Visual Learning Tools - Harding · Learning Module Activity Guide Measurement & Geometry 2 Lines...
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Learning Module Activity Guide Measurement & Geometry 2 Lines and Angles Perimeter & Area Special 2-D & 3-D Shapes Visual Learning Tools 3-6 MATH
Transcript of Visual Learning Tools - Harding · Learning Module Activity Guide Measurement & Geometry 2 Lines...
Learning Module Activity Guide
Measurement & Geometry 2
Lines and AnglesPerimeter & Area
Special 2-D & 3-D Shapes
Visual Learning Tools
3-6 MATH
Learning Module Activity Guide
Measurement & Geometry 2
Lines & AnglesPerimeter & Area
Special 2-D & 3-D Shapes
Visual Learning Tools
3-6 MATH
Learning Activities developed by
Keys to Learning, LLC
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the property of their respective owners.
3
c o n t e n t s
Table of Contents
the Foundation of VariQuest Learning Modules . . . . . . . . . . . . . . . . . . . 4
overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Activity 1: tetrominoes and Pentominoes . . . . . . . . . . . . . . . . . . . . . . 6
Activity 2: Lines & Angles Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Activity 3: Line of symmetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Activity 4: Perimeter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Activity 5: Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Activity 6: Pour it on: Liquid Measurements . . . . . . . . . . . . . . . . . . . . 16
Activity 7: shapes on the coordinate Grid . . . . . . . . . . . . . . . . . . . . . . 18
Activity 8: special triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Activity 9: 3-D shape Properties . . . . . . . . . . . . . . . . . . . . . . . . . 22
Activity 10: constructing 3-D shapes . . . . . . . . . . . . . . . . . . . . . . . . 24
Additional Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
content List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Work order template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
4
The FOUNdATION OF VArIQUeST LeArNINg MOdULeS
VariQuest supports educators by providing countless opportunities to introduce a variety
of visuals and hands-on manipulatives into their classrooms. The use of visuals in the
classroom helps students understand and retain information, specifically abstract concepts.
Visuals can also help bridge the gap for students who struggle with vocabulary and/or
language barriers. hands-on manipulatives create learning experiences in which students
interact with knowledge kinesthetically. research shows that exposing students to a variety
of learning experiences, including visual and kinesthetic, will increase student retention and
help students learn to construct meaningful knowledge from information. The VariQuest
Visual Learning Tools enhance classroom teachers’ ability to provide learning experiences
that meet the learning styles of all students.
The aim of the following Learning Activities is to coordinate the VariQuest Visual Learning Tools
with lessons and activities that incorporate visual and hands-on learning strategies to reinforce
basic skills and provide fun and motivational activities that will supplement your school’s
curriculum. For best practices and additional information on how to customize VariQuest posters,
banners, flashcards, awards, cutouts and manipulatives, review the VariQuest Implementation
guide prior to use.
For the following learning activities, use construction paper for all cutouts unless otherwise
specified. Pre-laminating construction paper using a cold laminator adds durability to cut out
letters, shapes, numbers and collections.
5
MeASUreMeNT & geOMeTry 2 OVerVIeW
In this module, students will apply basic and advanced concepts of measurement and geometry.
Students will build on what they know about two-dimensional shapes and expand their understanding
to include lines, angles, symmetry, and different kinds of triangles and polygons. They will use grids
and rulers to investigate the relationships between measures, including length, perimeter, and surface
area in two-dimensional shapes. Students will also use a four-quadrant grid to plot coordinates for
plane figures. Activities challenge students to explore spatial relationships and area by arranging
tetrominoes and pentominoes to fill rectangular shapes. Students will count faces, edges and vertices
before constructing a variety of three-dimensional figures. Students will also explore the relationship
between different units of liquid measurements. The learning activities in this VariQuest learning
module are designed to meet educational standards in innovative and creative ways. Before turning to
the learning activities, familiarize yourself with general information that will guarantee ease of use and
flexibility.
ASSeSSMeNTFollowing the learning activities, you will find a rubric that can be used to guide you in making
observational assessments of students’ abilities related to the objectives outlined in the learning
activities. It is recommended that you make a copy for each student to guide your ongoing
informal assessments, making anecdotal notes on the back when appropriate.
VArIQUeST CONTeNTyou will find a complete list of all of the content included in this module between the rubric
and Work Order template. The content Id #s (ex. VIS001) for content referenced in the learning
activities are listed in the materials section for each activity and are color-coded to help distinguish
between templates for the Poster Maker (red) and Awards Maker (purple) and cutouts and
collections for the Cutout Maker (gold).
WOrK OrderSyou will also find a work order template on the last page of the Activity guide. This template
can be photocopied and used for placing orders for customized VariQuest posters, banners,
stickers, awards, cutouts and collections. It is designed to be submitted to the primary user of the
VariQuest Visual Learning Tools by those who may not have direct access to them.
A c t I V I t y o n e
6
ACTIVITy ONe
Tetrominoes and Pentominoes objectives Students will explore properties of two-dimensional shapes.
Students will tile shapes to fill rectangular spaces.
Materials
Preparation Cut out Tetrominoes from cardstock,
custom-sized to 5.1” (to fit 1” graph
paper). Cut out five sets in five different
colors, then make five new, multi-
colored sets by taking a different piece
from each set. Continue creating enough multi-colored sets so that
each student has two sets of five shapes.
gather sets of five different color crayons to match the Tetromino
colors, enough for each pair of students to have one set.
Cut out Pentominoes from cardstock, custom-sized to 12.1” (to fit
1” graph paper). Cut out 12 sets in 12 different colors, then make 12
new, multi-colored sets by taking a different
piece from each color. Continue creating
enough multi-colored sets so that each
student has one set of 12 shapes.
