Math Geometry

Topic 11 Lessons 1- 9

2.15 The student will
a) draw a line of symmetry in a figure; and
b) identify and create figures with at least one line of symmetry.
2.16 The student will identify, describe, compare, and contrast plane and solid
geometric figures (circle/sphere, square/cube, and rectangle/rectangular prism).

Understanding the Standard (Background Information for Instructor Use Only-NOT
anymore)
The van Hiele theory of geometric understanding describes how students learn geometry and provides a
framework for structuring student experiences that should lead to conceptual growth and
understanding.
Level 0: Pre-recognition. Geometric figures are not recognized. For example, students cannot
differentiate between three-sided and four-sided polygons.
Level 1: Visualization. Geometric figures are recognized as entities, without any awareness of
parts of figures or relationships between components of a figure. Students should recognize
and name figures and distinguish a given figure from others that look somewhat the same
(e.g., I know its a rectangle because it looks like a door, and I know that a door is a
rectangle.).
Level 2: Analysis. Properties are perceived but are isolated and unrelated. Students should
recognize and name properties of geometric figures (e.g., I know its a rectangle because it is
closed; it has four sides and four right angles, and opposite sides are parallel.).
An important part of geometry is naming and describing figures in two-dimensions (plane figures) and
three-dimensions (solid figures).
A vertex is a point where two or more line segments, lines, or rays meet to form an angle.
An angle is two rays that share an endpoint.
Plane figures are two-dimensional figures formed by lines that are curved, straight, or a combination of
both. They have angles and sides.
The identification of plane and solid figures is accomplished by working with and handling objects.
Tracing faces of solid figures is valuable to understanding the set of plane figures related to the solid
figure (e.g., cube and rectangular prism).
A circle is a closed curve in a plane with all its points the same distance from the center.
A sphere is a solid figure with all of its points the same distance from its center.
A square is a rectangle with four sides of equal length.
A rectangular prism is a solid in which all six faces are rectangles. A rectangular prism has 8 vertices
and 12 edges.
A cube is a solid figure with six congruent, square faces. All edges are the same length. A cube has 8
vertices and 12 edges. It is a rectangular prism.
A rectangle is a plane figure with four right angles. A square is a rectangle.
The edge is the line segment where two faces of a solid figure intersect.
A face is a polygon that serves as one side of a solid figure (e.g., a square is a face of a cube).
A base is a special face of a solid figure.

The relationship between plane and solid geometric figures, such as the square and the cube or the
rectangle and the rectangular prism helps build the foundation for future geometric study of faces, edges,
angles, and vertices.

While investigating symmetry, children move figures, such as pattern blocks, intuitively, thereby
exploring transformations of those figures. A transformation is the movement of a figure either a
translation, rotation, or reflection. A translation is the result of sliding a figure in any direction; rotation is
the result of turning a figure around a point or a vertex; and reflection is the result of flipping a figure
over a line.


Lesson 1- Topic Opener and Flat Surfaces, Vertices, and Edges
Essential Knowledge: Identify figures with at least one line of symmetry, using various concrete materials.
Draw a line of symmetry horizontal, vertical, and diagonal in a figure.
Create figures with at least one line of symmetry using various concrete materials.
Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube,
rectangle/rectangular prism), using models and cutouts.
Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid
figure.
Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism),
according to the number and shape of their faces, edges, and vertices using models.
Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular
prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.
Vocabulary: circle, square, triangle, rectangle, oval, diamond, cone, sphere, cube, cylinder,
rectangular prism, pyramid, solid figure, edge, plane shapes, flat surface, face, vertex
(vertices)


A figure is symmetric along a line when one-half of the figure is the mirror image of the other half.
A line of symmetry divides a symmetrical figure, object, or arrangement of objects into two parts that are congruent
if one part is reflected over the line of symmetry.


