Download Assessment Master

Name
Master 3.1
Date
Unit Rubric: Geometry
Not Yet Adequate
Adequate
Proficient
Excellent
Reasoning;
Applying concepts
 shows understanding of shows little
understanding; may be
figures and solids by:
unable to:
– describing and
making
generalizations
– comparing and
sorting
– explaining or
demonstrating
relationships
– describing examples
– describe properties
– compare and sort
figures and solids
– explain or demonstrate
relationships
– describe geometric
properties in everyday
experiences
in everyday
experiences
shows some
understanding (may be
vague or incomplete);
partially able to:
– describe properties
– compare and sort
figures and solids
– explain or
demonstrate
relationships
– describe geometric
properties in
everyday experiences
shows understanding;
able to clearly and
appropriately:
– describe properties
– compare and sort
figures and solids
– explain or
demonstrate
relationships
– describe geometric
properties in
everyday experiences
shows thorough
understanding; in
various contexts, able
to precisely and
effectively:
– describe properties
– compare and sort
figures and solids
– explain or
demonstrate
relationships
– describe geometric
properties in
everyday
experiences
Accuracy of
procedures
 identifies and classifies
lines, angles, figures,
and solids according to
their attributes
makes frequent minor
errors in:
– identifying and
classifying lines,
angles, figures, and
solids
– constructing and
relating nets
makes few errors in:
makes no errors in:
– identifying and
classifying lines,
angles, figures, and
solids
– identifying and
classifying lines,
angles, figures, and
solids
– constructing and
relating nets
– constructing and
relating nets
may be unable to use
appropriate strategies to
investigate and create
geometric problems
with limited help, uses
some appropriate
strategies to
investigate and create
geometric problems;
partially successful
uses appropriate
strategies to
investigate and create
geometric problems
successfully
uses appropriate, often
innovative strategies to
investigate and create
geometric problems
successfully
 explains reasoning and
procedures clearly
unable to explain
reasoning and
procedures clearly
partially explains
reasoning and
procedures
explains reasoning and
procedures clearly
explains reasoning and
procedures clearly,
precisely, and
confidently
 uses appropriate
geometric terms and
symbols (e.g., names
of lines, figures, and
solids)
uses few appropriate
mathematical terms or
symbols appropriately
uses some appropriate
mathematical terms
and symbols
uses appropriate
mathematical terms
and symbols
uses a range of
appropriate
mathematical terms
and symbols with
precision
 constructs and relates
nets to 3-D solids
makes major errors in:
– identifying and
classifying lines,
angles, figures, and
solids
– constructing and
relating nets
Problem-solving
strategies
 uses a range of
appropriate strategies
to investigate and
create geometric
problems
Communication
Copyright © 2004 Pearson Education Canada Inc. 53
Name
Master 3.2
Date
Ongoing Observations: Geometry
The behaviours described under each heading are examples; they are not intended to be an exhaustive list of all
that might be observed. More detailed descriptions are provided in each lesson under Assessment for Learning.
STUDENT ACHIEVEMENT: Geometry
Student
Reasoning;
Applying concepts
Accuracy of
procedures
Problem solving
Communication
 Describes
properties
 Explains
relationships
 Offers reasoned
predictions, and
generalizations
 Identifies and
classifies lines,
angles, figures, and
solids
 Constructs and
relates nets to
solids
 Solves/creates
problems involving
figures and solids
(including
constructions)
 Uses mathematcial
language and
symbols
(e.g., attributes)
 Explains
procedures and
solutions
Use locally or provincially approved levels, symbols, or numeric ratings.
