Grade 3 Geometry and Perimeter SDadfa;sdklfjas;Unit Overview

Reason with shapes and their attributes.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g.,having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses,rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any ofthese subcategories.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear andarea measures.8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given theside lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or withthe same area and different perimeters.

Day 1: Investigations Unit 4 Session 3.1 Building Triangles

Day 2: Investigations Unit 4 Session 3.3 Squares, Rectangles, and Other Quadrilaterals

Although it is not required for students to name acute,obtuse, and right angles, this lesson will help studentsuse appropriate language as they categorizequadrilaterals by attributes.

*Keep one or two examples of a triangle with a rightangle to use Day 2.

During the introduction, hold up the triangles from yesterday withthe right angle. Ask students what they notice about the angle inthe triangle and the angles in the rectangle and square.

Skip 2B – LogoPaths Activity: Feed the Turtle as this is 4th gradeangle work.

The discussion “Squares and Rectangles” is vital to this session.When discussing the shapes of the corners, use “right or square”angle as a reference.

Day 3: Investigations Unit 4 Session 3.4 Right Angles and Not-Right Angles

Day 4 Day 5

This lesson will help students begin to see different categories ofquadrilaterals.

Instead of Activity 2: Finding Angles – Tell students today they will becreating quadrilaterals that are not rectangles or squares.

As students work, look for some examples of a rhombus (you will want touse these during the discussion).

Discussion: Hold up the examples of rhombuses. Ask, What is the sameabout these quadrilaterals? What is different? Next, put up an example of a rectangle and a rhombus, ask students tothink, pair, share about how these quadrilaterals are the same and howthey are different. Create an anchor chart as students share to comparerectangles and rhombus (how they are the same, how are they different –see example on Investigations page 122). Create a second chart in thesame manner comparing squares and rhombuses.

See exit ticket (attached)

More Quadrilateral work

Intro trapezoid. Then havestudents sort quadrilaterals

Not quadrilaterals

Day 6 Day 7 Day 8 Day 9 Day 10Shapes culminationThe Greedy Triangle

Measuring Aroundshapes with squaretiles and centimeter

cubes

Ordering shapes byperimeter and introMissing MeasuringLogoPaths

Mystery Perimeters‐ logopaths

Perimeters of buildingshapes sab p.17

Day 3 Exit Ticket Name: ________________________

Like Me, Like Me Not

Both of these shapes have 4 sides and 4 corners.

1. What is another attribute that they have in common?

2. Describe an attribute that is different between the two shapes above.

Day 3 Exit Ticket Name: ________________________

Like Me, Like Me Not

Both of these shapes have 4 sides and 4 corners.

1. What is another attribute that they have in common?

2. Describe an attribute that is different between the two shapes above.

Day 4: Sorting QuadrilateralsReason with shapes and their attributes.3.G.1 Understand that shapes in different categories (e.g.,rhombuses, rectangles, and others) may share attributes(e.g., having four sides), and that the shared attributes candefine a larger category (e.g., quadrilaterals). Recognizerhombuses, rectangles, and squares as examples ofquadrilaterals, and draw examples of quadrilaterals that donot belong to any of these subcategories.

Emphasized Standards for Mathematical Practice:

3. Construct viable arguments and critique the reasoningof others

5. Use appropriate tools strategically.

6. Attend to precision.

Materials: ‐ Defining Quadrilaterals – overhead or record on poster‐ Venn Diagram (sorting circles) for each pair of students-

make out of large construction paper or string‐ quadrilateral set (attached)‐ What’s the Rule? Exit ticket

Words that you should hear students using inmathematical conversations:corner (angle) quadrilateralopposite sides equal (congruent)opposite sides won’t meet (parallel)

Ten Minute Math: Practicing Place Value: Write 538 on the board and have students practice saying it to a partner. Make sure all studentscan read, write, and say this number correctly. Ask students to find and sketch 5-6 different ways to make 538 using onlystrips of 10 and single stickers.Collect a few examples and ask students how they found their answers. Ask all students, “Did anyone notice a pattern?”