Children learn about symmetry through hands-on experiences with geometric figures and the creation of geometric
pictures and patterns.
Guided explorations of the study of symmetry by using mirrors, miras, paper folding, and pattern blocks will
enhance students understanding of the attributes of symmetrical figures.
Activity:
1. Introduce the Topic 11 by using pages from packet (313-314).
2. I will have the students meet at the carpet area with their packets. Here I will ask
them what shapes they can remember (square, rectangle, triangle, circle, oval,
diamond). As they name shapes I will hold up the shape poems and read the poem to
the students to refresh their memory. I will also ask if they can name an object in our
classroom that is that shape.
3. If any students name solid figures (cone, sphere, pyramid, cylinder, cube, rectangular
prism) I will hold up this shape for them to see. I will ask them of a real world
example of this shape. (If I have a real-world example of that shape I will also hold
this up for them to see).
4. Next they will take a minute, still on the carpet, to answer the review section of their
packet. We will go over this together.
5. We will then move to the new math words section. I will hold up the solid figures as
we talk about solid figures. I will hold up the plane shapes as we talk about them. I
will ask students what the difference is between the two. (One is 2-D one is 3-D).
Then we will talk about edges and I will hold up certain sold figures so we can count
their edges. I will also explain that some solid figures do not have edges.
6. How can we describe different solid figures? When you think about different shapes
what words do you use to describe them? Look around this room how would you
describe the shape of your desk, a poster, tennis balls on your chairs? (Straight sides,
curved, round, etc.)
7. Hold up the geometric solids. How are these shapes alike and different? Do they all
have curved edges or straight edges? Could they all roll? Could some roll? Are they
made of the same plane shapes?
8. We will now write the name of each solid figure on page 315 under the correct
picture. I will write the names on the board for the students to see.
9. We will go through each shape and talk about what its flat surfaces (faces) are, where
the edges are, and where the vertices are.
10. Then students will return to their seats to work with the group of students they sit
with to decide on the number of faces, edges, and vertices, of their shape. Each group
will start with one shape then they will switch until they have done all of the shapes.
(I will have extras available in case one team is taking a long time with a certain
shape).
11. I will rotate around the room offering assistance.
12. Once everyone has done all 6 shapes (or whenever I think it is time to meet back as a
whole group), I will have the students come back to the rug. We will watch the video
on lesson 11-1 (learn) and they can check whether or not they had the right answers.
We will then go over any remaining answers to ensure everyone has pg. 315 correct.
13. We will then complete the guided practice on pg. 316 together.
14. Students will then return to their desks to complete the independent practice problems
4-9.
We will probably not get through this entire lesson. If we do not finish we will keep the packet
we are working on and continue to work on it the next day. We may also skip the quided
practice if we are running out of time. The topic opener pages will go home with the students to
inform their parents of our new topic for math. They can play the game with their parents. If we
do end up having extra time we will play the game on page 314.
Assessment: Teacher will observe students answers on the carpet, students work with their
groups, and during the completion of independent practice on pgs. 317-318.
create a Venn diagram together for rolls vs. flat faces.