CUTOUT MAKer:
Tetrominoes: MTH113
Pentominoes All Pieces: MTH327
OTher:
rulers
Five different color crayons to
match Tetromino colors, one set
per pair of students
12 different color crayons to match
Pentomino colors, one set per
pair of students
1” graph paper
Tetrominoes MTH113
Pentominoes All Pieces MTH327
Whole class
Show students the five different Tetromino shapes and name each one:
I, L, O, T, Z. Tell the class that Tetrominoes are geometric shapes made
up of four congruent squares with side length equal to 1”. give students
two sets of Tetrominoes (I, L, O, T, and Z), rulers and pencils, and have
them draw lines to divide each Tetromino into four squares. have students
examine how the size and shape of the squares are connected, and then
define congruent shapes (same size and shape).
cooperative Groupsdivide the class into small groups and distribute copies of 1” graph paper.
have students draw a 5 x 8 rectangle on one sheet of graph paper. Then
have students fill their rectangle with their two sets of Tetrominoes. When
all students have filled their rectangles, have them color in the graph paper
to match the shapes. give groups a few minutes to compare their work.
On the second sheet of graph paper, have students draw a 4 x 10
rectangle, fill the new rectangle with the Tetrominoes, and then color in the
squares on the graph paper to match the shapes. have students compare
their 4 x 10 rectangles with the other members in their group. have
students compare their own 5 x 8 and 4 x 10 filled rectangles.
repeat for Pentominoes. have students use rulers and pencils to divide
each of the 12 shapes into five congruent squares. Then have students
mark off rectangles on graph paper that are first 6 x 10, and then 5 x 12,
and fill with Pentominoes. Note: many additional solutions for 6 x 10,
5 x 12, and rectangles with other dimensions can be found online.
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tetRoMInoes AnD PentoMInoes
MoDIFIcAtIon
give students 5 x 8 or 4 x 10 grids
with one or more Tetromino shape
already colored in to help them get
started.
extensIon
Tell students there are 2,339 solutions
to the Pentominoes 5 x 12 rectangle.
have students save their solutions
in a folder. encourage students to
create other solutions to add to the
folder during independent work time.
explain that other possible solutions
for Pentomino arrangements can
be created for 4 x 15 and 3 x 20
rectangles. Ask students why the
pieces fit into these rectangles? What
is true about the length and width for
these rectangles? (They are factors
of 60.)
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A c t I V I t y t W o
ACTIVITy TWO
Lines & Angles Bingo objectives Students will identify different lines and line segments.
Students will identify, name and draw different kinds of angles.
Materials
Preparation Print and display the following posters: Acute & Obtuse Angles,
Complementary & Supplementary Angles, and Lines and Angles. Make
8 ½” x 11” copies of each, one of each for each student.
Print two of each of the following stickers: right Angle, Complementary
Angle, Acute Angle, Obtuse Angle, Line of Symmetry, Complete Angle,
Straight Angle, Supplementary Angle,
Parallel Lines, Line, Angle Vertex, ray,
1 degree, and Line Segment. Attach
stickers to index cards to make 28 cards.
Cut Square Bingo Card out of cardstock, custom-sized to largest
possible on page. Cut out one bingo card for each student.
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Acute & Obtuse Angles
ORG043
Complementary & Supplementary
Angles ORG048
Lines and Angles VIS135
right Angle Sticker STK347
Complementary Angle Sticker
STK348
Acute Angle Sticker STK349
Obtuse Angle Sticker
STK350
Line of Symmetry Sticker
STK351
Complete Angle Sticker
STK352
Straight Angle Sticker
STK353
Supplementary Angle Sticker
STK354
Parallel Lines Sticker STK355
POSTer MAKer:
Acute & Obtuse Angles: ORG043
Complementary & Supplementary
Angles: ORG048
Lines and Angles: VIS135
AWArdS MAKer:
right Angle Sticker: STK347
Complementary Angle Sticker:
STK348
Acute Angle Sticker: STK349
Obtuse Angle Sticker: STK350
Line of Symmetry Sticker: STK351
Complete Angle Sticker: STK352
Straight Angle Sticker: STK353
Supplementary Angle Sticker:
STK354
Parallel Lines Sticker: STK355
Line Sticker: STK356
Angle Vertex Sticker: STK357
ray Sticker: STK358
1 degree Sticker: STK359
Line Segment Sticker: STK360
CUTOUT MAKer:
Square Bingo Card: MTH119
(Basic)
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L I n e s & A n G L e s B I n G o
Whole class
review angles using the Acute & Obtuse Angles and Complementary &
Supplementary Angles posters. review vertex, the point where two line
segments meet to form an angle. Be sure students know that an acute
angle is less than 90° and an obtuse angle is greater than 90°. Then
review complementary and supplementary angles. Students should know
that complementary angles add up to 90°, and supplementary angles add
up to 180°.
Then display the Lines and Angles poster and distribute students copies
to review the different angles and lines. Ask questions to compare lines
and angles. Let students refer to their copies of the poster as needed.
Sample questions:
how are the line and line segment alike? how are they different?
What degree angle plus a 1° angle will make them complementary?
Supplementary?
What’s another name for a complete 360°?
What’s another name for a straight 180° angle?
distribute Square Bingo Cards and have students write “Lines & Angles”
at the top. Place the 28 sticker game cards in a bag. Take a card from
the bag and read it aloud. have students draw the named line or angle on
any square on their bingo boards. Students may use posters for reference
as needed. Set the card aside. repeat until students have filled in the
25 spaces on their bingo boards. Note: there will
be repeats and each student’s bingo board will be
different.
Play Bingo:
1. Before playing, put away the Lines and Angles
poster and have students put away their copies.
2. Take a card from the bag and read it without showing the image of
the angle or line to the class. have students mark that square on their
game board.
