Math Topic Geometry Common Core State Standards Standards for Mathematical Practice 1 Make sense of problems and

persevere in solving them. 3 Construct viable arguments and critique the reasoning of others. 4 Model with mathematics. 6 Attend to precision. Standards for Mathematical Content 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Learning Goals Recognize, classify, and create polygons by their lines and angles. Understand the difference between line and turn symmetry, and identify types and amount of symmetry in an object. Apply knowledge of symmetry and and/or other geometric concepts. Helpful Prerequisite Knowledge/ Timing of Lesson within Unit Fourth graders should have a fairly strong understanding of polygons, if not the specific terminology, at least the general concept, so the lessons with polygons and The Greedy Triangle

can be done early in the unit. A review of symmetry should also be enough to carry out the symmetry photo lesson and the symmetry alphabet sort. The lesson asking students to create a picture using ordered pairs, a four quadrant grid, or multiple geometric concepts would be best suited as a lesson to wrap up the unit. Citation of Trade Book Burns, M. (1994). The greedy triangle. New York, NY: Scholastic Inc. Synopsis of Trade Book The triangle enjoys all of its important jobs, being a slice of pie, playing in an orchestra; the triangle becomes restless and makes a visit to the shapeshifter. Time and again, the triangle pleas with the shapeshifter to give him one more side and one more angle, believing that he would finally be happy. The shapeshifter appeases the triangle until the triangle has so many angles that it cannot even stand upright. The triangle makes one final visit to the shapeshifter, and leaves a triangle again, happy to hold up a house or be a sail on a boat. The Greedy Triangle is a simple review of polygons, how many sides and angles they have, and their names. Lesson Description Polygons Part I 1. Read The Greedy Triangle aloud to the class. 2. Point out the new shapes that are formed each time the triangle goes to the shapeshifter, paying close attention to the number of sides and angles each shape has. 3. Distribute outlines of polygons, this can be limited to quadrilaterals or can encompass a broader range of polygons.

4. Direct students to sort the shapes using criterion of their choosing, sides, parallel and perpendicular lines, angles, etc. 5. Allow students to organize and present their shapes in a way that makes sense to them, but is also accurate. They may use a venn diagram or columns, for example. 6. Display the sorts around the room and encourage students to give constructive, but polite criticism. 7. Discuss the results and possible changes to the way the shapes were sorted. Encourage students to justify their thinking or critique of their classmates thinking. Polygons Part II A simple extension to the polygon sort could be a polygon graffiti wall. 1. Reread The Greedy Triangle, or discuss the fact that the triangle, no matter what form or shape it took, always had important jobs in the world around him. 2. Post a large sheet of bulletin board paper, large poster board, or butcher paper on the wall. 3. Set out markers and pens for students to use to create their polygon graffiti. 4. Encourage students to think creatively and draw real world examples of the shapes they read about in the book. 5. Discuss any misconceptions, like circles or hearts, as they arise. 6. Leave the paper up for students to add to when the opportunity presents itself. Differentiation Students are given the choice of criterion for sorting their polygons. They can sort according to parallel and perpendicular lines, angle types, or some other reasonable criteria. They

also have the choice of organization for their sort. Students may want to create a venn diagram, while others might feel comfortable creating columns or a chart. In regard to the polygon graffiti wall, students can choose which shape to focus on. The outline of each polygon is on the poster. Some students may feel most comfortable finding examples of triangles or squares, even drawing the same shapes as in the book. Others may take on the challenge of finding examples of polygons with five or six sides which werent mentioned in the book. Citation of Trade Book Leedy, L. (2012). Seeing symmetry. New York, NY: Scholastic Inc. Synopsis of Trade Book Seeing Symmetry relies mostly on pictures to get the concept of line and turn symmetry across to readers. The book contains colorful illustrations of animals, clothing, letters, and words that have symmetry. Some of these pictures have a shadow of it on the page that is divided with a line showing its symmetry. Later in the book there are no lines of symmetry drawn or the order of turn symmetry shown, and the pictures become more intricate. They include cultural patterns, holiday symbols, furniture and buildings. The sparse text on the pages defines symmetry and clarifies the presence of symmetry in the various pictures. At the end of the book is a two-page spread of notes that go into more depth that could be used to spark discussion. The book also includes a brief glossary of symmetry words. Lesson Description Symmetry Part I

1. Read Seeing Symmetry aloud to the class. 2. Point out the various examples of line and turn symmetry and the difference between the two types of symmetry. 3. Elicit examples of symmetry, both line and turn symmetry, in the classroom. 4. Contact parents before the assignment to assure all students have access to a device that can take photos, and a parent email address to send the photos to the teacher. 5. Distribute the directions for taking photos of objects that have symmetry. 6. Divide students into groups. Direct them to use Simplebooklet or some other Web 2.0 tool to create a slide presentation or digital booklet of their photos. 7. Stress the fact that students should include the number of lines of symmetry, or the order of turn symmetry that their objects contain. 8. Share the students work with the class. Differentiation The symmetry photos activity is inherently differentiated. Each student will search for an object or objects that they know have symmetry. Where some may stick to simple, concrete examples, squares, rectangles, others will see symmetry in objects around them that is not exactly perfect and appreciate that they can still be categorized as having symmetry. Symmetry Part II As with the polygon sorting activity, students will sort letters of the alphabet according to the type of symmetry they have. Students can decide how to display their sort, and the criterion on which to base the sort. Some may focus on line symmetry, while others may include turn symmetry.

1. Distribute a printout of large letters to small groups of students. 2. Remind students, as is mentioned in Seeing Symmetry, that the symmetry of a letter can change depending on the font. They should not assume that a K always has symmetry because the K they saw before did, for example. 3. Challenge students to stretch their thinking to include as much information as possible in their symmetry sort. 4. Display the sorts around the room, and invite constructive, but polite criticism from the students. Encourage students to make comments using sticky notes. 5. Check the results as a class. Differentiation Like the polygon sort, the alphabet symmetry sort is can be differentiated through criterion selection and method of representation. Culminating Geometry Activity Some students may choose to only do the symmetry part of this activity, while others may challenge themselves to do the culminating geometry activity. 1. Review geometry concepts by rereading or discussing the books The Greedy Triangle and Seeing Symmetry. Students can also discuss their sorts, graffiti wall, and symmetrical photos. 2. Offer three levels of activity difficulty for creating a geometric picture. a. Plot ordered pairs to create a symmetrical drawing that is already determined. Since students do not have to apply the idea of symmetry in this activity, but

simply plot ordered pairs, they should be required to draw in or otherwise identify the lines of symmetry in the final picture. b. Use a four quadrant grid as a guide to create a self-determined symmetrical drawing. c. Use guidelines to create a geometric drawing including not only symmetry, but also angles, parallel and perpendicular lines, and similar and congruent shapes. 3. Supply students with graph paper, guidelines, ordered pairs, and any other supplies they might need to successfully complete the activity. Differentiation This activity is obviously leveled, and students should feel comfortable choosing the level of activity with which they feel most comfortable. The ordered pairs create a clear direction for the drawing. However, it is nonetheless challenging to keep up with connecting the points and identifying where mistakes were made if the picture comes out asymmetrical. Using the four quadrant grid to create a picture is more challenging, but still allows the student some freedom in the degree of intricacy. Working in four quadrants adds another component that the first level does not have. The third option, using guidelines to create a picture, is not especially difficult, but does include multiple geometry concepts. It also requires the student to create a key to identify the concepts in her drawing.