Lesson 2- Relating Plane Shapes to Solid Figures
Essential Knowledge: Identify figures with at least one line of symmetry, using various concrete materials.
Draw a line of symmetry horizontal, vertical, and diagonal in a figure.
Create figures with at least one line of symmetry using various concrete materials.
Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube,
rectangle/rectangular prism), using models and cutouts.
Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid
figure.
Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism),
according to the number and shape of their faces, edges, and vertices using models.
Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular
prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.
Vocabulary: plane shapes, circle, square, triangle, rectangle, polygon
Activity:
1. Distribute to the whole group workbook pages 319-322 for class instruction. Using
the document camera/smartboard/manipulatives, we will work together. We will
meet on the carpet.
2. Today we are going to learn about what plane shapes make up solid figures.
3. I will hold up a shape. What shape is this? What do you know about this shape?
(Cylinder; 2 flat surfaces, 0 vertices, 0 edges). The flat surfaces are shapes too, what
shape is this? (Circle)
4. Hold up the other solid figures; what shapes do you think make up this shape? If I
were to put it down on paper what shapes could I trace? Once they guess demonstrate
it on the document camera to show if they were right. Hold up a sphere. Can I trace
a flat surface on this solid figure to get a plane shape?
5. Do page 319 together. I will hold up a shape and ask what the shape is called (they
write that in the first blank) and what plane shape they see (they write this in the
second blank and draw the plane shape). I will do this with them on the document
camera.
6. Watch the 11-2 learn video. Have students answer the questions throughout.
7. Continue on with guided practice on pg. 320 in the same way as pg. 319 (working
together using the document camera).
8. Students will then return to their seats to work on the independent practice pgs. 321-
322. If students are struggling I will provide them with the shape to actually trace.
9. Students may need to complete these few problems at home. Monitor for assistance.
10. Once students complete their packets we will begin work on our shape pop up cards.
11. I will show them each sheet as I discuss exactly what they are going to do.
12. Next we will practice making the pop-ups together. They will have the remainder of
the time to work on their card. This project will continue as morning work, an indoor
recess project, or extra mathtime work.
13. Assessment: Teacher will observe students class work and completion of the
independent practice pg. 321-322.

Lesson 3 Making New Shapes
Essential Knowledge: Identify figures with at least one line of symmetry, using various concrete materials.
Draw a line of symmetry horizontal, vertical, and diagonal in a figure.
Create figures with at least one line of symmetry using various concrete materials.
Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube,
rectangle/rectangular prism), using models and cutouts.
Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid
figure.
Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism),
according to the number and shape of their faces, edges, and vertices using models.
Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular
prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.
Vocabulary: trapezoid, parallelogram, hexagon, side
Activity:
1. We will meet on the carpet and begin by watching the lesson 11-3 learn video.
2. Next students will return to their desks and I will pass out pattern blocks. They will
explore these pattern blocks and try to create new shapes.
3. I will walk around the classroom assisting and I will ask certain students to create
their shape under the document camera so the whole class can see. I will ask various
students who have created different shapes so that there is a variety.
4. While I walk around I will ask students to tell me the name of their new shape and
how many sides and vertices it has.
5. Once students have had time to explore I will call their attention back to the front.
Remaining in their seats with their pattern blocks I will have students work on the
guided practice and independent practice pgs. 324-326. I will explain them before the
students begin (You need to find 2 pattern blocks that fit together to make the shape.
Once you find them you will trace them onto the original shape so that you can see
the shapes when you take the pattern blocks away).
6. I will ask students to keep working until we are out of time. If they do not finish I
will not ask them to work on it at home because they will not have access to pattern
blocks. I will monitor for assistance and allow early finishers to play the math series
games from the topic for extra practice.
7. Assessment: Teacher will observe students class work and completion of
independent pages 324-326.

Lesson 4- Cutting Shapes Apart
Essential Knowledge: Identify figures with at least one line of symmetry, using various concrete materials.
Draw a line of symmetry horizontal, vertical, and diagonal in a figure.
Create figures with at least one line of symmetry using various concrete materials.
Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube,
rectangle/rectangular prism), using models and cutouts.
Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid
figure.
Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism),
according to the number and shape of their faces, edges, and vertices using models.
Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular
prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.
Vocabulary: none
Activity:
1. Call everyone to the carpet. Yesterday we explored how to make a new shape by
putting smaller shapes together. Today we are going to do the opposite. We are goin
to make smaller shapes by cutting bigger shapes in half.
2. Draw a sandwich on the board. Who has ever eaten a sandwich? How do you like
your sandwich cut? There are several different ways to cut it. Some people might
like it in triangles, how would we cut it into triangles? Some people might like
rectangles, how would we do that? What about if I wanted two squares?
3. Distribute to the whole group workbook pages 327-330 for class instruction. Using
the document camera/smartboard/manipulatives, so we can together work through
pages.
4. After this, we will watch lesson 11-4 learn video.
5. Students will now return to their desk. I will hand out pattern blocks. Students will
choose a pattern block to trace and then find a way to cut it into smaller shapes that
they recognize. I will explain and model this process.
6. When they have finished with their four shapes I will ask the to attempt the guided
practice on their own, and I will collect their pattern blocks.
7. We will go over this as a class when everyone is ready.
8. They will then work independently on pgs. 329-330.
9. Student may need to complete these few problems at home. Monitor for assistance
and allow early finishers to play the math series games from the topic for extra
practice.
10. Assessment: Teacher will observe students class work and completion of pages 329-
330.