3. Students may have two of the same types of lines or angles on their
game boards. have them mark only one square at a time. Set the card
aside.
4. Play until one or more students have five in a row, horizontally, vertically
or diagonally. Check winning rows by having students read the types of
lines and angles aloud.
MoDIFIcAtIon
Print a set of lines and angles vocabulary
stickers for each student and attach
to cardstock to create flashcards.
have students use their Lines and
Angles posters to add information and
additional examples for each type of line
or angle to the back of the card.
extensIon
Challenge students to find examples
of each type of line and angle on the
Lines and Angles poster in real life
using photographs in magazines and
newspapers. For example, an analog
clock face, window, open door, etc.
have them cut out the pictures and
label each one.
9
Line Sticker STK356
Angle Vertex Sticker STK357
ray Sticker STK358
1 degree Sticker STK359
Line Segment Sticker
STK360
Square Bingo Card MTH119
10
A c t I V I t y t h R e e
ACTIVITy Three
Line of Symmetry objectives Students will understand line symmetry and identify lines of symmetry
in regular polygons and the alphabet.
Students will understand basic properties of two-dimensional figures,
including number of sides and angles, acute and obtuse angles and
symmetry.
Materials:
POSTer MAKer:
Shapes 2: VIS073
CUTOUT MAKer:
Pentominoes 1-I: MTH350
Pentominoes 1-X: MTH354
Font letters: Uppercase A-Z
OTher:
rulers
Markers
Pencils
Large sheets of drawing paper
Tape
Preparation Print and display Shapes 2 poster. Make 8 ½” x 11” copies, one for
each student.
Cut out Pentominoes 1-l and Pentominoes 1-X, one of each, custom-
sized to largest possible on page.
Cut out uppercase letters from a font collection on construction paper,
custom-sized to 4” or larger. Cut enough sets so that each pair of
students has one set of 26 letters.
Shapes 2 VIS073
Pentominoes 1-I MTH350
Pentominoes 1-X MTH354
Font letters Uppercase A-Z
11
L I n e o F s y M M e t Ry
Whole class display Shapes 2 and review the names of the shapes. For each shape,
have students count the number of sides and vertices. Then have students
identify the type of angle at each vertex, for example, the trapezoid has four
acute angles and the octagon has eight obtuse angles.
review symmetry and line of symmetry. remind students that if something
can be folded exactly in half, where one half fits on top of the other, that
shape has a line of symmetry. demonstrate with the Pentomino I. Fold it
in half vertically (the line of symmetry will be horizontal through the middle).
Show students the folded shape. have them identify the line of symmetry.
Then unfold the shape and ask, “does this shape have another line of
symmetry? how else can it be folded in half so that one half fits exactly on
top of the other half?” have a volunteer fold the Pentomino I horizontally so
the line of symmetry runs vertically down the center of the shape. repeat
with the Pentomino X to show two lines of symmetry.
distribute student copies of Shapes 2, rulers and
markers. Use a colored marker to model how to
draw in the lines of symmetry for the square on the
Shapes 2 poster.
have students draw in lines of symmetry for the
square on their own copies. Then, have students
use rulers to draw lines through the rest of the shapes to show all lines of
symmetry. As students finish, have volunteers come to the front to draw
in lines on the Shapes 2 poster. Ask students if they can see a pattern in
the relationship between the number of sides and the number of lines of
symmetry.
Partnersgive each pair of students a large sheet of art paper, one set of uppercase
alphabet letters, rulers, and pencils. Then have them fold each letter
to find the line(s) of symmetry. have students group the letters in four
categories: No Line of Symmetry, Vertical Line of Symmetry, horizontal
Line of Symmetry and Multiple Lines of Symmetry, then tape the letters to
the art paper, label each group and use the ruler to draw the line or lines of
symmetry through each letter. Note: The letter O, when drawn as an actual
circle, has an infinite number of lines of symmetry.
MoDIFIcAtIon
Cut the following shapes out of
construction paper: Circle: MTh306
(Basic), rectangle: MTh317 (Basic),
Square: MTh319 (Basic), Triangle:
MTh321 (Basic) and Star: MTh339
(Basic). have students fold the shapes
to find line(s) of symmetry, then draw in
the line(s) of symmetry on each shape.
extensIon
Cut out Pentominoes All Pieces:
MTh327. have students find the
shapes that have lines of symmetry
and draw each line of symmetry on
the shape. give them art materials
to make a Pentomino Lines of
Symmetry poster.
12
A c t I V I t y F o u R
ACTIVITy FOUr
Perimeter objectives Students will understand that perimeter is the total distance around the
outside of a shape.
Students will calculate the perimeter of two-dimensional shapes.
Materials
Preparation Print and display Perimeter poster. Make 8 ½” x 11” copies, one for
each student.
Cut out Square, rectangle, Star, and Perimeter Shapes: hexagon,
L, Irregular Pentagon, Polygon, Stairs, Trapezoid, Triangle, U, and
Nonagon, custom-sized to 4”. Cut one set of 12 shapes for each small
group.
