Structured Curriculum Lesson Plan Day: 126 Subject: Mathematics Grade Level

STRUCTURED CURRICULUM LESSON PLAN
Day: 126 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 7A2, 7A3, 7A6, 9B1
ITBS/TAP: Understand geometric properties ISAT:

and relationships
Apply geometric concepts and formulas
Unit Focus/Foci
Measurement
Instructional Focus/Foci
Perimeter-1
Materials
Six-Group Activity: Perimeter 1

Worksheet (see attached)
Terms worksheet (see attached)
Homework (see attached)
Math journals
Educational Strategies/Instructional Procedures
Warm-up Activity:
Have students write down the following notes in their math journals. The football field at Amelia
Park is 128 yards long and 60 yards wide. The P.E. class was instructed to run around the field.
The class started to run beginning at the goal post on the north end of the field. When they
reached the south end goal post, the leaders started up the center of the field instead of going
around the entire football field.
231
60 yds. (Start)
* This drawing should be

shown on an overhead or
drawn on the chalkboard.
60 yds.
Looking at the drawing above, are you able to determine the perimeter of the area the P.E. class
ran? Why or why not?
Some reasons may be:
1. One cannot measure to find the perimeter because the students did not completely enclose the area.
2. In order to determine perimeter, we need measurements for length and measurements for width, at
least three sides making a closed form. Thus, we can not determine the perimeter from this picture.
Next, ask a volunteer to point out two ways to determine the perimeter of the polygon by making a
couple of changes. Show on the chalkboard what the two different drawings will look like.
The drawings should look like this.
60 yds.
30 yds.
* Note the path of the arrows.
30 yds
60 yds.
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Perimeter = 2 x 30 + 2x 128
60 + 256 is the perimeter of the first drawing. (Dark lines)
Perimeter = 316 yds.
2 x 60 = 128 = 376 yds.
*Perimeter: To find the perimeter of regular polygon you can multiply, add, or count the square units of
a grid.
Lesson:
Allow students to work in pairs with geoboards and rubber bands. Tell them to stretch the band over
the studs and count the units to determine the perimeter of the banded area. Have students count the
units on their boards, exchange boards with their partner and count his/her units. Compare the numbers
of units each person has counted to see if the numbers are the same. Allow time for students to
continue to explore, about five minutes. Next, distribute the attached worksheet and have students
measure and record the measurements of the polygon figures given.
Ask students to name the shapes of polygons shown and label them. (Polygon: Figures with 3 or more
sides or line segments to make a closed form.)
Ten Statements
Review the ten statements and have students write yes if they heard it in today’s lesson and no if they
did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.
1. Perimeter is the measure of the outside of an inclosed former polygon. (yes)

2. Polygons are forms that have three or more sides with line segments that close the form. (yes)
3. A triangle is a polygon that can be measured to find perimeter. (yes)
4. The area of a polygon means how many square units it takes to completely cover a figure. (no)
5. When adding decimals line the decimals up first. (no)
6. Using the geoboard to explore and reinforce polygons and perimeter is a method of reinforcing a
skill that has been taught. (yes)
7. Any inclosed form with at least three line segments has a perimeter is a method of reinforcing a skill
that has been taught. (yes)
8. Parallel lines can be used to divide line segments into equal parts. (no)
9. Perimeter is the sum of the lengths of a polygon. (yes)
10. Two figures are congruent if they are the same size and shape. (no)
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Free-Choice Lesson
Have students choose a lesson from the Free Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Perimeter 1 as a teacher-
directed lesson.
Math Workshop
Have students work in the Math Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual information

Understand the meaning of words in context
SC: Apply scientific method to solve problems

Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
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Assessment
Completed assignments and class participation.
Homework
See attached
Teacher Notes
Answers to Worksheet:
1. Pentagon 6. Kite/Trapezoid
2. Rectangle 7. Octagon
3. Trapezoid 8. Square
4. Rhombus
5. Rectangle
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Worksheet
Name the forms above. Find the perimeter of each.
1. 2. 8in.
3cm 3cm
4in. 4in.
5cm 5cm
5cm 8in.
3. 6m. 4. 2in
4m. 4m. 1in 1in
2m.
2in
5. 6.
3ft.
2ft. 2yds. 2yrds.
3ft. 1 yd. 1yd.
7. 8.
1cm 4 yds.
1cm 2cm
2cm 2cm 4 yds. 4 yds.
2cm 1cm
1cm 4 yrds
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Terms:
Define these terms.
1. Perimeter-
2. Rectangle-
3. Triangle-
4. Pentagon-
5. Polygon-
6. Hexagon-
7. Octagon-
8. Square-
9. Diagonal-
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Homework
Find the Perimeter:
5 cm 5 cm
1 cm
2 cm 2 cm
2 cm 2cm
1 cm
5 cm 3 cm
Measure each side to the nearest centimeter. Find the perimeter of each.
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Six-Group Activity
Geometry and Measurement: Perimeter 1
Materials:
5 index cards (5” x 7”)

1 envelope (9 ½” x 6 ½”)
Activity Cards sheets
Scissors
Glue
1 Pencil
Prepare the following cards using scissors to cut out the activity cards included in the pages that follow
and glue each to an index card. Use the pencil to write the answers on the back of the index cards.
Answers:
1. 32 cm 2. 14 ft 3. 60 cm 4. 53 ft 5. 109.2 cm
Show the students a card and instruct them to find the perimeter of each figure using the measurement
provided. After the students have determined the answer for each card, reveal the answer by turning
the card over and say: The answer is…
Make a copy of the following study board and use it to reteach this activity.
Perimeter 1
The perimeter of a figure is the distance around it and the sum of the lengths of the sides of a polygon.
Square P=4 sides
Rectangle P=2l + 2w
Equilateral triangle P = 3 sides
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Polygon P = 6 sides (Number of sides x length of one side)
Find the perimeter of a rectangle or square by adding the lengths of the sides or by using a formula.
Example:
By measuring:
P = length + width + length + width
P = 35 + 25 + 35 + 25 = 120
The perimeter is 120 ft.
By using the formula 2l + 2w:
P = 2 × length + 2 × width
P = 2 × 35 + 2 × 25
P = 70 + 50
P = 120 ft
The perimeter is 120 ft.
Have students use these examples to practice before completing the 6 group activity.
10 ft
30ft 8 in
14 in
Draw the examples above on a scratch sheet of paper and show students both ways to solve the
problem.
Tell the students that they are going to do an activity on perimeter. When you lay a card on the table,
they can solve it either of the two ways. Make sure the study board is available if they need a visual aid.
Store this activity in the envelope.
240
ACTIVITY CARDS
8 cm
8 cm
241
ACTIVITY CARDS
3 ft
4 ft
242
ACTIVITY CARDS
10 cm
20 cm
243
ACTIVITY CARDS
21 ft
10 ft 8 ft
14 ft
244
ACTIVITY CARDS
17.7 cm
8 cm 45.9 cm
20.2 cm 17.4 cm
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Correlations (SG,CAS,CFS): 9A1, 9B1, 9C2, 9D5, 9D6, 9D7
ITBS/TAP: ISAT:
Understand geometric properties and relationships
Unit Focus/Foci
Measurement
Perimeter-2
Materials
Six Group Activity: Perimeter 2