Lesson 4b Assessment for class work grade
Essential Knowledge: Identify figures with at least one line of symmetry, using various concrete materials.
Draw a line of symmetry horizontal, vertical, and diagonal in a figure.
Create figures with at least one line of symmetry using various concrete materials.
Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube,
rectangle/rectangular prism), using models and cutouts.
Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid
figure.
Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism),
according to the number and shape of their faces, edges, and vertices using models.
Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular
prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.
Vocabulary:
Activity:
1. Review previous lesson by asking teacher made questions then distribute Quick
Check 11-1 and 11-2
2. Student will start this assessment. We will finish this assessment during the next
lesson.
Lesson 5- Congruence
Essential Knowledge: Identify figures with at least one line of symmetry, using various concrete materials.
Draw a line of symmetry horizontal, vertical, and diagonal in a figure.
Create figures with at least one line of symmetry using various concrete materials.
Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube,
rectangle/rectangular prism), using models and cutouts.
Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid
figure.
Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism),
according to the number and shape of their faces, edges, and vertices using models.
Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular
prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.
Vocabulary:
Activity:
1. Introduce the topic of congruence with students sitting on the rug. Ask students if
they have any guesses on what congruent means. If no one is able to think of a guess
I will draw two congruent shapes on the board. I will tell the class that these shapes
are congruent and ask if any can think of a reason why they might be congruent.
(Same size and shape).
2. I will have cutouts of congruent and non-congruent shapes to show on the document
camera. I will ask different students whether the shapes are congruent or not and how
can they tell. Some pairs will be the same shape but not the same size. Some pairs
will be different shapes. Some pairs will be congruent. I will show congruent shapes
in various positions so students understand that the orientation of the shape does not
matter.
3. I will connect this word to the real world by asking why we would ever need
congruent shapes. When is a time we would want two shapes to be exactly the same
size and shapes. (Doors in your house, fence posts, sheets for a bed, cookies)
4. Students will work in partners with their geoboards at their desks. One partner will
create the first shape and the other partner must create a congruent shape. Then they
will switch roles.
5. Once students have explored we I will hand out the lesson 5 packets. I will explain
the guided practice to them. Next, they will work independently to complete the
guided and independent practice.
6. Once students have completed the packets we will review lesson 11-1 and 11-2.
7. I will hand out the 11-1 and 11-2 quick checks (some students have started, others
have not).
8. If students finish they may read quietly.
9. Assessment: Teacher will observe students class work and completion of packet.

Lesson 6- Ways to Move Shapes
Essential Knowledge: Identify figures with at least one line of symmetry, using various concrete materials.
Draw a line of symmetry horizontal, vertical, and diagonal in a figure.
Create figures with at least one line of symmetry using various concrete materials.
Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube,
rectangle/rectangular prism), using models and cutouts.
Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid
figure.
Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism),
according to the number and shape of their faces, edges, and vertices using models.
Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular
prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.
Vocabulary:
Activity:
1. I will introduce lesson 6 by playing video 11-6, which introduces each
transformation: translation, reflection, and rotation. Students will stay at their desk.
2. I will then demonstrate these three transformations through movement (on the rug
while the students watch). During my rotation I will make sure that one foot stay in
the same spot and show students that is the point I am rotating on. I will call several
small groups of students to demonstrate one of the movements.
3. We will then create a model of each of these ways to move shapes. Students will have
a piece of construction paper. I will have cutouts of shapes ready and they will have a
baggie of several of the same shape. They will glue down a shape and then choose a
movement to perform (rotation, reflection, translation). They will see how many
times they can perform each movement. They will write the movement below where
it is represented. Students will draw their point for rotations and their line for
reflections. I will model all of this for the students on the document camera and
whiteboard.
4. When students are finished they may take their model home and will work on the
guided and independent practice on the 11-6 packet.
5. Assessment: Teacher will observe students class work and completion of packet.