Perimeter VIS147
rectangle MTH317
Square MTH319
Star MTH339
Perimeter Shape hexagon MTH213
Perimeter Shape L MTH418
Perimeter Shape Irregular Pentagon
MTH419
Perimeter Shape Polygon
MTH420
Perimeter Shape Stairs
MTH422
Perimeter Shape Trapezoid MTH423
Perimeter Shape Triangle
MTH424
Perimeter Shape U MTH425
POSTer MAKer:
Perimeter: VIS147
CUTOUT MAKer:
rectangle: MTH317 (Basic)
Square: MTH319 (Basic)
Star: MTH339 (Basic)
Perimeter Shape hexagon:
MTH213
Perimeter Shape L: MTH418
Perimeter Shape Irregular
Pentagon: MTH419
Perimeter Shape Polygon: MTH420
Perimeter Shape Stairs: MTH422
Perimeter Shape Trapezoid:
MTH423
Perimeter Shape Triangle: MTH424
Perimeter Shape U: MTH425
Perimeter Shape Nonagon:
MTH446
OTher:
1 cm. graph paper (optional)
rulers
13
P e R I M e t e R
Whole classdisplay Perimeter poster and review perimeter using the square and
rectangle. Underline the rim in Perimeter on the poster. remind students
that the perimeter is the total distance around the outside, or rim, of a
shape. Use a ruler to measure the distance around the outside of the square
and record the perimeter on the poster. repeat for rectangle.
cooperative Groupsdistribute rulers, shape cutouts and 8 ½” x 11” copies of the Perimeter
poster for each student to small groups. have students calculate the
perimeter, in centimeters, for each of the shapes and record it on their
copy. Make 1 cm. graph paper available for students. When all groups are
finished, have students share the different strategies they used to find the
perimeter.
MoDIFIcAtIon
Cut out 3-4 Squares and rectangles
of different sizes. give to students
and have them practice finding the
perimeter of these shapes only.
extensIon
Using the Perimeter poster, write the
letter “a” on one side of the square.
Ask students how to figure out the
perimeter of the square if one side is
a using addition (a + a + a + a) and
multiplication (a x 4). repeat for the
rectangle, labeling the sides “a” and
“b” (a + a + b + b; 2a + 2b). Challenge
students to come up with formulas to
find the perimeter for as many of the
other shapes as possible.
Perimeter Shape Nonagon MTH446
14
A c t I V I t y F I V e
ACTIVITy FIVe
Areaobjectives Students will understand the relationship between perimeter and area.
Students will calculate the area of two-dimensional shapes.
Materials
Preparation Use the shapes from Activity Four or cut out Square, rectangle, Star,
and Perimeter Shapes: hexagon, L, Irregular Pentagon, Polygon, Stairs,
Trapezoid, Triangle, U, and Nonagon, custom-sized to 4”. Cut one set of
12 shapes for each small group.
Make enough copies of 1 cm. graph paper so that each student has two
copies.
Note: students should be familiar with how to add and multiply fractions
in order to calculate the area of some shapes.
CUTOUT MAKer:
rectangle: MTH317 (Basic)
Square: MTH319 (Basic)
Star: MTH339 (Basic)
Perimeter Shape hexagon:
MTH213
Perimeter Shape L: MTH418
Perimeter Shape Irregular
Pentagon: MTH419
Perimeter Shape Polygon: MTH420
Perimeter Shape Stairs: MTH422
Perimeter Shape Trapezoid:
MTH423
Perimeter Shape Triangle: MTH424
Perimeter Shape U: MTH425
Perimeter Shape Nonagon: MTH446
OTher:
1 cm. graph paper
rulers
rectangle MTH317
Square MTH319
Star MTH339
Perimeter Shape hexagon MTH213
Perimeter Shape L MTH418
Perimeter Shape Irregular Pentagon
MTH419
Perimeter Shape Polygon
MTH420
Perimeter Shape Stairs
MTH422
Perimeter Shape Trapezoid MTH423
Perimeter Shape Triangle
MTH424
Perimeter Shape U MTH425
Perimeter Shape Nonagon MTH446
15
A R e A
Whole class
review area, the amount of space inside the perimeter of a shape.
distribute 1 cm. graph paper to students. have them draw a rectangle
on the grid. have them calculate the perimeter, writing the length (l) and
width (w) next to the appropriate sides. Then have them find the area by
counting the squares inside and have them write that number inside the
rectangle.
review the relationship between the two answers. If 2l + 2w = perimeter,
what operation using l for length and w for width will give them the area
of a rectangle? (l x w). repeat for different size rectangles. do the same
for squares, using s for side, guiding students to see that s x s = area of a
square. Make sure students are labeling the perimeter and area using the
proper units.
cooperative Groupsgive each small group a set of 12 shapes and copies of 1 cm. graph
paper for each student. have students take turns tracing the shapes
on graph paper and find the area two ways: 1. Count the number of
squares the shapes cover. 2. divide the shapes into rectangles, squares
and triangles; then calculate the area of each and add them together.
Note: if students are not familiar with how to multiply fractions, have them
estimate the area for each shape.
MoDIFIcAtIon
have students draw squares and
rectangles of different sizes on graph
paper and find the area of each.
extensIon
Cut out decagon Outline Shape:
MTh428, dodecagon Outline Shape:
MTh429, heptagon Outline Shape:
MTh432, Nonagon Outline Shape:
MTh434, and Octagon Outline Shape:
MTh435. Tell students these shapes
are designs for gardens. The border
around the garden will be a raised
walkway. give students graph paper.
have them calculate the perimeter
of the garden, the area available for
plants, and the area of the walkway.
16
A c t I V I t y s I x
ACTIVITy SIX
Pour it On: Liquid Measurements objectives Students will understand liquid units of measure.
Students will calculate equivalent liquid units of measure.
Materials
Preparation Print Cups Pints Quarts and Liquid Measurement equivalents.
edit Liquid Measurement equivalents by deleting text in different
columns and print 8 1/2” x 11” copies, one for each student.
POSTer MAKer:
Cups Pints Quarts: VIS015
Liquid Measurement equivalents:
VIS148
OTher:
Measuring cup labeled with cups
and ounces
Measuring spoons (Tablespoons
and teaspoons)
empty and clean gallon, quart, pint,
cup containers, four 1-liter and
one 2-liter bottles
Large tub of water
Cups Pints Quarts VIS015
Liquid Measurement equivalents VIS148
17
LIQuID MeAsuReMents
MoDIFIcAtIon
Cut out gladys gallon Craft: CrF074
and have students use the pieces and
other art materials to create a poster
or bulletin board that shows the
equivalencies. give them 8 ½” x 11”
copies of Liquid Measure equivalents:
VIS148 and have them add some of
the information to their display.
extensIon
have students investigate different
monetary systems (dollar, euro, British
pound, Chinese yuan) and develop a
chart to show conversions.