Before: Defining Quadrilaterals. Have students look closely at the rhombuses and copy them in their math notebook. Then havestudents record observations about rhombuses. Repeat with squares. Next, ask students “what would need to be done tothis rhombus to make it a square?” Why is there a square in the group of rhombuses?” After students have had sometime to think and write independently, have them get into groups of 4 and create a statement: For a rhombus to become asquare…

During: Yesterday, we spent some time sorting quadrilaterals using different attributes (re-visit anchor chart). Today, we are goingto use Venn Diagrams to sort quadrilaterals. In a Venn Diagram all of the shapes in a circle follow the same rule.Shapes in the part that overlap follow the rules in both circles. Today you are going to continue sorting quadrilateralsusing more than one attribute. You will choose two attributes from our anchor chart. Place shapes in the circle thatmatches the attributes you selected. Remember to place shapes that have both attributes in the part of the circle thatoverlap so that it is in both circles. If you have time, try to repeat with two new attributes.

Partner groups sort quadrilaterals using Venn Diagrams and attributes identified yesterday.

After: One group had the attributes “all opposite sides will not meet” and “at least 1 square corner” Ask students, where shouldthey put the parallelogram (k), the right trapezoid (m), and the square (a)? Ask students to explain how they decided toput it where they did in the Venn Diagram.

Evaluation: What’s the Rule

Day 4:  Before

Defining Quadrilaterals

Directions: Look closely at the shapes in each group. What do all of the shapes in the group have in common? What do you noticeabout the length of the sides? What do you notice about the corners? Will the opposite sides ever meet each other?

These are all rhombuses.

Observations about rhombuses

These are all squares.

Observations about squares.

When does a rhombus become a square?

MATHEMATICS • GRADE 3• UNIT 5: Geometry Georgia Department of EducationDr. John D. Barge, State School Superintendent May 2012 • All Rights Reserved

Day 4: Exit Ticket – What’s the Rule?Name:_______________

Draw each shape where it belongs in the Venn Diagram.

AllOpposite Sides Equal No Square Corners

All opposite sides equal in length No square angles (corners)

A B

C

D E

Day 5: Properties of QuadrilateralsReason with shapes and their attributes.3.G.A.1 Understand that shapes in different categories (e.g.,rhombuses, rectangles, and others) may share attributes(e.g., having four sides), and that the shared attributes candefine a larger category (e.g., quadrilaterals). Recognizerhombuses, rectangles, and squares as examples ofquadrilaterals, and draw examples of quadrilaterals that donot belong to any of these subcategories.

Emphasized Standards for Mathematical Practice:3. Construct viable arguments and critique the reasoning

of others5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure.

Materials: ‐ Defining Quadrilaterals poster or overhead‐ Triangle, dot or graph paper (students should choose

which to use) to create polygons‐ Quadrilateral Riddles‐ Square Disguise Exit Ticket

Words that you should hear students using inmathematical conversations:corner (angle) quadrilateralsides opposite sidesequal (congruent) opposite sides won’t meet (parallel)

Ten Minute Math: Practicing Place Value: Say “one hundred twenty-three” and ask students to write the number. Make sure all studentscan read, write, and say this number correctly. Ask students to solve these problems mentally

‐ what is 123+20? 123+40? 123+60? 123+200? 123+400? 123+600? ‐ Write each answer on the board. Ask students to compare each sum or difference with 637‐ Which places have the same digits? Which do not? Why?

If time remains, pose additional similar problems using 261 and 198.

Before: Defining Quadrilaterals. Have students look closely at the rectangles and copy them in their math notebook. Then havestudents record observations about rectangles. Repeat with trapezoids. Next, ask students “what would need to be doneto a trapezoid to make it a rectangle?” After students have had some time to think and write independently, have them getinto groups of 4 and create a statement: For a trapezoid to become a rectangle…

During: Read the book the Greedy Triangle to introduce students to shapes that aren’t quadrilaterals or rectangles. Ask students,“What shapes did the triangle want to turn into? What did the triangle have to do to become a square” Ahexagon?” (Students have had experiences with many of these shapes in 1st and 2nd grade so this lesson is just a review).The work in this lesson is designed to help students not only remember these shapes, but to also see differentrepresentations of each of these shapes.

List all of the shapes in the Greedy triangle on a chart/poster and ask students what’s different about each shape. Tell students that today they will be creating shapes using triangle, dot or graph paper.