Math journals
Homework worksheet
Warm-up Activity:
Roll a polygon. Using the dice from the classroom game. Roll a pair of dice and tell students to use
their rulers to construct polygons using the rolled measures. Have them give the perimeter of each
polygon.
Using the following measures construct five polygons:
1) 3, 5, 6
2) 4, 2, 2, 4
3) 1, 6, 1, 6
4) 5, 5, 5, 5
5) 3, 3, 3
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Ask students to give the names of the polygons which have been constructed. Measures should be
given in centimeters. Some desired responses may be:
1) 14cm./Triangle
2) 12cm./Rectangle
3) 14cm./Rectangle
4) 20cm./Square
5) 9cm./Triangle
Circulate around the room to observe the polygons constructed by the students. Give assistance where
needed.
Lesson:
Tell students to construct (5) five polygons that are different from the one drawn in the warm-up, and to
give the perimeter of each. This should be done in the math journals.
1) A four sided polygon

2) A five sided polygon
3) A three sided polygon
4) A six sided polygon
5) An eight sided polygon
Ask students if there is a way to compute the perimeter of a polygon other than adding. Tell students
that on regular polygons the width can be multiplied. A regular polygon is one in which all sides and
angles are equal. If the polygon is drawn on grid paper, count the square units to find the perimeter.
Ask students to label the regular polygons and to find the perimeter of the polygons on the attached
worksheet.
Ten Statements
1. Polygons can be regular or irregular. (yes)

2. Regular polygons have all equal sides.(yes)
3. The perimeter is found only when line segments are completely closed. (no)
4. When finding perimeter using grid paper, the square units can be counted. (yes)
5. A square is an example of a regular polygon. (yes)
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6. This drawing is an example of an irregular polygon. (yes)
4
3 1
1 2 (cm.)
2 2
7. A quadrilateral is an example of a polygon. (no)
4
8. 2 is a polygon with a perimeter of 12cm. (yes)
2 (cm.)
4
9. The rhombus is a polygon. (no)
10. All polygons must have connecting line segments. (yes)
Free-Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Perimeter 2 as a teacher-
directed activity.
Math Workshop
LA: Understand specific factual information

Connection(s)
Enrichment:
Fine Arts:
248
Home: Have students measure both their spelling and social studies books and compute the perimeter
of each. If desired, have students use grid paper and count the square units for the spelling book.
Remediation:
Technology:
Assessment
Correctly completed assignments and class participation.
Homework
See Attached Worksheet

Teacher Notes
Key: A
1. Triangle 2. Quadrilateral 3. Pentagon

4. Hexagon 5. Octagon
Key: B
Polygons: Circle the following:
2. 4. 5. 6. 8.
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Homework
A. Name these special polygons:
1). 2).
3). 4).
5).
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B. Circle the figures that are polygons:
1). 2). 3).
4). 5). 6).
7). 8).
9). 10).
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Six-Group Activity
Geometry and Measurement: Perimeter 2
Materials:

1 envelope (9 ½” x 6 ½”)
1 pencil
Activity Card sheets
Scissors
Glue
Prepare the following index cards using scissors to cut out the activity cards and then gluing them to the
index cards. Use the pencil to write the answer on the back of each index card.
Answers:
1) 40cm 2) 33ft 3) 44cm 4) 34ft 5) 26cm
6) 46cm 7) 34m 8) 28in 9) 32in 10) 80in
Lay a card on the table and explain to the students that they are going to find the perimeter of some
figures. They will notice there are measurements missing in some of the figures and they are to figure out
the length, then give the perimeter of the figure. After the students write the answer to one card, turn it
over to show the answer and say: The answer is…….
Use this picture to reteach this concept. Write this figure on a sheet of paper so the students can see it.
9 cm
2 cm
5 cm
15 cm
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Say: Look at this figure. Notice that most of the figure has measurements and some parts don’t.
(Point to the 5 cm.) This side of the figure measures 5 cm. Look directly to the right of the figure
(Point to 2 cm.) Look at 2 cm. If the length to the left is 5 cm and (Point to 2 cm) this measures 2
cm, and if a line was drawn from (Point to the line that starts from 2 cm down) here to here it would
be the same length as 5 cm. So, 5 cm-2 cm would give us the length (Point to the end of the figure
to your far right) from here to here. This measures 3 cm. Now the length in the middle of the
figure to the right (Point to the space) has no measurement. Look at the 9 cm measurement at the
top (Point to 9 cm) and the measurement of 15 cm at the bottom of the figure (Point t 15 cm).
Subtract 9 cm from 15 cm to get the length of the missing line segment. 15cm – 9cm =6 cm.
Now that we have all the missing measurements we can solve the problem:
5 cm + 9 cm + 2 cm + 6 cm + 3 cm + 15 cm = 40 cm
Tell the students that they are going to do an activity that calls for them to find the perimeter of a figure.
Lay a card on the table and give students time to solve it before revealing the answer by turning the card
over and saying: The answer is…… after every card. Store this activity in the envelope.
253
9 cm
2 cm
6 cm
254
5 cm
3 cm
ACTIVITY CARD SHEET
15 cm
1 ft
3 ft
4 ft 4 ft
255
6 ft 6 ft
ACTIVITY CARD SHEET
6 ft
ACTIVITY CARD SHEET
5 cm
10 cm
2 cm 4 cm
3 cm
7 cm
256
ACTIVITY CARD SHEET
8 ft
2 ft
4 ft
1 ft 1 ft
2 ft
257
ACTIVITY CARD SHEET
8 cm
5 cm
258
ACTIVITY CARD SHEET
1
12 cm
2
1
10 cm
2
259
ACTIVITY CARD SHEET
6m
2m
4.4 m
8.4 m
2.6 m
2m
260
ACTIVITY CARD SHEET
1 in
1 in
7 in
7 in
261
2 in
5 in
2 in
262
8 in
3 in
ACTIVITY CARD SHEET
12 in
ACTIVITY CARD SHEET
16 in 16 in
16 in 16 in
16 in
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Correlations (SG,CAS,CFS): 7A2, 7A3, 7B2, 7B6, 7B9, 7C3, 7D1, 7D2
ITBS/TAP: ISAT:
Unit Focus/Foci
Measurement
Perimeter-3
Materials
Six-Group Activity: Perimeter word problem

Worksheet
Warm-up Activity:
Have students measure items in the classroom such as books, math manipulative, note cards, bulletin
board letters, etc. Allow students to present their findings to the class. The report should include the
name of the item and the three methods used to find the perimeter of the item. (Addition, multiplication
and numeration of the square units on a grid). Draw the following polygon on the chalkboard or display
it on the overhead screen. Explain that all polygons have straight sides and where two sides meet is
called a (vertex). Point out all of the vertices in the pentagon. (5)
264
Example
à
1
5 2
4 3
Pentagon
Lesson:
Distribute the following worksheet and direct students to complete it. Name each figure, measure its
perimeter and count the vertices of the polygons. (Vertices: where the sides connect).
Worksheet
1. 2. 3 4.
5 ft. 2m 2m 8 in
3 ft.
4 cm 4 cm
3m 3m 6 in 6 in
3 ft. 5 ft.
2 cm 2m 5 in
For figures one through four, name each polygon. Then find the perimeter and number of vertices for
each polygon.
(Answers)
1. Triangle 2. Rectangle 3. Pentagon 4. Quadrilateral