Whole class
review the definition of volume: the measure of how much space a
liquid or solid takes. display Cups Pints Quarts and Liquid Measurement
equivalents charts and review liquid equivalents and measuring tools.
Be sure students can identify each of the measuring tools. Then have
volunteers use teaspoons, tablespoons, water and measuring cups to
demonstrate equivalents.
Take down the Liquid Measurement equivalents chart. distribute edited
student copies with missing equivalents. have students fill in the missing
numbers. Put the chart back on display for students to check their work.
Compare and contrast empty containers: gallon, quart, pint, liter, and
2-liter bottles. have students use water to demonstrate that a quart is less
than a liter and a gallon is less than four liters.
18
A c t I V I t y s e V e n
ACTIVITy SeVeN
Shapes on the Coordinate Gridobjectives Students will find and name points using ordered pairs of numbers
(x,y).
Students will plot geometric shapes using Cartesian coordinates on
a coordinate grid.
MaterialsPOSTer MAKer:
Coordinate grid 2: VIS197 (Basic)
Shapes 2: VIS073
OTher:
Markers
rulers
Preparation Print and display Coordinate grid 2. Make several 8 ½” x11” copies for
each student.
Print and display Shapes 2 poster.
Coordinate grid 2 VIS197
Shapes 2 VIS073
19
shAPes on the cooRDInAte GRID
MoDIFIcAtIon
give each student a copy of
Coordinate grid 2 with 1-2 shapes
already drawn in. have students label
each point using ordered pairs.
extensIon
Cut out shapes: Perimeter Shape
L: MTh418, Perimeter Shape
Stairs: MTh422, Perimeter Shape
U: MTh425, and Perimeter Shape
Irregular Pentagon: MTh419 and make
8 ½” x 11” copies of 4 Quadrant grid:
VIS068 (Basic). give students the
perimeter shapes and 1-2 copies of
4 Quadrant grid. have students plot
one of the shapes on the grid in one,
two, three or all four quadrants. have
them list the coordinates on a separate
sheet of paper. Then have students
switch coordinates and plot their
classmate’s shape.
Whole classdisplay Coordinate grid 2 poster. review using ordered pairs. have a
volunteer trace the x axis on the grid using a colored marker. have another
volunteer trace the y axis using a different colored marker. Tell students they
can remember that the x axis goes across because x is a cross. Then have
a third volunteer find the point where the x and y axis meet, the origin, and
circle it in a third color. Mark the origin (0, 0).
remind students that points on the grid are labeled using an ordered pairs
of numbers, written (x, y). give students the following coordinates to find
and mark with a dot on the grid: (4, 6), (2, 3), and (6, 3). have another
student use a ruler to connect the points. Ask students to name the shape
(triangle).
Partnersdisplay Shapes 2 poster. give each student two copies of Coordinate grids.
have them label one grid [student name]’s Shapes, and the other, [partner’s
name] Shapes. direct partners to sit back-to-back, working at different
desks. Both students should then draw a shape from the Shapes 2 poster,
or other shapes, without telling or showing their partner. Then partner A
reads the shape’s coordinates to partner B who draws the matching shape
on his or her “Partner” grid. Partners compare shapes to check their work.
Then pairs reverse roles. repeat with additional shapes.
20
Triangles VIS140
Acute and Obtuse Angles
ORG043
graph Paper VIS061
Acute Triangle Sticker
STK193
equilateral Triangle Sticker
STK203
Isosceles Triangle Sticker
STK207
Obtuse Triangle Sticker
STK208
right Triangle Sticker
STK217
Scalene Triangle Sticker
STK219
A c t I V I t y e I G h t
ACTIVITy eIghT
Special Triangles objectives Students will understand that different triangles have different side
lengths and angles.
Students will identify, describe and draw different kinds of triangles.
Materials
Preparation Print and display Triangles poster. Make 8 ½” x 11” copies, one for
each student.
Print and display Acute and Obtuse Angles poster.
Print triangle stickers, Acute, equilateral, Isosceles, Obtuse, right and
Scalene, one set of six for each student. Attach to cardstock to make
flashcards.
Make two 8 ½” x 11” copies of graph Paper for each student.
POSTer MAKer:
Triangles: VIS140
Acute and Obtuse Angles: ORG043
graph Paper: VIS061 (Basic)
AWArdS MAKer:
Acute Triangle Sticker: STK193
equilateral Triangle Sticker: STK203
Isosceles Triangle Sticker: STK207
Obtuse Triangle Sticker: STK208
right Triangle Sticker: STK217
Scalene Triangle Sticker: STK219
OTher:
rulers
21
s P e c I A L t R I A n G L e s
MoDIFIcAtIon
give students copies of graph Paper
with triangles already drawn on them.
have them use a ruler to measure
each side and write the length on
each side, then label each type of
triangle. Note: because the defining
characteristic of the right triangle is the
angle, not the sides, students need
not measure the sides.
extensIon
have students draw each triangle
on graph Paper. have them add
additional triangles to form a square.
Then have them label each kind of
triangle within the square. repeat for
rectangles.
Whole class
review Acute and Obtuse Angles poster. have students define acute and
obtuse in their own words. Students should understand that a right angle
is 90°, an acute angle is less than 90°, an obtuse angle is more than 90°,
and that 180° is a straight angle.
distribute two copies of graph Paper and rulers to students and have
them label one: Angles and the other: Triangles. have them draw and label
acute and obtuse angles on the “Angles” graph Paper per your directions.
