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UNIT 6: GEOMETRY
MARCH 10 - 14, 2014
MRS. GRAY
MONDAY -CONTENT STANDARD
MCC4.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
Tier 2 words
Tier 3 Words
ESSENTIAL QUESTION AND I CAN
STATEMENTS
EQ: How are different ideas about
geometry connected?
I can identify and classify angles and
identify them in two-dimensional figures.
I can 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.
ASSESSMENT
Students will classify
attributes of triangles
given by the teacher.
MONDAY – I DO
There are many different
kinds of triangles. You
can classify triangles by
the measure of their
angles.
VOCABULARY
Right triangle
A right triangle has one right angle.
The two sides that form the right
angle are perpendicular.
Acute triangle
An acute triangle has three acute
angles.
Obtuse triangle
An obtuse triangle has one obtuse
angle.
Vertices and Line Segments
A triangle has three vertices and
three line segments. Each point is
formed by the intersection of two
line segments.
MONDAY – I DO
Ex. 1: This sandwich is cut in half. Classify the
triangle represented by the half sandwich as right
acute or obtuse. Determine if any of the sides are
perpendicular.
Half of the sandwich had one right angle. The
two sides that form the right angle are
perpendicular. So, this half of the sandwich is a
right triangle.
MONDAY – I DO
Ex. 2: Classify the triangle as right, acute or obtuse. Identify
the vertices and line segments of the triangles.
The triangle is an obtuse triangle because it has an obtuse
angle.
There are 3 vertices: Vertices L, M, P.
There are 3 line segments:
MONDAY- WE DO
Classify the triangles as acute, right or obtuse. Determine
how many sides are perpendicular.
1.
2.
3.
MONDAY – YOU DO
Classify the triangles as acute, right or obtuse. Determine
how many sides are perpendicular.
1.
2.
3.
MONDAY – YOU DO
• Chapter 14, Lesson 4 McGraw-Hill Volume 2. pgs.
921-922
Group1 (with teacher)
• Materials: craft sticks and clay, or pretzel sticks
and marshmallows
• Have groups of students construct examples of
each of the following triangles: acute, obtuse,
and right. (Craft sticks and pretzels can be
broken to make different lengths.) Have students
label each type of triangle.
• McGraw-Hill: 2, 5, 7, 8, 10, 12, 13, 16.
MONDAY – YOU DO
• Chapter 14, Lesson 4 McGraw-Hill Volume 2. pgs.
921-922
Groups 2 and 3
• Materials: geoboards, rubber bands, Isometric Dot
paper found online in Program Resources
• Students use rubber bands to create a triangle on
their geoboard, and then switch the geoboard with a
partner.
• Students then classify the triangle, draw it on the dot
paper, and label its vertices.
• McGraw-Hill: 3-11 (odd), 12, 13, 15, 16.
MONDAY – YOU DO
• Chapter 14, Lesson 4 McGraw-Hill Volume 2. pgs.
921-922
Group 4
• Materials: plain paper, scissors, rulers, pencils, protractor
• Explore the following using the given materials:
• Can you draw a triangle that has one 90° angle, one 45°
angle, and with the length of the side between those two
angles as 5 cm? Yes Classify this triangle. right triangle
• Can you draw a triangle in which the length of two sides
are 4 cm and 7 cm, and has one 30° angle? No Explain.
• Have students continue to work with angles and sides until
they realize that they need to know two angles and one
side length to draw a triangle.
• McGraw- Hill: 3-11 (odd), 12-16
ASSESSMENT
Students will classify
attributes of triangles
given by the teacher.
TUESDAY – CONTENT STANDARD
MCC4.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
Tier 2 words
Tier 3 Words
ESSENTIAL QUESTION AND I CAN
STATEMENTS
EQ: How are different ideas about geometry
connected?
I can identify and classify angles and
identify them in two-dimensional figures.
I can 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.
ASSESSMENT
Students will answer the
following questions: Is a
square a rhombus? Is a
square a rectangle?
TUESDAY – I DO
All quadrilaterals have
4 sides and 4 angles.
There are so many
different kinds of
quadrilaterals.
VOCABULARY
Parallelogram
A parallelogram has opposite sides
equal in length and parallel. In
addition, opposite angles have the
same size.
Rectangle
A rectangle has opposite sides equal
in length and parallel. It has 4 right
angles.
Rhombus
A rhombus has opposite sides equal
in length and parallel. It has 4 equal
sides.
Square
A square has opposite sides equal in
length and parallel. It has 4 right
angles and 4 equal sides.
Trapezoid
A trapezoid has exactly on pair of
parallel sides.
TUESDAY – I DO
Ex. 1:The speed limit sign represents a quadrilateral. Classify
the angles formed by the quadrilateral. Determine if any
of the sides are parallel or perpendicular.
There are 4 right angles, 0 acute
angles and 0 obtuse angles.
The top and bottom sides are parallel.
The left and right sides are parallel.
Since there are 4 right angles, the sides that form each
right angle are perpendicular. So, there are 4 pairs of
perpendicular sides.
TUESDAY – I DO
Ex. 2: Classify the quadrilateral in as many
ways as possible.