10 cm 16 ft. 12 M 25 in.
Vertices __ Vertices __ Vertices __ Vertices __
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5. I have 6 sides and six vertices. What am I?
_______________.
6. I have 3 vertices and three sides. What am I?
_______________.
A. Octagon B. Pentagon C. Triangle D Hexagon E. Quadrilateral

2 cm 3 cm
2 cm 2 cm
2 cm
2 cm 2 cm 3 cm ___
__
2 cm 2 cm 2 cm
3 in 2in
2 mm 4 ft
3 ft ___ 3 ft
2 mm 2 mm
3 in ____
__ 4ft 4 ft
2 mm 2 mm
Write the letter for the matching polygons. Measure the figures and find the perimeter. Show all steps.
Ten Statements
1. Polygons are plane figures with straight lines. (yes)

2. When the straight lines of a polygon meet they form a vertex. (yes)
3. There are three ways to find the perimeter of polygons. (yes)
4. Congruent polygons are the same size and shape. (no)
5. A hexagon has six vertices. (yes)
6. The perimeter can be measured in feet, inches and also in metric measures. (yes)
7. The rectangle and other quadrilaterals are examples of polygons. (yes)
8. The foot, yard and mile are customary units used to measure lengths. (no)
9. To find the perimeter of a square with sides measuring 4 inches each, one can add (4 in + 4 in + 4 in
+ 4 in) or multiply (4 in. x 4 in.) = 16 inches. (yes)
10. Congruent line segments are the same length. (no)
266
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Perimeter word problems
as a teacher-directed activity.
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
267
Assessment
Completed assignments and class participation. Ten Statements review.
Homework
Draw 4 polygons with the following perimeters:
1. 10 cm
2. 8 cm
3. 9 cm
4. 12 cm
Teacher Notes
(Answers to worksheet)
1. Triangle 2. Rectangle 3. Pentagon 4. Quadrilateral

10 cm 16 ft. 12 M 25 in.
Vertices: 3 Vertices: 4 Vertices: 5 Vertices: 4
5. Hexagon
6. Triangle
A. Octagon B. Pentagon C. Triangle D Hexagon E. Quadrilateral

2 cm 3 cm
2 cm 2 cm
2 cm
2 cm 2 cm 3 cm
A E
2 cm 2 cm 2 cm
3 in 2in
2 mm 4 ft
3 ft 3 ft
2 mm 2 mm C
3 in
D 4ft B 4 ft
2 mm 2 mm
268
Six–Group Activity
Geometry and Measurement: Word Problems
Materials:

1 envelope (9 ½” x 6 ½”)
1 pencil
Scissors
Glue
Activity Cards sheet
Prepare the following index cards using the scissors to cut the activity cards out and gluing them to an
index card for support. Use a pencil to write the answer on the back of each card.
Answers:
15cm 302 in 78ft 32ft 174ft 38ft
Lay a card on the table and have the students read the card and find the perimeter of the object
described on the card. After they have written the answer to one card, turn the card over and say: The
answer is… …
Use the study board from Perimeter 1 to reteach this lesson.
269
Activity Cards
Find the perimeter of a regular hexagon, or

six-sided polygon with sides each measuring
2.5 cm.
270
Activity Cards
A mason is placing brick around the outside

perimeter of a patio that is an eight-foot
square. What is the perimeter of the patio?
271
Activity Cards
Find the perimeter of the computer work

station that measures 78 in, 27 in, 24 in, 32
in, 30 in, 30 in, and 81 in.
272
Activity Cards
Frank is putting asphalt down on a

rectangular driveway. The driveway is 25
ft. wide 62 ft. long. What is the perimeter
of the driveway?
273
Activity Cards
A carpet installer is laying carpet in a room

15 feet wide and 24 long. What is the
perimeter of the room?
274
Activity Cards
Steven installs wallpaper. The room is 10

feet by 9 feet. What is the perimeter of the
room?
275
ITBS/TAP: ISAT:
Unit Focus/Foci
Measurement
Area-1
Materials
Six-Group Activity: Area of a square and rectangles

Math journals
Warm-up worksheet
Geoboards
Rubber bands
Centimeter grid paper
276
Warm-up Activity:
Allow about three minutes for each student to write a definition for area. Have students volunteer to
read his/her definition. After listening to the definitions, decide on the definition of area and give it as:
Area-the number of square units needed to cover a region or surface.
1 cm 6 cm
1 cm 1 cm 20 cm 1 2 3 4 5 6 Count the number of square
7 8 9 10 11 12 centimeters to find the area
1 cm The area is (12) square cm. of the rectangle.
The drawing above should be shown on an overhead screen, chalkboard or copied and given to the
students. Explain the examples.
Each individual cube measures (1) square centimeter. The rectangle is made up of twelve cubes, and
the area of the rectangle is (12) square centimeters. (2x6=12 cm). (Multiply length times width).
Allow students to complete the examples on the Warm-up Worksheet.
277
Warm-up Worksheet
Find the area in square centimeters.
Square
centimeters
Square
centimeters
Square
centimeters
Square
centimeters
278
Lesson:
Allow students to work in pairs to complete the next activity. Distribute geoboards to students and ask
one student to band off an area. Have one student give the perimeter and the other the area. Tell
students to differentiate between perimeter and area. The following are two target responses.
Perimeter is the measurement of the distance around a polygon. Area is the region inside of the polygon
or the number of square units needed to cover the surface of the polygon. (1. 4 cm by 3 cm. 2. 8
cm by 5 cm. 3. 2 cm by 2 cm)
Units to be used with Geoboards: See above.

Count the square units to find the area of figure one.
1.
Square
( ) centimeters
On centimeter grid paper have students draw rectangles with the following lengths and widths:
3. length 3 cm
width 2cm
4. length 6 cm
width 3 cm
5. length 4 cm
width 2 cm
6. length 5 cm
Next have students measure the perimeter of each figure. Last have students count he square units
inside the polygon to find the area of each figure.
279
Ten Statements
1. To find the area of a surface, one can add square units. (yes)
2. Perimeter forms a boundary around a surface. (yes)
3. The number of square units that cover a surface is the area. (yes)
4. A square centimeter measures one (1) centimeter on all sides. (yes)
5. A square centimeter is a metric unit of measurement. (no)
6. When a figure is a rectangle or a square, one can multiply to find the area. (yes)
7. Polygons are plane figures with straight sides that meet. (no)
8. Tick marks can be used to show line segments of equal length. (no)
9. In order to buy fertilizer for a garden plot, one needs to measure the area to be planted. (yes)
10. Area is measured in square centimeters. (yes)
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Area of Squares and
Rectangles as a teacher-directed activity.
Math Workshop


280
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Classroom participation and completed assignments
Homework
Assign students to find the area of a chair bottom, window pane, and a 5 x 7 picture frame.
Teacher Notes
Remember to stress accuracy in measurement.
281
Six-Group Activity
Geometry and Measurement: Area of Squares and Rectangles
Materials:

