Geometry in Target

Grade: 4th
Number of Students: Small group of 2-4 students
Time: 40-45 minutes
Objective: Students will be able to define geometric characteristics of two-
dimensional figures and sort items based on those characteristics (angles, parallel and
perpendicular lines, symmetry, etc.).

Standards:
MCC4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.

MCC4.G.2: Classify two-dimensional figures based on the presence or absence of

parallel or perpendicular lines, or the presence or absence of angles of a specified size.
Recognize right triangles as a category, and identify right triangles.

MCC4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across

the figure such that the figure can be folded along the line into matching parts. Identify
line-symmetric figures and draw lines of symmetry.

Materials:
Anchor chart paper
Markers/ pens
3 labeled baskets
Printed pictures of grocery store items
“Taking a Trip to Target” worksheets
Post-It notes

Procedure:
1. The teacher will begin by introducing the characteristics of geometric shapes and
objects.
○ Acute, obtuse, right angles
○ Lines, line segments, rays
○ Parallel, perpendicular, lines of symmetry
 2. The teacher and students will collaborate to make an anchor chart documenting
each individual characteristic. The chart will consist of a picture, its name, and
brief definition for each characteristic.

3. The students will be organized into groups of 2-4.The teacher will explain to the
students that they will be sorting items from the store based on their geometric
characteristics. Each student will be given a worksheet, with charts on the front
and back. The teacher will explain that the front page consists of three friends
are going to Target. Mr. Right only wants items that have right angles, Mrs. Acute
only wants to buy things with acute angles, and Mr. Obtuse will only buy items
with obtuse angles. The teacher will then explain how each group will receive a
stack of pictures of items that can be bought at Target and will need to give each
character an item based on their requirements. Teacher is sure to highlight that
the photos are three-dimensional objects, but we are classifying them by their
two-dimensional shape.

4. Once the students finish the front page, they will find that the back side of the
page has two more groups that are going to Target too. The top of the page
shows Parallel Pam and Perpendicular Pete only wanting items with either
parallel or perpendicular lines. The students will sort the items into these two
groups.

5. Finally, the bottom section asks for only items with lines of symmetry to be
given to siblings, Symmetrical Sally and Non-Symmetrical Nate. The teacher will
tell the students that once the items are sorted into one section, they will need to
resort them for the next section.

6. Once the teacher gives the directions, she will give a model for the students’ own
reference. The teacher will pull out a picture from one of the stacks and ask the
student which character will want to buy the item. When the students answer
correctly, the name of the item will be written under the name of the person who
wants to buy it.

7. When the students finish all three sections of the worksheet, the teacher will call
the class back together to go over the qualities of each object. The teacher will
point out how objects can have more than one geometrical characteristic about
its shape. This will show the universality of geometry and how these concepts
are in our everyday lives, even at Target.

Closing/Assessment:
By way of an exit slip and informal closing assessment, the teacher will assign the
students to take one Post-It note apiece from a set provided by her and write down a)
the differences between parallel and perpendicular sets of lines; b) the relationship
between perpendicular lines and angles; and c) how to tell if an object is symmetrical
versus non-symmetrical. Once each student has completed her/his Post-It note, (s)he
must stick it on a separate sheet of notebook paper that the teacher will place in the
middle of the table so that everyone can access it readily.

Extension:
● As an extension let the students come up with other items that the people could
buy

Differentiation:
● Start with an anchor chart - different angles, types of lines, etc. Talk about the
characteristics of the shapes--similarities and differences (different types of
triangles)
● Different baskets with label with what goes into them
● Different shapes
● Discuss each shape afterwards (physically draw lines of symmetry, etc.)
● 2 - dimensional shapes
● Ask about the characteristics versus what the shape actually is

Link to worksheet:
https://docs.google.com/document/d/1h4NnZzwmwuA337_aIz3S-
Tn67Sx6gJOfiJl7PLLrPYc/edit?usp=sharing