| Code |
Description |
| MA.3.GR.1.1: | Describe and draw points, lines, line segments, rays, intersecting lines, perpendicular lines and parallel lines. Identify these in two-dimensional figures.Clarifications:
Clarification 1: Instruction includes mathematical and real-world context for identifying points, lines, line segments, rays, intersecting lines, perpendicular lines and parallel lines.
Clarification 2: When working with perpendicular lines, right angles can be called square angles or square corners.
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| MA.3.GR.1.2: | Identify and draw quadrilaterals based on their defining attributes. Quadrilaterals include parallelograms, rhombi, rectangles, squares and trapezoids.Clarifications:
Clarification 1: Instruction includes a variety of quadrilaterals and a variety of non-examples that lack one or more defining attributes when identifying quadrilaterals.
Clarification 2: Quadrilaterals will be filled, outlined or both when identifying.
Clarification 3: Drawing representations must be reasonably accurate.
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| MA.3.GR.1.3: | Draw line(s) of symmetry in a two-dimensional figure and identify line-symmetric two-dimensional figures.Clarifications:
Clarification 1: Instruction develops the understanding that there could be no line of symmetry, exactly one line of symmetry or more than one line of symmetry.
Clarification 2: Instruction includes folding paper along a line of symmetry so that both halves match exactly to confirm line-symmetric figures.
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This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Identifying and Explaining Symmetry: | Students are asked to determine if lines drawn on two-dimensional figures are lines of symmetry and to explain their decisions. |
| Using Lines of Symmetry: | Students are asked to use a line of symmetry to complete a drawing. Additionally, they consider how to describe a line of symmetry. |
| Parallel and Perpendicular Sides: | Students are asked to identify parallel and perpendicular sides and explain how they know. |
| Line Symmetry: | Students are asked to identify line-symmetric figures and then draw the lines of symmetry. |
| Squares and Lines of Symmetry: | Students are asked to determine how many lines of symmetry a square has by drawing the lines of symmetry. Students then consider whether all quadrilaterals have four lines of symmetry. |
| Sketching Quadrilaterals: | Students are asked to use shape descriptions to sketch shapes and explain why some cannot be sketched. |
| Locating Points, Lines, and Rays: | Students locate points, lines, line segments, and rays in a given diagram. |
| Lines, Rays, and Line Segments: | Students are asked to draw parallel lines, perpendicular lines, a point, and a line segment. Students also explain how a line segment is different from a ray or line. |
| Four Sided Figures: | Students are shown a quadrilateral and asked to identify it. Then students are asked to draw another example of a quadrilateral that is different from the one that they were shown. |
| Identifying Quadrilaterals – 1: | Students are asked to describe attributes shared by three shapes and to identify a larger category into which these shapes can be placed. |
| Drawing Quadrilaterals: | Students are asked to draw a shape with four sides that is not a rhombus, rectangle, or square. |
| Identifying Quadrilaterals - 2: | Students are asked to describe attributes shared by three shapes and to identify a larger category into which these shapes can be placed. |
| Name |
Description |
| Shape Up Your Civility: | Students will be able to listen and cooperate with one another in replicating geometric designs without seeing them and relate this to how citizens demonstrate civility and cooperation to accomplish a common goal. |
| Design a New State Seal: | Students will use their knowledge of Florida symbols, individuals, documents, and events to create a new state seal. Students will incorporate the study of various lines and quadrilaterals into their design. They will justify what symbols they picked and how they fit into the requirements of the project in this model eliciting activity. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Artistic Alley: | Students will use their knowledge of how to identify quadrilaterals and how to analyze data to determine a ranking for the best paver designs for a driveway. In this MEA, students will deepen their understanding of the attributes of parallelograms, rectangles, squares, trapezoids and quadrilaterals that do not belong to any of these categories.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| ABC Symmetry: | Students will explore the concept of line symmetry in this lesson. Students will explore two-dimensional pictures and decide whether or not each image has symmetry. Students will also fold pre-cut capital letters to decide whether or not each letter has symmetry. |
| Quadrilateral Quest: | In this lesson, students categorize shapes identifying the attributes of quadrilaterals. |
| Same Perimeter, Different Area: | In this lesson, students are presented with a problem that requires them to create rectangles with the same perimeter but different areas. Students also search for relationships among the perimeters and areas of different rectangles and find which characteristics produce a rectangle with the greatest area. |
| Pretzel Quadrilaterals: | This lesson helps students to realize that quadrilaterals have identifying attributes that define them. Students should also discover that a quadrilateral can have multiple names based on the attributes of a category. |
| Snowflake Geometry: No Two Alike!: | In this lesson students will make snowflakes, promoting creativity and self-expression, and use them to identify geometric terms. It also gives them an opportunity to follow a sequenced set of instructions for a given outcome. |
| Angles All Around Us: | This is a lesson that introduces right, acute, obtuse, reflex, straight angles in a fun and challenging way. |
| Arrays Show the Way to the Multiplication Chart: | This is an introductory lesson to explore the use of arrays to solve multiplication problems. Students build arrays and save the arrays in a class Multiplication Chart. They learn to use arrays to find products and factors, and by placing them in the Multiplication Chart, they learn how to read the chart. They learn how to write equations to represent situations that are modeled with arrays. An overall theme is the organization of the multiplication chart and how it includes arrays within. |
| Points, Lines, and Angles, Oh My!: | In this lesson, students work to identify points, lines, line segments, rays, angles and perpendicular and parallel lines. Students create webs of yarn and analyze the web for geometric properties listed above. A teacher can select which vocabulary terms are appropriate for the class. |
| Symmetrical Solutions: | Students will use paper cutout and geoboards to find and create lines of symmetry. Students will have the opportunity to work with a partner and independently. |
| Attributes of Geometric Shapes: | This resource is a fun and engaging activity that will allow the students to identify and name shapes by their attributes. The students will move around and construct various geometric figures in order to build a solid understanding of the figures. |
| Building Blocks of Geometry: | Students will be introduced to point, line, and plane, the building blocks of geometry, and use them to develop an understanding of new terms, including line segment, intersecting lines, parallel lines and perpendicular lines. Students will participate in a Building Block Scavenger Hunt, using paper and pencil to draw examples of specified terms that they find outside of the math classroom. The students will compose a poster to display their images of the required terms. |
| Geometry, USA: | Students will draw a town based on a set of given directions using the geometry terms (parallel, perpendicular, and intersecting lines). This activity is designed to be taught after the students having learned the meanings of the geometry terms and the ability to identify examples of each. |
Vetted resources students can use to learn the concepts and skills in this topic.
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