1 envelope (9 ½” x 6 ½”)
1 pencil
Scissors
Glue
Prepare these cards using scissors to cut out the Activity Cards included in the pages that follow and
then glue each to an index card. Use the pencil to write the answers on the back of the index cards.
Answers:
1) 48 sq cm
2) 49 sq cm
3) 12 sq ft
4) 42 sq cm
5) 36 sq ft
6) 200 sq cm
7) 450 sq mm
8) 164.7 sq cm
9) 20 sq cm
Tell the students that they are going to find the area of each figure. Lay a card on the table. Lay a card
on the table after the students write the answer to the problem shows on the card, reveal the answer by
turning the index card over, and say: The answer is…
Make a copy of this study board and use it to reteach this lesson to the students.
282
Area of Rectangles and Squares
The area of a figure is the size of the region it covers.
Area is measured in square units. A = l • w
You can also use this formula to find the unknown side if the area and one side are known.
Example: A = 48 in 2 48 = 12 × w
l = 12 in w = 48 ÷ 12
= 4 in
The formula for area of a square is:
s A = s2 ( s2 means side times side)
s s If a square has one side that is 4 inches long, each side is 4

inches long.
A = s2
4” A = 42
A = 16 square inches
The shaded region is the area of the square
The formula for area of a rectangle is:
A = lw (lw means length times width)
w w If a rectangle has a length of 6 feet and a width of 3 feet,

what is its area?
l
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A = s 2 A = lw
3’ A = s 2 A = 3• 6
A = s 2 A = 18 sq.in.
6’ The shaded region is the area of the rectangle.
Use these examples to work with students before doing the card activity.
9 cm 6 cm
5 cm
6 cm
Tell the students that they are going to do an activity that calls for them to find the area of a figure. Lay
a card on the table and give students time to write the answer. After the students have written the
answer, turn the card over and say: The answer is… Store this activity in the envelope.
284
ACTIVITY CARD SHEET
8 cm
6 cm
A= __________________________
285
ACTIVITY CARD SHEET
7 cm
7 cm
A= __________________________
286
ACTIVITY CARD SHEET
3 ft
4 ft
A= __________________________
287
ACTIVITY CARD SHEET
14 cm
3 cm
A= __________________________
288
ACTIVITY CARD SHEET
2 ft
18 ft
A= __________________________
289
ACTIVITY CARD SHEET
20 cm
10 cm
A= __________________________
290
ACTIVITY CARD SHEET
150 mm
3 mm
A= __________________________
291
ACTIVITY CARD SHEET
13.5 cm
12.2 cm
A= __________________________
292
ACTIVITY CARD SHEET
4 cm
5 cm
A= __________________________
293
Day: 130-131 Subject: Mathematics Grade Level: 4
ITBS/TAP: ISAT:
Unit Focus/Foci
Measurement
Area-2
Materials
Six-Group Activity: Area of a triangle and a parallelogram

Math journals
Grid paper
Scissors
Glue
Warm-up Activity:
No Warm-up Activity today.
294
Lesson:
Have students take notes in their math journals.
Referencing a rectangle from any rectangle for which students have previously found the perimeter and
area, ask students to give two ways to determine the area of a figure. (Expect responses similar to
these: Count square units on a grid and/or multiply the length times the width). Ask students which of
the methods of determining area is the quicker way. (Answer: To multiply). Ask what should be
multiplied. (Answer: The length times the width). Ask students to give the formula for finding the area
of regular polygon figures. If there are students who do not know the formula or the steps for using the
formula, review the steps.
Formula:
1. Copy the formula A=l × w

3 cm 2. Substitute numbers A = 2 cm x 3 cm
3. Perform the math A=2x3=6
4. Answer in correct notation A = 6 cm2 / 6 sq. cm
2 cm
Ask students how a square and a rectangle are alike and how are they different. A square and a
rectangle are alike in that both have four sides which form four right angles and two sets of parallel lines.
They are different in that all four sides of a square are equal but a rectangle has opposite sides that are
equal. (Congruent) same size and shape and do not intersect. Ask the students to show what the
formula would look like if it was modified to show the area of a square. A=s2 or A=side × side Have
a couple of volunteers put their example of the modified formula on the chalkboard. If the changes are
not adequate, write the example below on the chalkboard and work through it with the class.
A = S2
A = 62
A = (6 × 6 = 36)
A = 36 cm2 36 sq. cm
6 cm
295
The formula for finding the area of a triangle is:
A = ½ b h. A= ½ base × height
Height
Height (h)
Base
Parallelogram: Area = b h A=base × height
Base (b) A parallelogram is a quadrilateral, a
four-sided figure with two pairs of congruent
parallel lines (lines in the same plane that do not intersect). Distribute grid paper and hae students draw
a parallelograms. Have students cut out parallelogram and practice cutting off one end (the left) and
gluing or taping it to the right to make a rectangle. What is the shape of the new figure? (Rectangle).
Ask students if the area has changed now that the shape has changed. (No) Tell students that a
parallelogram is like a stick of gum or a piece of taffy when slightly heated; the shape changes, but not
the area.
1. 2.
(h) 2 ft.
B 5 ft
Formula: A=bh
A=5x2
A = 10 ft.
A = 10 ft. sq.
Next, have students draw or
trace a triangle.
4.
( ½ ) 3.
296
3.
A-2
Ask what part of a parallelogram they think the triangle
is. Ask them to produce a drawing to prove
A-1 what they have theorized. Allow students a several
minutes to construct a drawing on grid paper. Note drawing number 3. A-1 is the old triangle. A-2 is
the new triangle. The tick marks (marks used to show line segments of equal length) indicate congruent
sides. The students have been introduced to the formulas for finding the area of a triangle, now ask
students to look at the drawings of the parallelogram and the triangle and explain what if any
relationships they can make as to how the formulas are alike or different and why. (A triangle is ½ of a
parallelogram so the formula for a triangle is: (A = ½ b h). The formula for the parallelogram is: (A = b
h) a parallelogram is composed of (2) triangles. Now, have students assign a value or use the value of
(6 inches) for the base and (4 inches) for the height.
Work through the steps:

A=½bh Copy the formula.
A = ½ of (6 x 4) or ½ × 6 × 4 Substitute the given numbers.
A = ½ of (24) or ½ × 24 Perform the math.
A = 12 units square or 12 square units Make sure the answer is given in square
units.
Next, write the formulas on the chalkboard or on the overhead and have students copy the formulas and
examples in their journals.
Now, ask volunteers to name, describe, and construct the four polygons in the lesson.
1. Rectangle-four sided figure (quadrilateral) with four right angles and parallel opposite sides.
2. Square-a polygon where all four sides are equal.
3. Parallelogram-a quadrilateral with two pairs of congruent and parallel.
4. Triangle-a three sided polygon whose three angles total 1800.
297
Practice: Have students name the figures and compute the area using the correct formula.
A. B.
8 ft
3 cm
5 cm 12 ft.
C. D.
8 in.
6 in. 11 mi.
Answers:
A. Triangle: A = ½ b h B. Rectangle: A = b h
A = ½ of (5 x 3) A = 12 x 8
A = ½ of 15 A = 96 ft2 / square feet
C. Parallelogram: A = b h D. Square: A = S2
A=6x8 A = 112
A = 48 square inches (or) A = 11 x 11
48 inches A = 121 mi.2 / square miles
Ten Statements
1. Formulas can be used to compute area. (yes)