After: Have students bring their drawings to the discussion area. Ask students to quickly hold up their work and point to apentagon. Ask, “How do you know all of these shapes are pentagons?” Draw a regular pentagon (all sides the samelength and all angles equal) and a square on the board. Ask students, “What attribute does the pentagon share with thesquare?” Students may say, all straight lines, closed figure. Tell students to look closely at the length of the sides of thepentagon. Students should notice that all the sides are the same length. Say, “find shapes on your paper that wouldmatch the attribute ‘all sides the same length’.

Evaluation: Square Disguise Exit Ticket

Day 5: Before - Defining Quadrilaterals

These are all rectangles.

Observations about rectangles.

These are all trapezoids.

Observations about trapezoids.

“What would need to be done to a trapezoid to make it a rectangle?”

MATHEMATICS • GRADE 3• UNIT 5: Geometry Georgia Department of EducationDr. John D. Barge, State School Superintendent May 2012 • All Rights Reserved

Day 5: Shapes that aren’t Triangles or quadrilateralsName:________________________

Creating Polygons

Directions: Use the triangle paper below to create 2-3 different examples of each of the following: triangles, quadrilaterals,pentagons, hexagons, octagons, decagons. Label each shape.

Name:________________________

Creating Polygons

Directions: Use the dot paper below to create 2-3 different examples of each of the following: triangles, quadrilaterals,pentagons, hexagons, octagons, decagons. Label each shape.

Day 5 Exit Ticket

Day 6: Shapes Culminating ActivityReason with shapes and their attributes.3.G.A.1 Understand that shapes in different categories (e.g.,rhombuses, rectangles, and others) may share attributes(e.g., having four sides), and that the shared attributes candefine a larger category (e.g., quadrilaterals). Recognizerhombuses, rectangles, and squares as examples ofquadrilaterals, and draw examples of quadrilaterals that donot belong to any of these subcategories.

Emphasized Standards for Mathematical Practice:3. Construct viable arguments and critique the reasoning

of others5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Materials: Quadrilateral RiddlesThe book, The Greedy TriangleMaterials for students to make Shape --shifter books

Words that you should hear students using inmathematical conversations:corner (angle) sidesopposite sides equal (congruent)opposite sides won’t meet (parallel)quadrilateral, parallelogram, trapezoid, rhombus,rectangle, square

Ten Minute Math: Quick Images: 2D Show images 2 and 3 (one at a time from Quick Images T52 and follow the procedure for the basicroutine. For each image, students discuss how they drew their figures, including any revisions they made after eachviewing. Ask students

‐ How did you remember the parts of the image? ‐ For shape 2, is this shape made up entirely of rectangles? How do you know?‐ For both shapes, make sure students are using precise language (smaller than square corners, opposite sides

equal, etc).

Before:

Introduce Quadrilateral Riddles. Show the first part of the riddle: If I were a rhombus I would have 4 equal sides and 4angles (corners). But I would not have 4 square corners , because that would be a _________ and have students turn andtalk with a partner to determine the missing shape.

Re-read The Greedy Triangle. Explain to students that they will be creating their own Shape-Shifter book..Provide the following list of shapes they must use in their book:Square, Pentagon, Rhombus, Octagon, Trapezoid, Rectangle

Explain to students that they need to use all of the shapes above, but can use them in any order. They may also addmore shapes if they choose.

During: As students work, notice the explanations they use to change their shapes from one to another. Prompt students to useprecise language. Students should mention the lengths of sides, size of angles and number of sides as they move fromshape to shape.

Students create their book with a partner or independently. If time permits, have some students create Quadrilateralriddles to use throughout the year.

After: Choose a discussion topic based on the needs of your class.

Evaluation: students complete 1 quadrilateral riddle.

Name _________________________________________ Date ___________________________________

Quadrilateral Riddle

Choose two quadrilaterals that are similar but have at least one difference. The first three lines of the riddlerefer to one quadrilateral and its attributes. The last two lines of the riddle refer to the second quadrilateraland its attribute(s) that make it different from the first quadrilateral. Use specific math vocabulary to describethe attributes.

If I were a_______________________________________________________________________

I would have _______________________________________________________ and

I would have_______________________________________________________ .

But I would not have____________________________________________________________

because that would be a ________________________________________________!

Optional: try another riddle using two new quadrilaterals.

If I were a_______________________________________________________________________

I would have _______________________________________________________ and

I would have_______________________________________________________ .