54 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.3
Date
Performance Assessment Rubric:
Under Construction
Not Yet
Adequate
Adequate
Proficient
Excellent
unable to explain or
apply:
– attributes of figures,
including angles
– congruence
– relationships between
figures and solids
partially explains, and
applies:
– attributes of figures,
including angles
– congruence
– relationships between
figures and solids
explains and applies:
– attributes of
figures, including
angles
– congruence
– relationships
between figures
and solids
thoroughly and
effectively explains and
applies:
– attributes of figures,
including angles
– congruence
– relationships between
figures and solids
makes major errors in:
– naming objects and
figures
– sketching figures
– describing angles and
lines
– constructing nets
makes frequent minor
errors in:
– naming objects and
figures
– sketching figures
– describing angles and
lines
– constructing nets
makes few errors in:
– identifying objects
and figures
– sketching figures
– describing angles
and lines
– constructing nets
rarely makes errors in:
– identifying objects and
figures
– sketching figures
– describing angles and
lines
– constructing nets
uses few effective
strategies to:
– design the castle and
build its model; may be
unworkable
– incorporate the
required figures into
window design
uses some appropriate
strategies, with partial
success, to:
– design the castle and
build its model; may
have major flaws
– incorporate the
required figures into
window design
uses appropriate
and successful
strategies to:
– design the castle
and build its model;
may have some
flaws
– incorporate the
required figures
into window design
uses innovative and
effective strategies to:
– design the castle and
build its model; may
have minor flaws
– incorporate the
required figures into
window design
 explains design clearly
unable to explain design
clearly
partially explains
design
explains design
clearly
explains design clearly,
precisely, and
confidently
 uses appropriate terms
and symbols related to
geometric properties
and relationships
(e.g., names of figures
and solids, congruent,
degrees)
uses few appropriate
mathematical terms or
symbols
uses some appropriate
mathematical terms
and symbols
uses appropriate
mathematical terms
and symbols
uses a range of
appropriate
mathematical terms and
symbols with precision
Reasoning; Applying
concepts
 shows understanding by
demonstrating,
explaining and applying
concepts in geometry,
including:
– attributes of figures,
including angles
– congruence
– relationships between
figures and solids (e.g.,
castle, wall, and sketch)
Accuracy of
procedures
 accurately:
– identifies objects and
figures
– sketches a variety of
figures (windows),
including congruent
figures, on graph paper
– describes angles
– constructs nets
Problem-solving
strategies
 uses appropriate
strategies to design:
– a castle model that can
be built from materials
– windows that include
congruent figures, and
examples of the figures
studied
Communication
Copyright © 2004 Pearson Education Canada Inc. 55
Name
Master 3.4
Date
Unit Summary: Geometry
Review assessment records to determine the most consistent achievement levels for the assessments conducted.
Some cells may be blank. Overall achievement levels may be recorded in each row, rather than identifying
levels for each achievement category.
Most Consistent Level of Achievement*
Strand: Shape and Space:
Geometry
Reasoning;
Applying
concepts
Accuracy of
procedures
Problem
solving
Communication
Ongoing Observations
Strategies Toolkit
(Lesson 11)
Work samples or portfolios;
conferences
Show What You Know
Unit Test
Unit Problem:
Under Construction
Achievement Level for reporting
*Use locally or provincially approved levels, symbols, or numeric ratings.
Self-Assessment:
Comments: (Strengths, Needs, Next Steps)
56 Copyright © 2004 Pearson Education Canada Inc.
OVERALL
Name
Master 3.5
Date
To Parents and Adults at Home …
During the next three weeks, your child’s class will be exploring geometry.
Through daily activities, your child will explore the relationship between flat,
two-dimensional figures and solid, three-dimensional objects in the world
around them.
In this unit, your child will:
 Construct congruent figures.
 Explore angles.
 Recognize and identify horizontal, vertical, perpendicular, intersecting,
and parallel lines.
 Sort and classify figures.
 Explore solids.
 Build nets.
Geometry is an important part of a student’s mathematical experience.
Geometry provides students with a strong link between the mathematics they
learn in the classroom and the real world.
Here are some suggestions for activities to do at home.
Look around the kitchen for different objects that have the same shape as a
solid. For example, a can of soup is a cylinder, a cereal box is a rectangular
prism, and an orange is a sphere.
Find objects that have the same shape, but have different sizes. For example,
drinking glasses often have the same shape, but come in different sizes.