Tell them to approximate the degree of angles they draw as more or less
than half a right angle:
draw an acute angle that is less than 45°.
draw an acute angle that is more than 45°.
draw an obtuse angle that is less than 180° but more than 135°.
draw an obtuse angle that is more than 90° but less than 135°.
display Triangles poster. review the kinds of angles in each triangle. Then
have students focus on the length of each side. Point to the square noting
the right angle in the right angle triangle and have students tell how many
degrees in a right angle (90°). explain that the distinguishing characteristic
of the right angle triangle is the right angle. The sides can be different
lengths. have students draw right angle triangles on their graph Paper
labeled “Triangles”.
Then talk about the length of sides on the scalene triangle. On the
poster, the short bars on the sides indicate three different lengths. The
isosceles triangle has two sides of equal length and two equal angles. The
equilateral triangle has three equal sides and three equal angles. have
students draw each kind of triangle on their “Triangles” graph Paper, use
rulers to measure each side, and write the length on each side.
Individualdistribute triangle flashcards to students. have them write a description of
the triangle in their own words on the back of each card.
22
A c t I V I t y n I n e
ACTIVITy NINe
3-D Shape Properties objectives Students will understand that three-dimensional objects have a
defining number of faces.
Students will understand basic properties of figures: two- or three-
dimensionality, including number of faces, edges, vertices, and type of
angle.
Materials
Preparation Print and display 3-d Shape Properties poster.
Cut out 3-d shapes: Square Pyramid, Tetrahedron, Cube and
Triangular Prism, one set of four for each student. do not assemble.
gather enough cubes or boxes for each student.
POSTer MAKer:
3-d Shape Properties: VIS284
CUTOUT MAKer:
Square Pyramid Shape: MTH271
(Basic)
Tetrahedron Shape: MTH273 (Basic)
Cube Shape: MTH275 (Basic)
Triangular Prism Shape: MTH364
(Basic)
OTher:
Cubes or boxes
roll of tape for each pair
of students
3-d Shape Properties VIS284
Square Pyramid Shape
MTH271
Tetrahedron Shape MTH273
Cube Shape MTH275
Triangular Prism Shape
MTH364
23
Whole classdistribute cubes or boxes to students. review the terms face, edge, and
vertex. have students count each (cubes and blocks have six faces, eight
vertices, 12 edges).
Then distribute the Cube shape cutout to students. have students label
the faces with an “F,” draw a semi-circle or circle around the vertices, and
mark each edge with an “X”.
Challenge students to assemble the cube with the labels on the outside
and tape it together. have a volunteer add the information to the 3-d
Shape Properties poster.
repeat for the Square Pyramid, Tetrahedron and Triangular Prism.
3 - D s h A P e P R o P e Rt I e s
MoDIFIcAtIon
have students work with the Cube and
Tetrahedron only.
extensIon
give students the formula to find the
surface area of any prism: SA=2B +
LA. Tell students that to find the surface
area (SA) of any prism, you must first
find the area of both bases (2B), then
add the sums of the areas of the lateral
faces to find the lateral area (LA).
Challenge students to find the surface
area of the cube and the triangular
prism using this formula.
24
A c t I V I t y t e n
ACTIVITy TeN
Constructing 3-D Shapesobjectives Students will construct three-dimensional shapes.
Students will identify faces, edges and vertices of two- and
three-dimensional shapes.
MaterialsCUTOUT MAKer:
Square elastic Shape: MTH140
Triangle elastic Shape: MTH141
OTher:
Two different color markers
Cube and pyramid shaped blocks
Large bag of small rubber bands
Preparation Cut six (6) Square and four (4) Triangle elastic Shapes out of cardstock,
custom-sized to 3”. Cut enough to have one set of each shape for
each student. do not assemble.
Cut one set of six (6) Square elastic shapes out of cardstock, custom-
sized to largest possible on page. Fold each side of each square along
the dashed line, creating a tab. Then match up the tabs of two of the
squares and wrap a rubber band around them both to attach them
together. repeat with all of the sides until you have created a three-
dimensional cube.
Square elastic Shape
MTH140
Triangle elastic Shape
MTH141
25
constRuctInG 3-D shAPes
MoDIFIcAtIon
give students demonstration Square
elastic Shapes, assembled as a cube,
to take apart and re-assemble. Then
have them make their own elastic shape
cube. Once they have successfully
completed the elastic shape cube, give
students four Triangle elastic Shapes
and six rubber bands to construct a
triangular pyramid (tetrahedron).
extensIon
Cut out multiple sets of Octagon
elastic Shape: MTh137, Pentagon
elastic Shapes: MTh138 and hexagon
elastic Shape: MTh136. give students
elastic shapes and rubber bands.
Challenge them to construct other
three-dimensional shapes, such as
a triangular prism, using the elastic
shapes. display Faces edges Vertices:
VIS145 (Basic) poster for them to use
as a guide.
Whole classreview faces, edges, and vertices of two- and three-dimensional shapes
using the blocks.
Show students the larger Square elastic Shape pieces assembled into a
three-dimensional cube. have students point out each face and vertex.
Invite volunteers to write an “F” on each face with one color marker and
draw a semi-circle at each vertex with a different color marker. Point to
the rubber band at one edge. explain that the rubber band shows the
edge where two squares meet. Count the edges with students, then ask
students how many rubber bands they would need to assemble the cube.
Partnersdistribute six elastic square shapes and 12 rubber bands to each student.
have pairs work together to construct the 3-d cube, label the vertices and
faces, and count the rubber banded edges.
have Triangle elastic Shapes and rubber bands available to students for
when they complete the cube. Challenge students to use what they know
about three-dimensional shapes to determine how many Triangle elastic
Shapes and rubber bands they would need to construct a triangular
pyramid (tetrahedron). have them gather the number of shapes and
rubber bands they will need, then assemble.