But I would not have____________________________________________________________

because that would be a ________________________________________________!

MATHEMATICS • GRADE 3• UNIT 5: Geometry Georgia Department of EducationDr. John D. Barge, State School Superintendent May 2012 • Page 56 of 56 All Rights Reserved

Day 7: Measuring quadrilateralsCluster: Geometric measurement: recognize perimeter as an attribute of plane figuresand distinguish between linear and area measures.3.MD.8 Solve real world and mathematical problems involving perimeters ofpolygons, including finding the perimeter given the side lengths, finding anunknown side length, and exhibiting rectangles with the same perimeter anddifferent areas or with the same area and different perimeters.

Emphasized Standards forMathematical Practice:4. Model with mathematics5. Use appropriate tools strategically. 6. Attend to precision.

Materials: ‐ centimeter cubes and square tiles‐ electrical or painters tape (Create 8 shapes on the floor that

have sides that are whole number amounts 4 to be measuredwith square tiles and 4 to be measured with centimetercubes).

‐ What’s the Perimeter? Recording sheet‐ What’s the Perimeter? Exit ticket

Words that you should hear students using inmathematical conversations:sidestriangle, quadrilateral, pentagon, hexagon, octagon, sumperimeterlengthcentimeter, inches, feet

Ten Minute Math:Quick Images: 2D Show images 11 and 15 (one at a time from Quick Images T53-T54 and follow the procedure for thebasic routine. For each image, students discuss how they drew their figures, including any revisions they made after eachviewing. Ask students

‐ How did you remember the parts of the image? ‐ What did you notice about the relationship of the parts of the image?‐ What helped you remember the whole image, so you could draw your design?

For both shapes, make sure students are using precise language (smaller than square corners, opposite sides equal, etc).

Before: What are some of the attributes that we have been using to put polygons into groups? (equal sides, square corners,opposite sides never meet)

Today, we are going to talk about another attribute of polygons. Sometimes mathematicians want to know how far it is…the length….around the outside of a polygon. When mathematicians find the length around the outside of a polygon, theysay they are finding the perimeter. Today, we are going to find the perimeter around a variety of shapes. How do youthink a mathematician might find the length around the outside of a shape? Today, we are going to use centimeter cubes,inch square tiles, and 1-foot rulers to measure the perimeter of shapes. Let’s practice measuring the perimeter of apolygon using square tiles. (Model measuring and recording the perimeter of a polygon emphasizing finding the length ofeach side, no gaps or overlaps, and then finding the sum of the sides). Give directions for how students will visit eachcenter (centimeters, inches, feet)

During: Students measure and record the perimeter of polygons using centimeter cubes and inch tiles. (As students work, listen forstrategies that students use. Some students might notice that they don’t need to measure both of the opposite sides of arectangle because they are congruent. Other students may notice that for a triangle it is the sum of 3 sides, a quadrilateral4 sides, etc. If students are noticing those strategies, have them share those strategies with class as part of thediscussion).

After: How is measuring perimeter like and different from measuring a line? (Also have students share interesting strategies thatmay emerge as they work-see During).

Evaluation: What’s the Perimeter? Exit Ticket

What’s the Perimeter? Recording Sheet

Measuring in Inches (Use Square Tiles)

Measuring in Centimeters (Use Centimeter Cubes)

Shape Name of Polygon Equation Perimeter

5

6

7

8

Shape Name of Polygon Equation Perimeter

1

2

3

4

Name: __________________

What’s the Perimeter? Exit Ticket

Use square tiles to find the perimeter of these shapes.

____________

Name: __________________

What’s the Perimeter? Exit Ticket

Use square tiles to find the perimeter of these shapes.

____________ __

Day 8: Ordering Shapes by PerimeterGeometric measurement: recognize perimeter as an attribute ofplane figures and distinguish between linear and area measures.3.MD.8 Solve real world and mathematical problems involvingperimeters of polygons, including finding the perimeter given theside lengths, finding an unknown side length, and exhibitingrectangles with the same perimeter and different areas or with thesame area and different perimeters.

Emphasized Standards for MathematicalPractice:4. Model with mathematics5. Use appropriate tools strategically. 6. Attend to precision.