2. The formula for finding the area of a triangle is: A = ½ b h. (yes)
3. A triangle is ½ of a parallelogram. (yes)
4. Tick marks can be used to show line segments of equal length. (yes)
5. Ratio is the comparison of two quantities. (no)
6. Area is the number of square units needed to cover a region. (yes)
7. The formula for the circumference is C = π d. (no)
8. A square is a polygon with four equal sides. (yes)
9. Congruent refers to two pairs of parallel lines that are the same size and shape but do not intersect.
(yes)
10. A cubic inch is a customary unit of volume. (no)
298
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Area of a triangle and a
parallelogram as a teacher-directed activity.
Math Workshop


Sequence information, especially using time lines
Connection(s)
Enrichment: Find the perimeter and area of this garden plot.
I. 20 ft.
15 ft.
A=lw Perimeter
A = 20 x 15 2 x 20 + 2 x 15 = P
A = 300 sq. ft / ft 2 40 + 30 = P
P = 70 sq. ft.
II. Compose a situation for a garden plot. Find the perimeter and the area. Perimeter to make sure
not to plant on someone else’s plot and area to determine the amount of fertilizer needed.
299
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Homework and class participation
Homework
Assign students to draw each of the polygons named. Assign numbers, measure, and give the area of
each. Triangle, Square Triangle, Rectangle, and Parallelogram
Teacher Notes
300
Six-Group Activity
Geometry and Measurement: Area of a Triangle and a Parallelogram
Materials:

1 envelope (9 ½” x 6 ½”)
1 pencil
Scissors
Glue
Prepare the following index cards using the scissors to cut out the Activity Cards and gluing each one to
an index card. Use the pencil to write the answers on the back of the index cards.
Answers:
1. 42 cm2 2. 15 ft 2 3. 27 ½ in2 4. 25 ½ yd 2 5. 37 ½ in2
6. 37.8 dm2 7. 6.11 cm2 8. 10 yd 2 9. 56 in2 10. 60 cm2
Lay a card on the table and have the students write the area for each figure. When the answer is
written, turn the card over and say: The answer is… …
Make a copy of this study board and use it to reteach this activity.
Area of a Triangle and a Parallelogram
1 1
The formula for finding the area of a triangle is A = (b × h). The number is significant in the
2 2
formula since, without it, there would be no difference in the area of a triangle and the area of a
rectangle.
301
1
Example: A= (b • h)
2
1
Height 6 A = (5” • 6”)
2
1
A= • 30”
2
5 Base A = 15 square inches
Area of a parallelogram
A = bh
6.5 in A = 8” × 6.5”
A = 52 in2
8 in
Use these examples to work with students before doing this activity with them.
4 in
4 in (h)
8 in (b) 8 in
Answers:
1
l× w A= (b × h)
2
1
A = 8 in × 4 in A = (8 × 4) in
2
1
A = 32 in2 A= × 32 in
2
A = 16 in2
Tell students that they are going to do an activity that calls for them to find the area of triangles and
parallelograms. Lay a card on the table and give the students enough time to work out the answer.
After the students write the answer, reveal the answer by turning the card over and saying: The answer
is … …
302
7 cm
12 cm
A=______________________________
10 ft
3 ft
A=______________________________
303
5m
11 m
A=______________________________
6 yd
1
8 yd
2
A=______________________________
304
15 in
5 in
A=______________________________
9 dm
8.4 dm
A=______________________________
305
1.3 cm
4.7 cm
A=______________________________
5 yd
2 yd
A=______________________________
306
16 in
8 in
A=______________________________
6 cm
3 cm
10 cm
A=______________________________
307
ITBS/TAP: ISAT:
Unit Focus/Foci
Measurement
Perimeter and area

Problem-solving
Materials
Six-Group Activity: Review

Number Wheels
Math journals
Warm-up Activity:
Review the number of sides in polygons. Make a list with the names of the following figures. Answers
in parentheses.
1. Hexagon (6) 6. Parallelogram (4)

2. Triangle (3) 7. Circle (not a polygon)
3. Quadrilateral (4) 8. Octagon (8)
4. Pentagon (5)
5. Rectangle (4)
308
Lesson:
Have students take notes in their math journals. To reinforce lessons on polygons, have students,
construct an outline.
I. Polygons: Three or more line segments forming a closed figure.
A. Quadrilaterals: Four sided polygons
1. Parallelograms: Quadrilaterals with two pairs of congruent parallel sides.
a. Rectangles: Parallelograms with four right angles
b. Squares: Rectangle with and opposite sides equal four right angles and 4
equal sides.
B. Triangles: three sided polygons with angles that total 1800.
After students have completed the outline, read the following statements and have students write true
(or) false responses to the following statements.
1. All Parallelograms are quadrilaterals. (true)

2. No Rectangles are parallelograms. (false)
3. All Polygons are quadrilaterals. (false)
4. All Triangles are polygons. (true)
5. All Squares are rectangles. (true)
6. No Squares are triangles. (true)
7. All Quadrilaterals are rectangles. (false)
8. All Rectangles are squares. (false)
9. All Squares are parallelograms. (true)
Guided and Independent Application Problems.
1. Chris wanted to construct a fence around his backyard pool. The pool took 420 ft. to go around
the perimeter of the yard. The yard is 112 ft. wide. How long is it?
112 +__+__ = 420 (224 + __= 420) (420 – 224 = 196) (196 ÷ 2 = 98) The yard is 98 ft. long.
What is the area? (98 x 112 = 10,976) (The area to be enclosed is 10,976 sq. ft.)
2. Andy is making a sailboat in his after school boys club group. He need to make a triangular sail that
is 12 ft. in height with a base of 6 ft. What is the area of the sail? (36 sq. ft.). Draw the figure and
apply the correct formula to solve the problem.
A=½bh A = ½ of 72
12 ft. A = ½ of (12 x 6) A = 36 sq. ft. 36 ft 2
6 ft.
309
Using an area of 24 square units, predict how many parallelograms you will be able to construct. (Use
only whole numbers). The factors of 24 are: (1 x24) (2 x 12) (3 x 8) and (4 x 6).
A B H Ans.: An area of 24 square

24 1 24 units will make four
24 2 12 parallelograms.
24 3 8
24 4 6
4. Pat is helping his brother put new carpet in the den. The room is 8 meters long and 6 meters wide.
How many square meters of carpet do they need? (48 sq. m 48 meters.)
Ten Statements
1. All parallelograms are quadrilaterals. (yes)

2. All polygons are closed figures made of three or more line segments. (yes)
3. All triangles are polygons. (yes)
4. The formula for finding area is: A = ½ b h. (yes)
5. Polygons can have the same area and different perimeters (yes)
6. A ray has one endpoint. (no)
7. Ordered pairs of numbers can be used to locate points on a grid. (no)
8. Rectangles are parallelograms with four right angles. (yes)
9. Triangles are three sided polygons with angles that total 1800. (yes)
10. When you slide the paper in a straight line without turning it, you make a translation of a figure. (no)
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Review as a teacher-
directed activity.
310
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Class participation and completed assignments.
Homework
Remind the students to study for a test to be given the next class session.
Draw and label 3 kinds of quadrilaterals.
Teacher Notes
311
Six-Group Activity
Geometry and Measurement: Review of Perimeter and Area
Materials:

