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4.3.1.1 Describe, classify and sketch triangles, including equilateral, right, obtuse and acute triangles. Recognize triangles in various contexts. 4.3.1.2 Describe, classify and draw quadrilaterals, including squares, rectangles, trapezoids, rhombuses, parallelograms and kites. Recognize quadrilaterals in various contexts. What students should know and be able to do [at a mastery level] related to these benchmarks: • identify angles as right, obtuse or acute For example: Find 3 things in the classroom that have angles that are right (measure 90 degrees). Find 3 things that have acute angles (those that measure less than 90 degrees). • name and classify triangles based on angle measure • classify and accurately label quadrilaterals based on attributes • draw, build or sketch a triangle or quadrilateral based on given criteria For example: Sketch a triangle with 3 acute angles; or draw a quadrilateral with exactly one set of parallel sides. • recognize triangles and quadrilaterals in everyday objects, architecture and art 4.3.3.1 Apply translations (slides) to figures. 4.3.3.2 Apply reflections (flips) to figures by reflecting over vertical or horizontal lines and relate reflections to lines of symmetry. 4.3.3.3 Apply rotations (turns) of 90˚ clockwise or counterclockwise. 4.3.3.4 Recognize that translations, reflections and rotations preserve congruency and use them to show that two figures are congruent. What students should know and be able to do [at a mastery level] related to these benchmarks: • Draw a translation (slide), reflection (flip), and 90˚ rotation (turn) of a given figure. • Identify how two figures are related through a translation, reflection, or 90˚ rotation (clockwise or counterclockwise). • Identify lines of symmetry. • Draw figures that have a line of symmetry. • Show that two shapes are congruent by using translation, reflection or rotation. Understand that the area of a two-dimensional figure can be found by counting the total number of same size square units that cover a shape without gaps or overlaps. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. Find the areas of geometric figures and real-world objects that can be divided into rectangular shapes. Use square units to label area.