26
ADDIt IonAL ActIV It Ies
ADDITIONAL ACTIVITIES
SyMBOLIC PASSWOrd Cut out the following math symbols degree Symbol 2: MTh385,
Angle Symbol 2: MTh386, right Angle Symbol 2: MTh400,
Parallel Symbol: MTh303, Perpendicular Symbol: MTh304, Pi
Symbol: MTh295, Length of AB Symbol: MTh393, Line AB
Symbol: MTh394, ray AB Symbol: MTh399 and Segment AB
Symbol: MTh401. glue each symbol onto cardstock and label.
review the meaning of each with students. Use them to play
Password. Player 1 gives the clues. Player 2 uses the clues
to name the symbol. The clues Player 1 gives must not use
any word in the symbol name. Clues can be single words or
phrases. Sample clues for degree: heat, temperature, boiling,
fever. For right Angle: chair, 3:00 or 9:00.
PACKINg PeANUT BOXeSexplore volume of three-dimensional shapes using different
size and shape packing Styrofoam peanuts and the three-
dimensional shapes: Square Pyramid: MTh271 (Basic),
Tetrahedron: MTh273 (Basic), Cube: MTh275 (Basic), Triangular
Prism: MTh364 (Basic) and Cone: MTh265 (Basic).
NOTeS
26
27
Me
AS
Ur
eM
eN
T &
ge
OM
eT
ry
2
rU
Br
IC
Nam
e
(Ple
ase
note
that
all
have
per
mis
sion
to re
prod
uce
this
rub
ric p
age.
)
R u B R I c
cate
gori
es
cri
teri
aValu
eM
inim
al
Basi
cP
rofi
cie
nt
Adva
nced
unders
tands
that
pla
ne
figure
s can b
e g
rouped
in s
ubcate
gori
es
base
d
on s
pecia
l pro
pert
ies
Stu
dent
und
erst
ands
that
basi
c sh
apes
are
gro
uped
into
cat
egor
ies
base
d on
prop
ertie
s su
ch a
s nu
mbe
r
of s
ides
or
angl
es.
Stu
dent
und
erst
ands
that
cate
gorie
s of
bas
ic s
hape
s
can
be g
roup
ed in
to
subc
ateg
orie
s ba
sed
on
thei
r ch
arac
teris
tics.
Stu
dent
can
gro
up
cate
gorie
s of
sha
pes
into
subc
ateg
orie
s ba
sed
on
thei
r ch
arac
teris
tics
and
expl
ain
wha
t mak
es e
ach
subc
ateg
ory
uniq
ue.
Stu
dent
can
gro
up
cate
gorie
s of
sha
pes
into
subc
ateg
orie
s ba
sed
on th
eir
char
acte
ristic
s an
d ap
ply
this
know
ledg
e w
hen
solv
ing
a
prob
lem
.
unders
tands
the
concept
of
peri
mete
r and a
rea o
f tw
o-
dim
ensi
onal sh
apes
Stu
dent
und
erst
ands
that
two-
dim
ensi
onal
sha
pes
have
a p
erim
eter
and
are
a.
Stu
dent
und
erst
ands
how
to
find
the
perim
eter
and
are
a
of b
asic
two-
dim
ensi
onal
shap
es.
Stu
dent
can
find
the
perim
eter
and
are
a of
two-
dim
ensi
onal
sha
pes
usin
g m
ultip
le s
trat
egie
s,
incl
udin
g us
ing
form
ulas
for
basi
c sh
apes
.
Stu
dent
und
erst
ands
how
to
find
the
perim
eter
and
are
a
of b
asic
two-
dim
ensi
onal
shap
es a
nd c
an d
evel
op a
form
ula
for
mor
e co
mpl
ex
shap
es.
Identi
fies
the
chara
cte
rist
ics
of
thre
e-d
imensi
onal
shapes
and
unders
tands
the
concept
of
volu
me
Stu
dent
iden
tifies
thre
e-
dim
ensi
onal
sha
pes.
Stu
dent
iden
tifies
thre
e-
dim
ensi
onal
sha
pes
and
thei
r ch
arac
teris
tics
and
unde
rsta
nds
thes
e sh
apes
have
vol
ume.
Stu
dent
iden
tifies
thre
e-
dim
ensi
onal
sha
pes
and
uses
thei
r ch
arac
teris
tics
to d
escr
ibe
and
cons
truc
t
thes
e sh
apes
.
Stu
dent
iden
tifies
thre
e-
dim
ensi
onal
sha
pes,
use
s
thei
r ch
arac
teris
tics
to
desc
ribe,
con
stru
ct a
nd
appl
y fo
rmul
as to
find
the
surfa
ce a
rea
and
volu
me
of
thes
e sh
apes
.
Identi
fies
and
desc
ribes
dif
fere
nt
types
of
lines
and
angle
s
Stu
dent
iden
tifies
line
s an
d
angl
es in
pla
ne fi
gure
s.
Stu
dent
iden
tifies
and
desc
ribe
the
lines
and
angl
es in
pla
ne fi
gure
s.
Stu
dent
iden
tifies
char
acte
ristic
s of
line
s an
d
angl
es in
pla
ne fi
gure
s an
d
draw
s pl
ane
figur
es b
ased
on th
ese
char
acte
ristic
s.
Stu
dent
iden
tifies
line
s an
d
angl
es in
pla
ne fi
gure
s,
draw
s pl
ane
figur
es b
ased
on th
ese
char
acte
ristic
s,
and
uses
this
info
rmat
ion
to
clas
sify
figu
res.
unders
tands
the
concept
of
line
sym
metr
y
Stu
dent
doe
s no
t
unde
rsta
nd th
e co
ncep
t of
line
sym
met
ry.