1 envelope (9 ½” x 6 ½”)
1 pencil
Scissors
Glue
Prepare the following index cards by cutting out each activity card and gluing it to an individual index
card. Use the pencil to write the answers on the back of the index cards.
Answers:
P=26 cm; A=40 cm2

P=28 cm; A=49 cm2
P=30 ft; A=36 ft 2
P=24 cm; A=35 cm2
P=45 cm; A=105 cm2
Instruct the students to determine the perimeter and area of each figure. Reveal the answer for each
card by turning it over and saying: The answer is… … Store this activity in the envelope.
Use the study board about perimeter and area to review this lesson.
312
ACTIVITY CARD SHEET
8 cm
5 cm
P= __________________________ A= __________________________
313
ACTIVITY CARD SHEET
7 cm
7 cm
P= __________________________ A= __________________________
314
ACTIVITY CARD SHEET
12 ft
3 ft
P= __________________________ A= __________________________
315
ACTIVITY CARD SHEET
1 in
1 in
6 in
6 in
P= __________________________ A= __________________________
316
ACTIVITY CARD SHEET
10 cm
5 cm
8 cm
12 cm
P= __________________________ A= __________________________
317
ITBS/TAP: ISAT:
Unit Focus/Foci
Measurement
Formal assessment perimeter
Materials
Correct or collect and correct homework.
Administer test.
318
Test Perimeter
1. Define area?
2. The number of square units that covers a surface is the .
3. Write the formula for finding the area of a rectangle and draw an example of one.:
4. Write the formula for finding he area of a triangle and draw an example of one.
5. Using the scale provided, what are the areas in square centimeters of the . kitchen, living room,
and dining room? What is the total floor area of the doll house? Each stands for 1
centimeter.
Bedroom
Kitchen Living
Room
Dining
Bedroom
Room
6. Write the steps for using the formula for finding the area of a parallelogram. (Base 4in., height 6 in.)
7. How many vertices are there in these figures?
A. B.
Name these
figures
________ ____________
319
8. Find the area in square centimeters. Use the formula. Show the steps.
1 cm
1 cm 1 cm 1 square centimeter
1 cm
A. B.
_________________
________________
9. What are the areas of these figures in square centimeters?
A. B.
2 cm
1 cm
7 cm
1 cm
A. 12 sq. cm B. 10 sq. cm A. 16 sq. cm B. 9 sq. cm

C. 14 sq. cm D. Not here C. 18 sq. cm D. Not here
10. Find the perimeter of ech figure.
A. B.
5 cm 5 cm
1 cm
2 cm 2 cm 2 cm
2 cm
cm 1 cm
5 cm 3 cm
11. I have 6 sides and 6 vertices. What plane figure am I? ______________.
12. I have 3 sides and 3 vertices. What plane figure am I? ______________.
320
13. Using the formula A = ½ bh, find the area of a triangle 24 inches tall with a base of 12 inches.
14.
• • • • • • • • • • • • •
• • • • • • • • • • • • •
• • • • • • • • • • • • •
• • • • • • • • • • • • •
• • • • • • • • • • • • •
• • • • • • • • • • • • •
• • • • • • • • • • • • •
• • • • • • • • • • • • •
Use a different color for each figure.
A. Make a rectangular shape with a perimeter of 14 inches using exactly 7 squares.
B. Can you make a rectangular shape with a perimeter of 12 inches using exactly 8 squares? Show on
geoboard.
15. Treii puts a vinyl covering in his sister’s playhouse. The house measures 5 ft. long and 4 ft. wide.
How many square feet of vinyl does he need to cover the floor of the playhouse? Show the steps.
321
Ten Statements
No Ten Statements today.
Free-Choice Lesson
Six-Group Activity
No Six-Group Activity today.
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
322
Assessment
Homework
Teacher Notes
323
Answer Key
1. Perimeter
2. Area
3. A=l x w
4. A = ½ b h A = 4 sq. in
5. Kitchen = 12 cm2, living room = 21 cm2, dining room = 9 cm2, doll house = 70 cm2.
6. A = b h
A=4x6
A = 24 sq. in.
7. A.= 4 Vertices Trapezoid B.= 8 Vertices Octagon
8. A. 17 cm2 B. 10 cm2
9. A. 12 sq. cm (D) Not given
10. A. 14 cm B. 14 cm
11. Hexagon
12. Triangle
13. 144 sq. in.
14. Possible answers

A. B.
1 2
3 4 5
15. A = l w
A = 5 ft. x 4 ft.
A = 20 sq. ft.
324
Correlations (SG,CAS,CFS): 7A2, 7A3, 7B2, 7B6, 7B9, 7D1, 7D2
ITBS/TAP: ISAT:
Unit Focus/Foci
Measurement
Volume (Introduction)
Materials
Six-Group Activity: Volume 1

Centimeter cubes (Enrichment)
Math journal
Warm-up Activity:
Ask students to generate a definition for volume. Expect answers/responses like: it tells how much
something can hold, what it takes to fill something up, the capacity of something, usually refers to
amount of liquid something holds. If nothing similar to these is heard, give the correct answer.
Lesson:
Have students take notes in their math journals. Go through the definitions given by the students. List
all of the definitions that refer to volume in one column. Next, define volume as the capacity of a three-
dimensional container or region of space. For example, the volume of a pitcher is the amount of liquid it
will hold, the volume of an ice cube (solid) is the amount of space that it contains inside. Volume is
always stated as a number and a unit of measurement, and is always stated as cube or cubic units.
Perimeter is measured in linear units such as20 cm. While, volume would be expressed as 20 cm3.
Now, have students work in pairs or small groups. Give each pair/group a set number of centimeter
blocks. Have students construct as many different models as possible, draw the models and write the
volume of each. (Remind students that volume is expressed as a cubic measure).
325
No matter the shape of the model, the volume will be the number of cubes used to construct the model.
The number of cubic units needed to fit the inside of the box is its volume.
One cubic centimeter is a metric unit of volume.