Materials: ‐ Ordering Shapes by Perimeter; Student activity book pages

12-13 string‐ Centimeter cubes‐ Inch tiles

Words that you should hear students using inmathematical conversations:Sides lengthtriangle, quadrilateral, pentagon, hexagon, octagon, sum perimeter

Ten Minute Math:Practicing Place Value: Say “six hundred thirty-seven” and ask students to write the number. Make sure all students canread, write, and say this number correctly. Ask students to solve these problems mentally

‐ what is 637+40? 637-30? 637+60? 637+100? 637+300? 637-200? ‐ Write each answer on the board. Ask students to compare each sum or difference with 637‐ Which places have the same digits? Which do not? Why?

If time remains, pose additional similar problems using 673 and 525.

Before: Yesterday, we measured the perimeter of some shapes in the room. What is the perimeter of a shape? Today, we’ll be looking at the perimeter of some more shapes. Have students take out SAB pages 12-13. Ask students to predict the order of their perimeters from shortest to longestand record it on their sheets.

Tell students they may choose an appropriate math tool to use to measure each shape (centimeter cubes, color tiles,paper clips, string, etc.) to determine the perimeter of each shape and complete the directions on the pages. SeeInvestigations page 47 for more details on this work.

During: As students work, watch how they approach finding the perimeter of the circle. If they struggle, suggest using string to findthe perimeter, then measuring with centimeter cubes or inch tiles.

Ask students, “How do your predications match with your actual measurements? We’re there any suprises?”

After: Ask students, “What happened when you compared your predicted order to the order of the perimeters after youmeasurement? Did anything surprise you about the perimeters of these shapes?” (See teacher/math notes page 51-52)

Say, “Let’s Stretch out” the perimeters of these shapes into straight lines so that we can have another way to comparethem. Using a string, measure each shape. Then, tape each string to the board and label (perimeter of the star, perimeterof the circle, etc).

Evaluation: Finding Perimeter Exit Ticket

3 4

Day 9: Mystery Perimeters Geometric measurement: recognize perimeter as an attribute ofplane figures and distinguish between linear and area measures.3.MD.8 Solve real world and mathematical problems involvingperimeters of polygons, including finding the perimeter given theside lengths, finding an unknown side length, and exhibitingrectangles with the same perimeter and different areas or with thesame area and different perimeters.

Emphasized Standards for MathematicalPractice:4. Model with mathematics5. Use appropriate tools strategically. 6. Attend to precision.

Materials: Copies of Mystery Perimeter Warm-Up (1 per pair of students)

Words that you should hear students using inmathematical conversations:sidestriangle, quadrilateral, pentagon, hexagon, octagon, sum perimeter length

Ten Minute Math:Go to www.discoveryeducation.com and log in (ALL CMS teachers have a discovery education log-in. See yourmath/literacy facilitator if you have trouble). Click the following linkhttp://app.discoveryeducation.com/player/view/assetGuid/E3755740-277A-4B96-BD61-3F58CA647274 (click “introduction”video). This video shows perimeter as a fence and references the shape. After watching the video, ask students “Do youhave to measure every side of a rectangle to find the perimeter?” Turn and talk with a partner. Ask for a few studentresponses. Finally, click the NEXT arrow on the video to play the video “Warm Up”. This video shows why it’s notnecessary to measure all sides of a rectangle. Ask students, “Can you think of another shape where you wouldn’t need tomeasure all of the sides to find the perimeter?”

Before: http://app.discoveryeducation.com/player/view/assetGuid/E3755740-277A-4B96-BD61-3F58CA647274Click video “Rectangles and Perimeter” this video shows an irregular shape and gives students a strategy for finding unknown sidelengths. Click the NEXT arrow to show the FIRST 15 SECONDS ONLY of the video “The Test”.

Give each pair of students the Mystery Perimeter Warm-Up (this is the same perimeter that is shown on the video “TheTest”. Tell students you are going to give them some time to determine the missing side lengths and the perimeter of theshape. Remind students they may use tools that will help them (graph paper, square tiles, centimeter cubes, or any otherappropriate math tool).

During: Give students about 15-20 minutes to complete this task. If students struggle, suggest they re-create the shape using amath tool and/or divide the shape into rectangles.

Once most students have gotten a good start on the task, interrupt them to ask several students to share their strategy byasking, “How are you starting to solve this task?” The focus here is on entry strategies, not the answer.

