List and define at least 10 geometric figures



Name: _____________________________________________

|1) Locate 3 shapes in the classroom than have many |2) Create a crossword puzzle or game using at |3) Construct and classify models of triangles by their |

|lines of symmetry and 3 shapes that have only one |least ten vocabulary terms from the geometry |angles (acute, obtuse, and right) by using straws, |

|line of symmetry. Draw a picture of an example from |unit. Develop a plan for using your creation |popsicle sticks, or other materials available. Label each|

|each of the 2 groups; include the line or lines of |to teach the vocabulary terms to other |model and justify your classifications in writing. |

|symmetry. Write a definition for “symmetry.” |students. | |

| | |Challenge: What do you think an equiangular triangle |

| | |looks like? |

|4) Compose and perform (via audio, video, or in |5) Categorize shapes that fit under the |6) Select one of the following famous mathematicians below|

|person) a poem or rap that describes and defines |headings below: |and explain their major contribution to the subject of |

|points, lines, rays, line segments, angles, parallel| |geometry: |

|lines and perpendicular lines. |Parallel Lines | |

| |Perpendicular Lines |Rene Du Perron Descartes |

| |Right Angles |Charles Dodgson |

| |Acute Angles |Leonardo Fibonacci |

| |Obtuse Angle |Euclid |

| | |Archimedes of Syracuse |

| |Draw each shape(s) under the appropriate | |

| |category. Many shapes can be placed in more |Write 3 paragraphs: |

| |than one category. | |

| | |One about the background of the mathematician |

| |Choose 5 shapes and write the attributes that |One about his contribution to geometry |

| |must be present in each shape. (number of |One about how this type of geometry is used today |

| |certain types of angles, types of lines, number| |

| |of sides, lengths of sides, etc.) | |

|7) Develop a lesson plan that teaches students to |8) Brainstorm a list of at least five careers |9) Propose your own geometry related enrichment |

|understand the difference between the words polygon |that use geometry. Research one of these |challenge. |

|and quadrilateral. You can use tangrams, pattern |careers and create a visual presentation | |

|blocks, clip art, an art project, or anything you |(poster, PowerPoint, brochure, etc.) that | |

|can think of to help you teach this lesson. |explains how that career uses geometry. | |

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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