Find the volume of these boxes:
12 cubic centimeters or 12 cm3

10 cubic centimeters or 10 cm3
Ans. 8 cm3 or 8 cu. cm
32 cubic centimeters or 32 cm3 30 cubic centimeters or 30 cm3
326
Have groups or pairs take turns building models and then giving the volume. They may take the models
apart to find the volume of the shapes. (The partner that is to give the volume does not look while the
shape is being made.)
Next, direct students to repeat the steps above, only this time, they are not permitted to touch or
remove the cubes to find the volume. As reinforcement for the skills above distribute worksheets with
pictures of various models for students to determine the volume. (
Ten Statements
1. Volume is the amount needed to fill a three dimensional container or a region of space. (yes)
2. Volume is expressed in cubic measurement. (yes)
3. Perimeter is a linear measurement. (yes)
4. The formula for volume is v = l w h. (no)
5. Area is expressed in square units of measurement. (yes)
6. Area is a region with edges. (no)
7. The volume of an ice cube is how much space it contains inside. (yes)
8. When one constructs a model with centimeter cubes the volume is the same as the number of cubes
used. (yes)
9. Volume may be referred to as the capacity of a 3D/object. (yes)
10. The measure of the distance around a closed figure is the perimeter. (no)
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Volume 1 as a teacher-
directed activity.
Math Workshop
327


Connection(s)
Enrichment: Given various boxes have students find the volume using centimeter cubes.
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Class participation and completed assignment
Homework
Assign students to find five things in their home or classroom that will serve as examples of volume.
They may be things as listed below. (Answers will vary.)
1. Kool-aid pitcher 6. Perfume bottle

2. Lava lamp 7. Water bottle
3. Fish tank 8. Coffee pot
4. Pop-bottle
5. Lavatory tank
Teacher Notes
328
Six-Group Activity
Geometry and Measurement: Volume 1
Materials:

1 envelope (9 ½” x 6 ½”)
1 pencil
Scissors
Glue
Prepare the following index cards by using the scissors to cut out the activity card included in the pages
that follow and glue each to an index card. Use the pencil to write the answers on the back of the index
cards.
Answers:
1. 600 cu ft
2. 48.75 cu ft
3. 1,555.2 cu m
4. 336 cu in
5. 150 cu ft
6. 216 cu in
7. 6 cu m
8. 162 cu in
9. 125 cu ft
10. 27 cu cm
Lay a card on the table and instruct the students to write the answers. After each card has been
displayed, reveal the answer by turning the card over and saying: The answer is…
Volume
Volume (V) is the amount of space inside a three-dimensional figure. Volume is measured in cubic
units. For a three-dimensional figure shaped like a box, you can use the formula
V=l × w × h to calculate volume.
329
Example:
12”
18”
15”
Step 1. Write the formula for volume. V = lxw xh
Step 2. Substitute the values for l, w, and h into the formula. V = 18 x 12 x 15
Step 3. Multiply the numbers. V = 3,240 cu in
Answer: The volume of the box is 3,240 cubic inches.
Use these measurements to work with the students before completing this activity.
l = 3 cm l = 5 cm
w = 5 cm w = 8 cm
h = 4 cm h = 7.4 cm
(V= 60 cm3) (V=296cm3)
Tell students that they are going to do an activity that calls for them to find the volume of several figures.
Lay a card on the table and give the students a chance to complete the problem before revealing the
answer by turning the card over and saying: The answer is…
330
4’
25’
6’
V=______________________________
3’
6.5’
2.5’
V=______________________________
331
16.2 m 8m
12 m
V=______________________________
8”
6”
7”
V=______________________________
332
l = 10 ft
w = 3 ft
h = 5 ft
V= ________
l = 2 in
w = 6 in
h = 18 in
V= ________
333
l=6m
w = 0.5 mm
h=2m
V= ________
l = 3 in
w = 9 in
h = 6 in
V= ________
334
l = 5 ft
w = 5 yd
h = 5 ft
V= ________
l = 3 cm
w = 3 cm
h = 3 cm
V= ________
335
ITBS/TAP: ISAT:
Unit Focus/Foci
Measurement
Volume (using formulas)
Materials
Six-Group Activity: Space Figures

Math journals
Warm-up Activity:
Dictate these facts to students and have students write them in their math journals.
1. Volume measures the space inside of objects.

2. The cubic unit of measurement is used to express volume.
3. Measure an object to find its volume.
4. The formula for volume is v = l w h
5. When cubes of the same size are used to construct models and the same number of cubes are used
in each model, the volume will be the same regardless to the shape of the model.
6. A cubed product of a number multiplied by itself twice (23) is read two cubed. (2 x 2 x 2 =4 x 2 =
8).
7. The formula for finding the volume of a cube is v = S3 where s = 1 side.
8. A cube is a solid figure with six congruent or identical sides.
9. Example:
3 cm
336
10. Steps for working with a formula.
V = S3 V=3x3x3
3
V=3 V = 27 cm3
11. Another formula: V = l w h (students may refer back to earlier notes).
Lesson:
Display the drawing below on an overhead or chalkboard. Ask student volunteers to describe the
model.
h Assign the following values.
w length = 3 yds. width = 2 yds.
l height = 1 yd.
Have students select the correct formula, use the assigned values and find the volume of the drawing
above.
V=lwh
V=3x2x1
V=6x1
V = 6 yds.
Practice: Have students find the volume of the following.
1. A cube with 6 in. sides Ans. V = l w h

V=6x6x6
V = 216 in3
2. A rectangular prism with a length of 4mm width = 5 mm and h = 6 mm. V = 120 mm3
3. If the volume of a cube is 343 cu in., what is the length of one side? Answer: 7 inches.
4. Define prism: a space figure with two parallel, congruent faces called basses.
5. Draw a prism:
base
base
337
Ten Statements
1. Volume is expressed in cubic units. (yes)

2. A cube is a solid figure with six congruent sides. (yes)
3. Volume is the measure of space on the inside of an object. (yes)
4. Find the volume of a pyramid with the formula V = ½ l w h. (no)
5. A space figure with two parallel, congruent faces is a prism. (yes)
6. Each figure with two parallel lines, congruent faces is a prism. (yes)
7. Area is the number of square units needed to cover a region. (no)
8. A cylinder is a solid figure that looks like a pop can. (no)
9. A rectangular prism with a length of 4mm, width of 5 mm and height of 6mm, has a volume of
120mm3. (yes)
10. V = S3 is a formula for determining the volume of a cube. (yes)
Free-Choice Lesson
Six-Group Activity
Have a group of six students, two from each ability level, complete an activity on Space Figures as a
teacher directed activity.
Math Workshop


338
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Class participation and completed assignments
Homework
Find the volume for each figure.
1.
4 cm
2 cm
8 cm
2.
5 cm
5 cm
5 cm
Teacher Notes
Assign students to bring in cigar boxes or small shoe boxes or you may use small plastic boxes from a
dollar store.
339
Six-Group Activity
Geometry and Measurement: Space Figures
Materials:
4 Activity Cards (8” x 10”)

1 pencil
1 envelope (9 ½” x 6 ½”)
Prepare the following activity cards by writing the answer on the back of each activity card in pencil.
Answers:
Name Number of faces Number of edges Number of vertices

Rectangular prism 6 12 8
Triangular pyramid 4 6 4
Triangular prism 5 9 6
Square pyramid 5 8 5
Instruct students to write the number of faces, edges, and vertices of each figure you display. Give the
students time to write the answer before revealing it by turning the picture over, saying: The answer
is… …
Make a copy of this study board and use it when reteaching this lesson.
Three-Dimensional Figures
Three-dimensional geometric figures are called space figures or solids . The flat surface of a space
figure is a face. The line segment where two faces meet is an edge. The point where several edges
meet is a vertex.
340
Example:
face
vertex
edge
Prisms have two congruent bases.
Bases
Cube Rectangular prism Triangular prism
Pyramids have only one base.
Base Base Base

