Download 4.3.1.1 Describe, classify and sketch triangles, including equilateral

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.