If students finish early, ask them to create a mystery perimeter for their partner to solve. They may use paper or anothermath tool.

After: Ask students to share how they determined the missing lengths in the shapes. Then have them share how they determined the perimeter of the entire shape. Be sure to have students who share writetheir equations on the board for all students to discuss.

Evaluation: Teachers choice based on student needs.

MYSTERY PERIMETER WARM-UP

MYSTERY PERIMETER WARM-UP

30 m

20 m

10 m

5m

10 m

30 m

20 m

10 m

5m

10 m

Day 10: Geometry Assessment and Perimeter ProblemsCluster: Geometric measurement: recognize perimeter as an attribute ofplane figures and distinguish between linear and area measures.3.MD.8 Solve real world and mathematical problems involvingperimeters of polygons, including finding the perimeter given theside lengths, finding an unknown side length, and exhibitingrectangles with the same perimeter and different areas or with thesame area and different perimeters.

Emphasized Standards for MathematicalPractice:3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics6. Attend to precision. 7. Look for and make use of structure.

Mathematical Goal: Students will solve real-world and complex geometric perimeterproblems by applying geometric and measurement concepts.

Materials: Perimeter Problems- 1 copy of each for each partner pair.(Remember, these lessons are an introduction into perimeter -More work with perimeter will come later in the year.)

Words that you should hear students using inmathematical conversations:Polygons perimeter a ttributesides sum lengthtriangle, quadrilateral, pentagon, hexagon, octagon,

Ten Minute Math: None today

Before:

Have students get into pairs and solve the 4 perimeter puzzler problems. Remember, more work with perimeter will comelater in the year.

During: Students solve Perimeter Challenge Problems with a partner (find missing sides and the perimeter when it is not given). Give students time to complete the geometry assessment independently (approximately 25 minutes).

After: Have students share strategies for solving some of the Perimeter Challenge Problems. Focus on how students usedunderstanding of measuring perimeter and knowledge about shapes to solve each of the problems.

Evaluation: Geometry-Assessment

3rd Grade Geometry Mini-Assessment  Name:__________________________. 

1. Complete the table below

 Which shapes above

belong to the group “all

sides are the same length?”

Which shapes above

belongs to the group “all

sides are different

lengths?”

Which shapes above have

OPPOSITE sides that are the

same length?

2.  Find a shape in the table above that appears in more than 2 categories.  Justify why that

shape belongs in both of the categories. 

3. Complete this sentence; the shapes above are all __________________________________

because_____________________________________________________________________

4. Draw 2 examples for each category in the table below.

Square Rhombus RectangleA quadrilateral that is NOT a square,

rhombus, or rectangle.

5. Gwen says that ALL rectangles belong in the group “some square corners.” Lea says that allrectangles belong in the group “all square corners.” Who is correct AND WHY?

6. Which attributes do rhombuses and squares have in common (Use the list of attributes in the Attributebank) Attribute Bank

All sides that are the same length (congruent)2 sides the same length4 square corners4 sides and 4 anglesAll angles are congruent (the same)2 angles are the same

PERIMETER PUZZLERS #1

Adam walked across the front of a square-shaped yard. Hewalked 36 feet. If Adam were to walk the perimeter of the yard,

how far would he walk? Explain how you know.

PERIMETERPUZZLERS #2

All of the short sides onthis figure are the same

length. What is theperimeter of this figure?

25 cm

PERIMETER PUZZLERS #3

The perimeter of this rectangle is 68 units. What is the lengthof the unlabeled sides?

50 units

_____ _____Units units

50 units

PERIMETER PUZZLERS #4

I am a quadrilateral with four square corners (right angles). All ofmy sides are 8 units long.

Draw the shape and label the length of each side.

What’s my shape called:____________

What’s my perimeter? _____________

25 cm

Name:______________________ADDITIONAL RESOURCES YOU MAY WANT TO INCORPORATE INTO THIS UNIT:

Square Disguise Exit Ticket

Name:______________________

Square Disguise Exit Ticket

Name:_________________________

This shape thinks she looks just like a parallelogram.  

What are the attributes of a parallelogram?

Do you agree that this shape is a parallelogram?

This shape thinks she looks just like a parallelogram.  

What are the attributes of a parallelogram?

Do you agree that this shape is a parallelogram?