Analyze characteristics of geometric shapes to make mathematical arguments and justifications about geometric relationships. Use visualization and geometric modeling to solve problems, in various cultures, especially in historical and contemporary Dakota and Anishinaabe communities.
Anchor Standard 7 emphasizes geometry.
Students will draw and identify points, lines, segments, rays, and angles. They will also describe and classify triangles and quadrilaterals.
Draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines. Identify these in
two-dimensional figures.
Describe and classify triangles, including, right, obtuse and acute triangles. Identify that triangles can be sorted by both side lengths and angle size. Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category.
Describe and classify quadrilaterals in a hierarchy, including squares, rectangles, trapezoids, rhombuses, parallelograms and kites. Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category.
Go on a geometric scavenger hunt! In your outdoor space, send students out with a protractor (or a right angle checker) to find as many examples of acute, right, and obtuse angles as possible! You may instruct students to sketch their findings in a notebook, or simply make a list. To also meet benchmarks in Anchor Standard 6, require students to measure the angles that they find, in addition to classifying them,
Students will find angles everywhere: leaf veins, leaf edges, spiderwebs, branches, sidewalks, signs, bricks, doorways, their own clipboard, their friend's shoe, and on and on. Discuss students' observations and wonders.
Possible Extension: Graph your class findings. How many of the angles were acute? How many were right or obtuse?
For this activity, students will work alone or in pairs to create angles using natural found objects (sticks, pine needles, grasses, etc.). Students could also use sidewalk chalk or draw in the snow. You might instruct students to create acute, right, and obtuse angles, or you could require them to create angles that represent specific measurements (aligning with Anchor Standard 6).
Possible Extension: Take photos of the student-created angles and use printed copies to review angle measurement and classification while indoors, or even in an assessment.
This activity can be used as a review of triangle and/or quadrilateral classification. This is a competition between teams or individuals to see who can make the correct shape the fastest. Describe triangles or quadrilaterals using only their attributes (type of angle, number of sides, sets of parallel sides, etc.), and challenge students to make the shape using chalk, sticks, pine needles, grasses, string, or rope. Require the fastest team to classify their shape before moving to the next round.
Possible Extension: Take photos of the student-created shapes and use printed copies to review shape classification while indoors, or even in an assessment.