ࡱ> hjg bjbjO O (q-a-al188<tD%$$$$$$$$')$@$$eeeF$e$eeV&#@# 7.gAYFf# $$0%r#xM*M*#M*#e$$e%M* : Name: _____________________________________________  1) Locate 3 shapes in the classroom than have many lines of symmetry and 3 shapes that have only one line of symmetry. Draw a picture of an example from each of the 2 groups; include the line or lines of symmetry. Write a definition for symmetry. 2) Create a crossword puzzle or game using at least ten vocabulary terms from the geometry unit. Develop a plan for using your creation to teach the vocabulary terms to other students. 3) Construct and classify models of triangles by their angles (acute, obtuse, and right) by using straws, popsicle sticks, or other materials available. Label each model and justify your classifications in writing. Challenge: What do you think an equiangular triangle looks like?4) Compose and perform (via audio, video, or in person) a poem or rap that describes and defines points, lines, rays, line segments, angles, parallel lines and perpendicular lines. 5) Categorize shapes that fit under the headings below: Parallel Lines Perpendicular Lines Right Angles Acute Angles Obtuse Angle Draw each shape(s) under the appropriate category. Many shapes can be placed in more than one category. Choose 5 shapes and write the attributes that must be present in each shape. (number of certain types of angles, types of lines, number of sides, lengths of sides, etc.)6) Select one of the following famous mathematicians below and explain their major contribution to the subject of geometry: Rene Du Perron Descartes Charles Dodgson Leonardo Fibonacci Euclid Archimedes of Syracuse Write 3 paragraphs: One about the background of the mathematician One about his contribution to geometry One about how this type of geometry is used today7) Develop a lesson plan that teaches students to understand the difference between the words polygon and quadrilateral. You can use tangrams, pattern blocks, clip art, an art project, or anything you can think of to help you teach this lesson.8) Brainstorm a list of at least five careers that use geometry. Research one of these careers and create a visual presentation (poster, PowerPoint, brochure, etc.) that explains how that career uses geometry.9) Propose your own geometry related enrichment challenge. Grade 4 Math Extension Menu Geometry Directions: Choose a learning activity from one square to complete. Circle the number of the learning activity you choose. Teacher Resource Page Grade 4 Math Extension Menu Unit: Geometry Topic: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Intended Use: Culminating activity for the unit or alternative activity for students who have mastered curricular indicators Common Core Standard(s) Addressed: Box 1: 4.G.A.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. Box 2: 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures Box 3: 4.G.A.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 Box 4: 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures Box 5: 4.G.A.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 Box 6: W7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject matter under investigation. Box 7: 4.G.A.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 Box 8: W7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject matter under investigation.     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