles would be helpful so that the students can fold them to find the lines. |
| Lines of symmetry for quadrilaterals: | This task provides students a chance to experiment with reflections of the plane and their impact on specific types of quadrilaterals. It is both interesting and important that these types of quadrilaterals can be distinguished by their lines of symmetry. |
| Lines of symmetry for circles: | This is an instructional task that gives students a chance to reason about lines of symmetry and discover that a circle has an an infinite number of lines of symmetry. Even though the concept of an infinite number of lines is fairly abstract, students can understand infinity in an informal way. |
| Are these right?: | The purpose of this task is for students to measure angles and decide whether the triangles are right or not. Students should already understand concepts of angle measurement and know how to measure angles using a protractor before working on this task. |
| Name |
Description |
| Where Are They?: | This activity asks students to visualize and generate shapes, paying close attention to the definitions of the polygons. Learners are given a sheet of isometric grid paper and asked to find and sketch 12 specific shapes. A recording sheet is attached where students must justify the shape they generated by using the definitions of the polygons. Ideas for implementation, extension, and support are included along with printable grids and a link to a website with shape definitions. It would be beneficial for students to work with partners in order to construct viable arguments and critique the reasoning of others. |
| Same Shapes: | The problem challenges and extends students' spatial awareness with 2D shapes. The students are given three different irregular shapes. The goal is to divide each of them into two parts that are exactly the same shape and size.
The Teacher's Notes page offers rationale, suggestions for implementation with a link to Happy Halving (cataloged separately), discussion questions, and ideas for extension and support.
Teachers can print the "printable page" for students. Students could cut out shapes and fold to find the line of symmetry, use grid paper, and/or use geoboards. |
| Angle Hunting: | In this activity, learners use a hand-made protractor to measure angles they find in playground equipment. Learners will observe that angle measurements do not change with distance, because they are distance invariant, or constant. Note: The "Pocket Protractor" activity should be done ahead as a separate activity (see related resource), but a standard protractor can be used as a substitute. |
| An Introduction To Quadrilaterals: | This lesson is designed to introduce students to quadrilaterals and the terms and properties associated with quadrilaterals. This lesson provides links to discussions and activities related to quadrilaterals as well as suggested ways to integrate them into the lesson. Finally, the lesson provides links to follow-up lessons designed for use in succession with the current one. |
Vetted resources students can use to learn the concepts and skills in this topic.
| Title |
Description |
| Lines of symmetry for triangles: | This activity provides students an opportunity to recognize these distinguishing features of the different types of triangles before the technical language has been introduced. For finding the lines of symmetry, cut-out models of the four triangles would be helpful so that the students can fold them to find the lines. |
| Lines of symmetry for quadrilaterals: | This task provides students a chance to experiment with reflections of the plane and their impact on specific types of quadrilaterals. It is both interesting and important that these types of quadrilaterals can be distinguished by their lines of symmetry. |
| Lines of symmetry for circles: | This is an instructional task that gives students a chance to reason about lines of symmetry and discover that a circle has an an infinite number of lines of symmetry. Even though the concept of an infinite number of lines is fairly abstract, students can understand infinity in an informal way. |
| Are these right?: | The purpose of this task is for students to measure angles and decide whether the triangles are right or not. Students should already understand concepts of angle measurement and know how to measure angles using a protractor before working on this task. |
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
| Title |
Description |
| Lines of symmetry for triangles: | This activity provides students an opportunity to recognize these distinguishing features of the different types of triangles before the technical language has been introduced. For finding the lines of symmetry, cut-out models of the four triangles would be helpful so that the students can fold them to find the lines. |
| Lines of symmetry for quadrilaterals: | This task provides students a chance to experiment with reflections of the plane and their impact on specific types of quadrilaterals. It is both interesting and important that these types of quadrilaterals can be distinguished by their lines of symmetry. |
| Lines of symmetry for circles: | This is an instructional task that gives students a chance to reason about lines of symmetry and discover that a circle has an an infinite number of lines of symmetry. Even though the concept of an infinite number of lines is fairly abstract, students can understand infinity in an informal way. |
| Are these right?: | The purpose of this task is for students to measure angles and decide whether the triangles are right or not. Students should already understand concepts of angle measurement and know how to measure angles using a protractor before working on this task. |