Copyright © 2004 Pearson Education Canada Inc. 57
Name
Master 3.6
Figures 1
58 Copyright © 2004 Pearson Education Canada Inc.
Date
Name
Master 3.7
Date
6-Division Protractor
Copyright © 2004 Pearson Education Canada Inc. 59
Name
Master 3.8
Quadrilaterals 1
60 Copyright © 2004 Pearson Education Canada Inc.
Date
Name
Master 3.9
Date
Quadrilaterals 2
Copyright © 2004 Pearson Education Canada Inc. 61
Name
Master 3.10
Quadrilaterals Venn Diagram
62 Copyright © 2004 Pearson Education Canada Inc.
Date
Name
Master 3.11
Date
Figures 2
Copyright © 2004 Pearson Education Canada Inc. 63
Name
Master 3.11b
Figures 2
64 Copyright © 2004 Pearson Education Canada Inc.
Date
Name
Master 3.12
Date
Face-Off Game Cards
Copyright © 2004 Pearson Education Canada Inc. 65
Name
Master 3.13a
Date
LESSON 8A: Exploring Nets of Solids
EXPLORE
You will need a cereal box or a Toblerone box and a pair of scissors.






Cut along the edges of the box until you can lay it flat.
Place the flattened box on a large piece of paper.
Trace the box and cut out the tracing.
Use a ruler to draw the fold lines on the tracing.
Write about the figures you see.
Fold the tracing along the fold lines.
Show and Share
Share your tracing with another pair of students.
How are your tracings the same?
How are they different?
CONNECT
A cutout that we can fold to form a model of a solid is called a net.
We can make a net for a solid from its faces.
The faces must be arranged so that they can be folded to make the solid.
There are different ways to arrange the faces to make a net.
This rectangular prism has 2 congruent square faces and 4 congruent
rectangular faces.
Here are the steps to make a net for this prism.
 Trace around a
square face
2 times.
66 Copyright © 2004 Pearson Education Canada Inc.
Name
Date
Master 3.13b
 Trace around a
rectangular face
4 times.
 Place the
rectangles as
shown.
Tape the longer
sides together.
 Tape a square to
each end of one
rectangle.
 To check that this
is a net, fold it to
make a
rectangular prism.
Here is another net for the same
rectangular prism. One of the
congruent squares is in a different
position.
Copyright © 2004 Pearson Education Canada Inc. 67
Name
Date
Master 3.13c
PRACTICE
1. Which of these pictures are nets of a cube? How do you know?
a)
b)
c)
2. How many different nets can you make for a cube? Draw each net on grid
paper. How do you know all of them are different?
3. Design and draw a net for:
a) a square pyramid
b) a triangular pyramid
c) a triangular prism
4. The net for a solid has 3 pairs of congruent rectangles.
a) What kind of solid is it? How do you know?
b) Draw a net for the solid.
5. This is part of a net for a rectangular prism. Copy this figure on grid
paper. Draw the other faces to complete the net. How many different
ways can you do this? Show your work.
Reflect
Draw a net that you could use to make a box to hold chocolates. What kind of
solid will your net make? Explain how you made your net.
68 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.14
Date
Additional Activity 1:
Look Out for Angles
Work with a partner.
You will need old magazines, scissors, glue, a card with a square corner,
and heavy paper.
 Look for angles in the magazines.
Cut out each angle.
 Use the card to measure the angles as less than, equal to,
or greater than a right angle.
 Sort the angles by these attributes:
• Has all angles less than a right angle.
• Has all right angles.
• Has all angles greater than a right angle.
 Glue the angles on heavy paper to make an angle collage.
Take It Further: Draw a picture. Include items with right angles, angles less
than a right angle, and angles greater than a right angle.
Copyright © 2004 Pearson Education Canada Inc. 69
Name
Master 3.15
Date
Additional Activity 2:
Congruent Figures
Work with a partner.
You will need a ruler, triangular or square grid paper, scissors, glue,
and heavy paper.
 Draw 10 four-sided figures each.
 Write your initials on each figure.
 Cut out each figure.
 Place your figures and your partner’s figures on a table.
Look for congruent figures.
 If you find no congruent figures, choose one figure and draw a figure
congruent to it on grid paper.
 Glue each pair of congruent figures on heavy paper.
Write how you know the figures in each pair are congruent.
Take It Further: Repeat the activity. Draw figures that are not
four-sided figures.
70 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.16
Date
Additional Activity 3:
Go Fish for Faces
Play with a partner.
You will need 36 Face-Off game cards (Master 3.12) and models of solids.
Each card shows the face of a solid.
The goal is to use all your cards to make solids.
How to play:
1. Decide who will be the dealer.
The dealer deals 6 cards to each player.
Players do not show their cards.
The deck of remaining cards is placed face down.