The quadrilateral has opposite sides equal
in length and opposite sides parallel. It also
has 4 equal sides. So , it is a parallelogram
and a rhombus.
TUESDAY – WE DO
Classify the quadrilaterals in as many ways
as possible.
1.
2.
TUESDAY – YOU DO
Classify the quadrilaterals in as many ways as
possible.
1.
2.
TUESDAY – YOU DO
• Chapter 14, Lesson 5 McGraw-Hill Volume 2. pgs. 927-928
Group 1 (with teacher)
• Have students walk around the classroom looking for
quadrilaterals. Remind them that quadrilaterals are twodimensional, flat figures.
• Have students write what they find on paper. Ask them to
make a quick sketch, identify the object (such as a window),
and write the type of quadrilateral that best describes the
shape.
• Have students return to the group and discuss their findings.
• McGraw-Hill: 2-10 (even), 14.
TUESDAY – YOU DO
• Chapter 14, Lesson 5 McGraw-Hill Volume 2. pgs. 927 – 928
Groups 2 and 3
• Materials: index cards
• Have students draw two different examples of each
quadrilateral mentioned in the lesson on separate index
cards. With a partner, shuffle the cards together. Then have
students spread out the index cards facedown.
• Student 1 chooses a card and classifies the quadrilateral in
as many ways as possible. One point is given for every
correct classification. If Student 1 forgets any classifications,
Student 2 can earn points by naming them. Then switch roles.
• McGraw- Hill: 2-10 (even), 12-14
TUESDAY – YOU DO
• Chapter 14, Lesson 5 McGraw-Hill Volume 2. pgs. 927- 928
Group 4
• Materials: index cards
• Ask students to write a logical statement about one or more
quadrilaterals on each card. Statements may look like this:
• I always have four right angles; I am a quadrilateral but not a
parallelogram.
• Then students will identify and draw as many quadrilaterals on
the card that fit in each category.
• When completed, students will regroup and discuss their
answers.
• McGraw- Hill: 4, 6, 8-14
ASSESSMENT
Students will answer the
following questions: Is a
square a rhombus? Is a
square a rectangle?
WEDNESDAY – CONTENT
STANDARD
MCC4.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
Tier 2 words
Tier 3 Words
ESSENTIAL QUESTION AND I CAN
STATEMENTS
EQ: How are different ideas about geometry
connected?
I can identify and classify angles and
identify them in two-dimensional figures.
I can 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.
ASSESSMENT
Students will make a model
based on the following problem:
Julio went on a hike with her
family. They started their hike at
2,000 feet above sea level and
climbed 4,000. They then
descended to 3,000 feet and
climbed back up 6,500. How
many feet did they hike uphill?
WEDNESDAY – I DO
Steps to problem solving:
1.
Understand: Review what you know and
what you need to know.
2.
Plan: Discuss a strategy to solve the
problem. With these problems, we will
make a model.
3.
Solve: Make a model to find the answer.
4.
Check your answers to see if they make
sense.
WEDNESDAY – I DO
Ex. 1: Maya has a square piece of paper. She folds it in
half so there are two triangle-shaped parts. She folds it in
half again so there are four triangle-shaped pieces. When
she unfolds the paper, how many right angles are shown?
Step 1: Understand. What do we know? Maya folds her
paper 2 times diagonally.
Step 2: Plan. I will make a model to find the answer.
WEDNESDAY – I DO
Step 3: Solve. Use a square piece of paper. Follow the same steps
that Maya followed.
When we count, we see that there are 8 right angles.
Step 4: Check. Does our answer make sense? Yes. We
folded the paper and found 8 square corners, or right
angles.
WEDNESDAY – I DO
Ex. 2: Tyrone drew a figure with four sides. One side
measures 5 centimeters and another side measures 9
centimeters long. The figure has four right angles. What is
the figure.
Step 1: Understand. We know that Tyrone drew figure
that measured 5 cm on one side and 9 cm on the other.
We want to determine the figure.
Step 2: Plan. I will design a model to help determine the
figure.
WEDNESDAY – I DO
Step 3: I measured and drew a figure that had
one side 5cm long and the other 9 cm long. The
figure is a rectangle.
Step 4: Check. Yes, my answer makes sense
because I drew the model and determined it
creates a rectangle.
WEDNESDAY- WE DO
Solve the following word problem.
WEDNESDAY – YOU DO
Solve the following word problem.
WEDNESDAY – YOU DO
• Chapter 14, Lesson 6 McGraw-Hill Volume 2. pgs. 939-940
Group 1 (with teacher)
• Materials: Four-Step Problem-Solving Plan graphic organizer
• Choose one of the exercises from today’s lesson that the
students found difficult. Help students break down the
problem by walking them through the four-step plan. As they
identify what is known and what is needed, help them begin
to develop a plan.
• Work through the problem talking aloud so students
understand what they should be thinking.
• McGraw-Hill: 1, 2, 4, 5
WEDNESDAY – YOU DO
• Chapter 14, Lesson 6 McGraw-Hill Volume 2. pgs. 939 – 940
Groups 2 and 3
• Have students work in pairs to write a multi-step real-world word
problem that will require someone to make a model in order to
solve.