Lesson 7- Symmetry
Essential Knowledge: Identify figures with at least one line of symmetry, using various concrete materials.
Draw a line of symmetry horizontal, vertical, and diagonal in a figure.
Create figures with at least one line of symmetry using various concrete materials.
Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube,
rectangle/rectangular prism), using models and cutouts.
Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid
figure.
Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism),
according to the number and shape of their faces, edges, and vertices using models.
Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular
prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.
Vocabulary:
Activity:
1. We will begin this lesson with a hands-on experience of symmetry. I will begin by
asking students if they have ever heard of symmetry. We will brainstorm what it
means and some example shapes.
2. Next, students will be given a piece of paper and droppers. They will fold their
construction paper in half. They will partially fill up their droppers and use this paint
on one side of their folded paper. I will instruct students on exactly what is expected
and monitor them closely during this process. Students should keep paint away from
all of the edges except the creased edge. There they may go all the way to the line.
Once students have had the chance to drop several droppers worth of paint in the
locations they want I will instruct them to fold their paper in half on the creased edge
again. Now they will press their paper together so that the paint will transfer to the
other side.
3. Students will place these creations underneath the computer tables to dry.
4. Next, we will meet on the rug watch video 11-7 on symmetry. I will have students
compare what the video said to the activity we did. How do they know our shapes
had symmetry? We will discuss the line of symmetry we created with our folded
crease, as well as, the new symmetrical shapes they made.
5. Students will return to their desk to work independently on finding line of symmetry.
I will provide each student will a baggie of shapes. Some will be symmetrical and
others will not. Each student will have to first decide if it is symmetrical or not, and
then they will have to draw as many lines of symmetry as they can find. Some shapes
may have several line of symmetry, while others have just one. I will walk around
and assist students during this process.
6. Once they have finished exploring their shapes students will draw and label a
symmetrical and nonsymmetrical shape to turn in on paper provided.
7. Assessment: Teacher will observe students class work and evaluate the student
drawn shapes for accuracy of content.

Lesson 8- Problem Solving: Using Reasoning
Essential Knowledge: Identify figures with at least one line of symmetry, using various concrete materials.
Draw a line of symmetry horizontal, vertical, and diagonal in a figure.
Create figures with at least one line of symmetry using various concrete materials.
Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube,
rectangle/rectangular prism), using models and cutouts.
Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid
figure.
Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism),
according to the number and shape of their faces, edges, and vertices using models.
Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular
prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.
Vocabulary:
Activity:
1. We will meet on the carpet. We will start by talking about riddles and ways to solve
them. We will also discuss the strategy of crossing out wrong answers, answers we
are sure are wrong. This is a good technique for test-taking as well!
2. We will start on page 343. I will read the riddle and write it on the board. I will give
my expectations for the students, and model these expectations. For each riddle I
want students to whisper with an elbow buddy. They should discuss which ones are
absolutely not right, as well as, a possible answer. I will call on people to share.
3. With the first riddle we will go through step by step together so that the students can
see the process of eliminating answers. I am a solid figure. I have more than 4 flat
surfaces. I have fewer than 6 vertices. Which shape am I?
4. We will work through guided practice and independent practice talking with our
elbow buddies and coming back as a whole group.
5. Students will take home these packets.
6. Students will work with a partner to create their own riddle.
7. Assessment: Teacher will observe students class work and creation of riddle.

Lesson 9- Assessment
Essential Knowledge: all of the above essential knowledge
Vocabulary: all of the above vocabulary
Activity:
1. Review chapters concepts.
2. Assessment: Distribute assessments.
3. Clarify directions.
4. If there is extra time children will pair up and play the math series games.