2. Players take turns. Player A looks at his cards.
If the cards show the faces of a solid, he places the cards face up and
says the name of the solid.
3. If Player A cannot make a solid with his cards, he asks Player B for a card
he needs to complete a solid.
If Player B has this card, she gives it to Player A.
If Player B does not have this card, she tells Player A to “go fish.”
Player A takes a card from the deck.
4. Player B has a turn.
5. Play continues until one player has no cards left or until all the cards have
been used.
The first player to use all his cards, or the player with the fewer cards left
when all the cards have been used, is the winner.
Take It Further: Play the game again. Add cards that show different faces,
such as hexagons and pentagons.
Copyright © 2004 Pearson Education Canada Inc. 71
Name
Master 3.17
Date
Additional Activity 4:
Prisms and Pyramids
Work with a partner.
You will need models of various prisms and pyramids, and 4-column charts.
 Select 2 different prisms.
Name them.
 Work together. Look at one of the prisms.
Count the number of faces, edges, and vertices.
Record your findings in a table.
 Count the number of faces, edges, and vertices on the other prism.
Record your findings.
 Tell how the prisms are similar.
Tell how the prisms are different.
 Select 2 different pyramids.
Name them.
 Look at one of the pyramids.
Count the number of faces, edges, and vertices.
Record your findings in a chart.
 Count the number of faces, edges, and vertices on the other pyramid.
Record your findings.
 Tell how the pyramids are similar.
Tell how the pyramids are different.
Take It Further: Choose 1 prism and 1 pyramid. Tell how the models are alike
and how they are different.
72 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.18
Date
Step-by-Step 1
Lesson 1, Question 4
Use a geoboard or square dot paper.
Make each figure.
Join the dots to divide each figure.
Check that you understand the meaning of “congruent.”
Step 1 Divide this figure into 3 congruent triangles.
Hint: Make each triangle 2 units long at the bottom.
Step 2 Divide this figure into 3 congruent rectangles.
Hint: Make 1 side of each rectangle 2 units long.
Step 3 Divide this figure into 4 congruent shapes.
Hint: Make 4 rectangles.
Which figure can you divide in different ways?
_______________________________________________________
Why can you not divide the other figures in different ways?
_______________________________________________________
Copyright © 2004 Pearson Education Canada Inc. 73
Name
Master 3.19
Date
Step-by-Step 2
Lesson 2, Question 6
Step 1 Use a ruler and draw a line. Mark one end of the line with a dot.
Step 2 Use a ruler to draw another line that starts at the dot.
Step 3 Use a 6-division protractor transparency to measure your angle.
 Place the baseline of the protractor on one line.
 Place the centre mark of the protractor on the dot.
 Count from 0 along the protractor until you reach the other line.
Read and record the angle’s measure.
_______________________________________________________
Step 4 Use the words baseline, arm, vertex, and degrees to explain what
you did.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
74 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.20
Date
Step-by-Step 3
Lesson 3, Question 4
Step 1 Look at the 90º mark on a protractor.
What kind of angle measures 90º?
_______________________________________________________
Step 2 Use a ruler to draw an angle you think is less than 90º.
Step 3 Use a ruler to draw an angle you think measures 90º.
Step 4 Use a ruler to draw an angle you think is greater than 90º.
Step 5 Use a protractor to check that each angle is the correct size.
Copyright © 2004 Pearson Education Canada Inc. 75
Name
Master 3.21
Date
Step-by-Step 4
Lesson 4, Question 6
Step 1 List 3 attributes of parallelograms.
_______________________________________________________
_______________________________________________________
_______________________________________________________
Step 2 Use a ruler and draw a
parallelogram on the dots.
Step 3 Write something about a parallelogram that is never true.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Step 4 Write something about a parallelogram that is sometimes true.
_______________________________________________________
_______________________________________________________
_______________________________________________________
Step 5 Write something about a parallelogram that is always true.
_______________________________________________________
_______________________________________________________
_______________________________________________________
76 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.22
Date
Step-by-Step 5
Lesson 5, Question 4
Step 1 List some attributes of a square. Hint: Think about angles and sides.
_______________________________________________________
_______________________________________________________
Why is this quadrilateral not a square?
Step 2 List some attributes of a rectangle. Hint: Think about angles and sides.