Stu
dent
und
erst
ands
line
sym
met
ry o
f bas
ic s
hape
s.
Stu
dent
und
erst
ands
line
sym
met
ry o
f bas
ic s
hape
s
and
othe
r fig
ures
.
Stu
dent
und
erst
ands
the
conc
ept o
f lin
e sy
mm
etry
and
can
cons
truc
t a fi
gure
that
is s
ymm
etric
al w
ith
resp
ect t
o a
give
n lin
e.
tota
l:
28
MeASUreMeNT & geOMeTry 2 CONTeNT LIST
c o n t e n t L I s t
Poster Maker ID name ActivitiesOrg043 Acute and Obtuse Angles 2, 8
Org048 Complementary and Supplementary Angles
2
VIS015 Cups Pints Quarts 6
VIS073 Shapes 2 3, 7
VIS135 Lines and Angles 2
VIS140 Triangles 8
VIS147 Perimeter 4
VIS148 Liquid Measurement equivalents 6
VIS284 3-d Shape Properties 9
Awards Maker ID name Activities
STK193 Acute Triangle Sticker 8
STK203 equilateral Triangle Sticker 8
STK207 Isosceles Triangle Sticker 8
STK208 Obtuse Triangle Sticker 8
STK217 right Triangle Sticker 8
STK219 Scalene Triangle Sticker 8
STK345 Cups Pints Quarts Sticker
STK347 right Angle Sticker 2
STK348 Complementary Angle Sticker 2
STK349 Acute Angle Sticker 2
STK350 Obtuse Angle Sticker 2
STK351 Line of Symmetry Sticker 2
STK352 Complete Angle Sticker 2
STK353 Straight Angle Sticker 2
STK354 Supplementary Angle Sticker 2
STK355 Parallel Lines Sticker 2
STK356 Line Sticker 2
STK357 Angle Vertex Sticker 2
STK358 ray Sticker 2
STK359 1 degree Sticker 2
STK360 Line Segment Sticker 2
cutout Maker ID name Activities
CrF074* gladys gallon Craft 6
MTh113 Tetrominoes 1
MTh136 hexagon elastic Shape 10
MTh137 Octagon elastic Shape 10
MTh138 Pentagon elastic Shape 10
MTh140 Square elastic Shape 10
29
c o n t e n t L I s t
MeASUreMeNT & geOMeTry 2 CONTeNT LIST (cont.)
cutout Maker ID (cont.) name Activities
MTh141 Triangle elastic Shape 10
MTh213 Perimeter Shape hexagon 4, 5
MTh221 Pentominoes 1-U
MTh222 Pentominoes 1-P
MTh223 Pentominoes 1-V
MTh224 Pentominoes 6 Whole
MTh225 Pentominoes 7 Whole
MTh226 Pentominoes 8 Whole
MTh227 Pentominoes 9 Whole
MTh295 Pi Symbol Additional
MTh303 Parallel Symbol Additional
MTh304 Perpendicular Symbol Additional
MTh322 Pentominoes
MTh323 Pentominoes 2 Whole
MTh324 Pentominoes 3 Whole
MTh325 Pentominoes 4 Whole
MTh326 Pentominoes 5 Whole
MTh327 Pentominoes All Pieces 1, 3
MTh348 Pentominoes 1-F
MTh349 Pentominoes 1-L
MTh350 Pentominoes 1-I 3
MTh351 Pentominoes 1-N
MTh352 Pentominoes 1-T
MTh353 Pentominoes 1-W
MTh354 Pentominoes 1-X 3
MTh355 Pentominoes 1-y
MTh356 Pentominoes 1-Z
MTh385 degree Symbol 2 Additional
MTh386 Angle Symbol 2 Additional
MTh393 Length of AB Symbol Additional
MTh394 Line AB Symbol Additional
MTh399 ray AB Symbol Additional
MTh400 right Angle Symbol 2 Additional
MTh401 Segment AB Symbol Additional
MTh410 Acute Triangle
MTh411 equilateral Triangle
MTh412 Isosceles Triangle
MTh413 Obtuse Triangle
30
c o n t e n t L I s t
MeASUreMeNT & geOMeTry 2 CONTeNT LIST (cont.)
*Indicates Cutout Maker collection
Awards Maker ID (cont.) name Activities
MTh416 right Triangle
MTh417 Scalene Triangle
MTh418 Perimeter Shape L 4, 5, 7
MTh419 Perimeter Shape Irregular Pentagon 4, 5, 7
MTh420 Perimeter Shape Polygon 4, 5
MTh421 Perimeter Shape Quadrilateral
MTh422 Perimeter Shape Stairs 4, 5, 7
MTh423 Perimeter Shape Trapezoid 4, 5
MTh424 Perimeter Shape Triangle 4, 5
MTh425 Perimeter Shape U 4, 5, 7
MTh427 Circle Outline Shape
MTh428 decagon Outline Shape 5
MTh429 dodecagon Outline Shape 5
MTh430 diamond Outline Shape
MTh431 Flower Outline Shape
MTh432 heptagon Outline Shape 5
MTh433 hexagon Outline Shape
MTh434 Nonagon Outline Shape 5
MTh435 Octagon Outline Shape 5
MTh436 Oval Outline Shape
MTh437 Pentagon Outline Shape
MTh438 rectangle Outline Shape
MTh439 rhombus Outline Shape
MTh440 Square Outline Shape
MTh441 Star Outline Shape
MTh442 Trapezoid Outline Shape
MTh443 Triangle Outline Shape
MTh446 Perimeter Shape Nonagon 4, 5
31
W o R k o R D e R
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