• Use the concept of classifying triangles and quadrilaterals by their
attributes, and line symmetry in the content. Trade with another pair
of students and solve each other’s problem.
• McGraw-Hill: 2-6
WEDNESDAY – YOU DO
• Chapter 14, Lesson 6 McGraw-Hill Volume 2. pgs. 939940
Group 4
• Have students write a multi-step real-world word problem that will
require someone to make a model in order to solve.
• Use the concept of classifying triangles and quadrilaterals by their
attributes, and line symmetry in the content. Trade with another
student and solve each other’s problem.
•
• McGraw- Hill: 1-3, 6,7
ASSESSMENT
Students will make a model
based on the following problem:
Julio went on a hike with her
family. They started their hike at
2,000 feet above sea level and
climbed 4,000. They then
descended to 3,000 feet and
climbed back up 6,500. How
many feet did they hike uphill?
THURSDAY – CONTENT
STANDARD
MCC4.G.1
Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines.
Identify these in two-dimensional
figures.
Tier 2 words
Tier 3 Words
ESSENTIAL QUESTION AND I CAN
STATEMENTS
EQ: How are different ideas about geometry
connected?
I can draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines.
I can identify points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines in twodimensional figures.
ASSESSMENT
Students will sketch a diagram based on the following
description:
• Should be a combined angle composed of two
individual angles.
• One of the individual angles should have a
measure of 60 degrees.
• The combined angle should have a measure of 100
degrees.
• Students should label each angle with their
measures. They should label the unknown angle
measure with a variable, and write an equation
than can be used to find the measure of the
unknown angle. Then they should find the measure
of the unknown angle.
THURSDAY – I DO
An angle can be
decomposed, or broken, into
non-overlapping parts. The
angle measure of the whole is
the sum of the angle
measures of the part.
THURSDAY – I DO
Ex. 1: Rachel and Dean made a sign out of fabric, like the
one being shown, to hang in the school gym. The blue piece
has a 35 degree
angle. The red piece is attached to
the longest side of the side of the blue
piece. Together, the pieces form a right angle. What is the
angle shown on the res piece?
One way: Make a model. Draw a 90◦ angle.
Mark off a 35◦ angle. Measure the other
angle.
The other angle has an angle of 55◦
THURSDAY – I DO
Another Way: Use an equation.
The 90◦ angle measure is the sum of two parts. One
angle is 35◦. Find the unknown angle measure. Let r
represent the unknown angle measure.
35 + r = 90. We know that we need to get the
variable alone. Using what we know about fact
families, I can re-write the equation as:
90 – 35 = r.
55 = r
So, the angle shown on the red piece measures 55◦.
THURSDAY – I DO
Ex. 2: Find the combined measure of the angle
shown.
One of the angles is 20◦. The symbol on the other
angle shows that it is a right angle. Therefore, it is
90◦. Let a represent the unknown angle measure.
a = 20◦ + 90◦
a = 110◦
So, the combined measure of the angle is 110◦.
THURSDAY – WE DO
Find each unknown.
1.
2.
THURSDAY – YOU DO
Find each unknown.
1.
2.
THURSDAY – YOU DO
• Chapter 14, Lesson 7 McGraw-Hill Volume 2. pgs.
913-914 , 4, 7, 8, 11, 13
Group 1 (with teacher)
• Materials: protractors, index cards
• Each student will draw one angle on an index card
and write its measure.
• Shuffle all the cards together and pass out one
card to each student.
• Have two students come together and find the
total angle measure of their two cards.
• Repeat the exercise.
THURSDAY – YOU DO
• Chapter 14, Lesson 7 McGraw-Hill Volume 2. pgs. 913-914 , 412 (even), 13
Groups 2 and 3
• Materials: protractors, index cards
• Have students draw two different angles on separate cards.
Do not label. Cards are shuffled together.
• Two cards are given to each student who measures each
angle and records it on the card. On a third card the
combined angle measure is written.
• Then the cards of the combined angle measures are shuffled
separately from the angle cards.
• Students will take one card from each pile. They are to
determine the unknown angle measure using the information
given on the two cards
THURSDAY – YOU DO
• Chapter 14, Lesson 7 McGraw-Hill Volume 2. pgs. 913-914 , 48 (even), 10-13
Group 4
• Materials: protractors, index cards
• Have students write riddles with the following two sentence
stems.
• 1. My combined angle measure is _____. One angle measures
_____. What is my other angle’s measure?
• 2. One angle measures _____. The other angle measures
_____. What is my combined angle measure?
• Cards are shuffled together. One card is given to each
student. On the back of the card the riddle is solved by
drawing and labeling the given angles.
ASSESSMENT
Students will sketch a diagram based on the following
description:
• Should be a combined angle composed of two
individual angles.
• 2 One of the individual angles should have a
measure of 60 degrees.
• The combined angle should have a measure of 100
degrees.
• Students should label each angle with their
measures. They should label the unknown angle
measure with a variable, and write an equation
than can be used to find the measure of the
unknown angle. Then they should find the measure
of the unknown angle.