_______________________________________________________
_______________________________________________________
Why is this quadrilateral not a rectangle?
Step 3 List some attributes of a rhombus.
_______________________________________________________
_______________________________________________________
Why is this quadrilateral not a rhombus?
Step 4 List some attributes of a kite.
_______________________________________________________
_______________________________________________________
Why is this quadrilateral not a kite?
Copyright © 2004 Pearson Education Canada Inc. 77
Name
Master 3.23
Date
Step-by-Step 6
Lesson 6, Question 4
 Use the “Attributes of Quadrilaterals” chart in your book to solve these
riddles.
 All the figures are quadrilaterals.
Write down all the different figures you find for each riddle.
a) I do not have any right angles.
All my sides are the same length.
What am I?
_____________________________________________________
b) All 4 of my angles are right angles.
I have 2 pairs of equal sides.
What am I?
_____________________________________________________
c) I have 2 parallel sides.
I have 2 right angles.
What am I?
_____________________________________________________
d) Make up your own riddle by filling in two or more of these phrases:
I have _____ parallel sides.
I have _____ right angles.
I have _____ opposite sides equal.
I have _____ adjacent sides equal.
Trade riddles with a classmate.
Solve your classmate’s riddle.
78 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.24
Date
Step-by-Step 7
Lesson 7, Question 3
Step 1 What makes 2 figures similar?
Hint: Think about the lengths of sides and the sizes of angles.
_______________________________________________________
_______________________________________________________
Use words and pictures to show your answer for each of these questions.
Step 2 Are all squares similar?
________________________________
________________________________
________________________________
Step 3 Are all rectangles similar?
________________________________
________________________________
________________________________
Step 4 Are all triangles similar?
________________________________
________________________________
________________________________
Copyright © 2004 Pearson Education Canada Inc. 79
Name
Master 3.25
Date
Step-by-Step 8
Lesson 8, Question 4
Step 1 Use words and pictures. Explain the difference between
a pyramid and a prism.
______________________________
______________________________
______________________________
Step 2
Are these the faces of a pyramid or a prism? ____________________
What is the name of the solid? _______________________________
How do you know? ________________________________________
_______________________________________________________
_______________________________________________________
Step 3
Are these the faces of a pyramid or a prism? ____________________
What is the name of the solid? _______________________________
How do you know? ________________________________________
_______________________________________________________
_______________________________________________________
80 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.26
Date
Step-by-Step 8A
Lesson 8A, Question 5
This is part of a net for a rectangular prism.
Step 1 How many faces make up a rectangular prism? _________________
How many faces do you need to add to this figure to make a
rectangular prism? ________________________________________
Step 2 Copy the figure on grid paper.
Use the same paper and sketch the faces you need to add.
Step 3 Cut out the figure and the faces.
Place the cutouts together to make a net for a rectangular prism.
Use tape to join the cutouts.
Can you fold your creation to make a rectangular prism?
_____________________________________________________________
Step 4 Sketch the net you made.
Cut apart your net, and re-arrange the pieces to make another net.
Sketch this net.
Copyright © 2004 Pearson Education Canada Inc. 81
Name
Master 3.27
Date
Step-by-Step 9
Lesson 9, Question 4
Think about how to sort solids using faces, edges, and vertices.
Think about how to sort solids using the shapes of their bases.
Complete each sentence. Use “all,” “some,” or “no” to make each sentence true.
Explain how you know the sentence is true.
Step 1 _________________ rectangular prisms have 6 vertices.
This is true because
_______________________________________________________
Step 2 _________________ cubes are rectangular prisms.
This is true because
_______________________________________________________
Step 3 _________________ rectangular prisms are cubes.
This is true because
_______________________________________________________
Step 4 _________________ triangular prisms have 5 congruent faces.
This is true because
_______________________________________________________
82 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.28
Date
Step-by-Step 10
Lesson 10, Question 3
Step 1 Make a list of the solids you know.
Solid
Edges
Vertices
Step 2 Record the number of edges and the number of vertices in each solid.
Step 3 Use Plasticine and drinking straws to make skeletons for some of
these solids. Look for patterns.
Step 4 Underline the solids in your list that have skeletons with 20 or
fewer edges, and 6 or fewer vertices.
Copyright © 2004 Pearson Education Canada Inc. 83
Name
Master 3.29
Date
Unit Test: Unit 3 Geometry
Part A
Use one tan Pattern Block.
1. Measure the side lengths of each figure.
Label each angle as a right angle (R), less than a right angle (L), or greater
than a right angle (G).
Figure
Side lengths
A
B
C
2. Which figures in Question 1 are congruent?
Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Name the figure in Question 1.
What are the attributes of this figure?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
84 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.29b
Date
Unit Test continued
Part B
4. This hexagon is one face of a solid.
a) Sketch the other faces if this solid was a hexagonal prism.
b) Sketch the other faces if this solid was a hexagonal pyramid.
c) Look at the figures you sketched in parts a and b.
Which figures are congruent? How do you know?
__________________________________________________________
__________________________________________________________
__________________________________________________________
Copyright © 2004 Pearson Education Canada Inc. 85
Name
Master 3.29c
Date
Unit Test continued
Part C
5. Use 1-cm grid paper.
a) Draw a rectangle.
b) Name all the solids you know that have a rectangular face.
__________________________________________________________
__________________________________________________________
__________________________________________________________
c) Draw the faces of each solid you named.
d) Give an example of an object that matches each solid you named in part b.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
6. Use triangular dot paper.
a) Draw a net for a triangular pyramid and a net for a triangular prism.
b) Describe how your nets are the same and how they are different.
__________________________________________________________
__________________________________________________________
__________________________________________________________
86 Copyright © 2004 Pearson Education Canada Inc.
Name
Master 3.30
Sample Answers
Unit Test – Master 3.29
Part A
1.
Figure
Side lengths
A
1 cm by 1 cm by 1 cm by 2 cm
B
2 cm by 2 cm by 2 cm by 4 cm
C
1 cm by 1 cm by 1 cm by 2 cm
2. Figures A and C are congruent. They have the
same size and shape.
3. All of the figures are trapezoids. A trapezoid
has one pair of parallel sides.
Part B
4. a)
Date
b)
Part C
5. a) Student should draw a rectangle on 1-cm
grid paper.
b) Triangular prism, rectangular prism,
rectangular pyramid
c) Student should draw the appropriate
number of faces needed to form solids
named in part b.
(See page 101 in Student Edition.)
d) Toblerone bar, cereal box, tent
6. a) Students should draw a net consisting of
4 congruent triangles that will fold into a
triangular pyramid, and a net consisting of
3 congruent rectangles and 2 congruent
triangles arranged so that it will fold into a
triangular prism.
b) The nets are the same because they both
have triangular bases. They are different
because the pyramid has 1 triangular base
and the prism has 2. The pyramid has
4 faces, 6 edges, and 4 vertices. The prism
has 5 faces, 9 edges, and 6 vertices.
c) All of the rectangles are congruent; all of
the triangles are congruent. The hexagon
is regular.
Copyright © 2004 Pearson Education Canada Inc. 87
Name
Master 3.38
Date
Curriculum Focus Activity:
Exploring Lines
A horizontal line goes left and right.
A vertical line goes up and down.
Two lines that cross at a point are intersecting lines.
Two lines that intersect at right angles are perpendicular lines.
Two lines that never meet are parallel lines.
PRACTICE
1. Draw:
a) a pair of parallel lines that are vertical
b) a pair of intersecting lines that are not perpendicular
2. Look at these letters: A B D F H K L M N T V W X Y Z
Which letters have:
a) 2 pairs of parallel lines?
b) just 1 pair of perpendicular lines?
c) 1 pair of parallel lines?
d) just 1 horizontal line?
e) just 1 vertical line?
f) 1 pair of intersecting lines?
3. Use dot paper. Draw a figure with:
a) 2 pairs of parallel sides
b) 1 pair of perpendicular sides
4. Find a black and white picture in a magazine or newspaper.
a) Colour a horizontal line red.
b) Colour a vertical line orange.
c) Colour 2 other lines that are perpendicular blue.
d) Colour 2 different lines that are intersecting green.
e) Colour 2 different lines that are parallel yellow.
88 Copyright © 2004 Pearson Education Canada Inc.
Extra Practice Masters 3.31–3.37
Go to the CD-ROM to access editable versions of these Extra Practice Masters.
Copyright © 2004 Pearson Education Canada Inc. 89