Triangular pyramid Square pyramid Pentagonal pyramid
341
Some other space figures or solids have curved surfaces.
Cylinder Cone Sphere
Use these figures to work with students before completing this activity. Ask the question: How many
faces, edges, and vertices does each figure have? Have the students look at the cube and
pentagonal pyramid. Point out the parts of each figure and have the students count the number of faces,
edges, and vertices.
Tell the students that they are going to do an activity called Space Figures in which they will name the
number of faces, edges, and vertices. Lay an activity card on the table and ask: How many faces are
in this figure? After the answer is written, ask: How many vertices are in this figure? Turn the
activity card over and say: The answer is…… Store this activity in the envelope.
342
Activity Card
Rectangular Prism
343
Activity Card
Triangular Prism
344
Activity Card
Triangular Pyramid
345
Activity Card
Square Pyramid
346
Day: 136-137 Subject: Mathematics Grade Level: 4
ITBS/TAP: ISAT:
Unit Focus/Foci
Measurement
Volume, distinguishing between perimeter, area and volume
Materials
Six-Group Activity: Review perimeter area, and volume

Rulers metric and conventional
Math journals
Boxes to be measured
Warm-up Activity:
Review the material for the warm-up. Have students find this information in their math journal.
1. Area is a surface with distinct boundaries and is measured in square units of measurement.
The formula is A = lw when measuring a rectangle.
The formula is A = s2 when measuring a square.
The formula is A = ½ bh when measuring a triangle.
2. Perimeter: is the sum of the lengths of the sides of a polygon.
Ex.: 4 ft
2 ft 2 ft 2 + 4 + 2 + 4 = 12 ft.
4 ft
347
3. Volume is the measure of capacity of an object and is expressed as cubic units of measurement.
Ex.: V = lwh
4 in V = lwh
V = 16 x 5 x 4
5 in V = 16 x 5 x = 8 x 4
V = 320 in3
16 in
Find the volume of a rectangular prism that is 7 m in length, 5 m in width and 11 m in height.
V = lwh
V = 7 x 5 11
V = 35 x 11
385 m3
Lesson:
Instruct students to take notes on this information. Have students follow the lesson closely to estimate
the volume of a rectangular prism with, length 5.5 ft. width 3.3 ft. height 3.5 ft.
V = lwh V 72 ≈ cubic ft.
≈
V 6x3x4
V ≈ 18 x 4 = 72 ft 3 ( ≈ means approximately equal to).
Find the perimeter, area of 1 face, and the volume of this cube.
P = 4s A = s2 V=l wh
P=4x6 A = 62 V=6x6x6
P = 24 in A = 36 sq. in. V = 36 x 6
V = 216 cubic inches
6 in
Plan ahead to bring in cigar boxes or some similar sized containers. Display boxes and have students
write out their responses to the following:
1. What is the shape of the box? (rectangular prism).

2. To find how many cubic inch blocks the box will hold is to determine the? (volume)
3. If we stretch a rubber band around the box the longest way is to find the perimeter. (yes)
4. To determine how much paper it will take to cover the box is to find the _______? (area).
5. If you want to fence in your yard, you will find the _______. (perimeter)
348
6. If you wanted to find how much cereal an oatmeal box could hold, you would look for the
________. (volume).
7. If you want to find out how much flooring is needed to cover a room, you need to find the
________. (area)
Hands On Activity:
Divide class into small groups. Give each group a box and a metric and (customary) conventional ruler.
Have students measure the box to find the area, perimeter and volume. (use 1 inch cubes) If time is a
problem, have students complete the assignment at home.
There will be 3 perimeter measurements for rectangular boxes and one for cubes.
Ten Statements
1. A triangular prism is a solid figure with a base that is a triangle. (no)

2. A wavy line ≈ means, approximately equal to. (yes)
3. To find how many cubic in blocks a box will hold, is to determine the volume. (yes)
4. V = lwh is the formula for volume. (yes)
5. Volume is expressed as cubic units of measurements. (yes)
6. When measuring to find the area of a triangle the formula is A = ½ bh. (yes)
7. It is possible to estimate when finding the volume of a prism. (yes)
8. One can find the perimeter of one face of a solid figure. (yes)
9. One can round volume to the nearest tenth. (no)
10. A cylinder is a solid shape with two circular bases that have equal areas and are parallel. (no)
349
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Review perimeter area,
and volume as a teacher-directed activity.
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home: Complete group activity started in class.
Remediation:
Technology:
350
Assessment
Homework
Assign students to study for the test.
Find the perimeter and volume for this figure.
4 in
2 in
9 in
Answer:
V = 72 in3
P = 22 in, P = 26 in, and P = 12 in
Teacher Notes
Copy test for Volume, Perimeter, Area from lesson 138.
351
Six-Group Activity
Materials:

1 envelope (9 ½” x 6 ½”)
1 pencil
Scissors
Glue
Answers:
P=26 cm; A=40 cm2

P=28 cm; A=49 cm2
P=30 ft; A=36 ft 2
P=24 cm; A=35 cm2
P=45 cm; A=105 cm2
352
ACTIVITY CARD SHEET
8 cm
5 cm
P= __________________________ A= __________________________
353
ACTIVITY CARD SHEET
7 cm
7 cm
P= __________________________ A= __________________________
354
ACTIVITY CARD SHEET
12 ft
3 ft
P= __________________________ A= __________________________
355
ACTIVITY CARD SHEET
1 in
1 in
6 in
6 in
P= __________________________ A= __________________________
356
ACTIVITY CARD SHEET
10 cm
5 cm
8 cm
12 cm
P= __________________________ A= __________________________
357
ITBS/TAP: ISAT:
Unit Focus/Foci
Measurement
Volume, Perimeter, Area – (Test)
Materials
Rulers
Cubic unit Blocks
Scissors
Glue stick
Distribute test
358
Test
I. Draw a line from the item in column A to the correct formula in Column B.
A B
1. Area of a rectangular Length x width x height (lwh)
2. Volume of rectangular prism Base x height (bh)
3. Area of a square 1
½ base x height ( bh)
2
2
4. Area of a triangle Side squared (s )
5. Volume of a cube Length x width (lw)
6. Area of a parallelogram Side cubed (s3)
7. Mitch is helping Pat put new flooring in the kitchen. The room is 10 meters long and 8 meters wide.
How many square meters of flooring will they need to do the job?
8.
9. (See attachment)
10.
Construct an Area and Volume Box
359
8-10
Cut out pattern on the solid lines.

Fold on the dotted lines and paste together to make a box.
Using a ruler measure to the nearest inch, the edges of the box
Find the area of the shaded side: ______________ sq. inches

Find the area of the checked side: ______________ sq. inches
The perimeter of the polka-dotted side: ____________ sq. inches
PASTE PASTE
PASTE
PASTE
FLAP
FLAP FLAP
PASTE FLAP
360
Ten Statements
No Ten Statements today
Free Choice Lesson
Six-Group Activity
No Six-Group Activity today
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
361
Assessment
Homework
Teacher Notes
1. length x width (lw)

2. length x width x height (lwh)
3. side squared (s2)
1 1
4. base x height ( bh)
2 2
3
5. side cubed (s )
6. base x height (bh)
7. 80m2 or 80 sq. m.
8. 2 in2 or 2 sq. in.
9. 4 in2 or 4 sq. in.
10. 12 inches
362
Correlations (SG,CAS,CFS): 7A2, 7A3, 7A4, 7A5; 7B4, 7B5, 7B6; 8A1, 8A2
ITBS/TAP: ISAT:
Understand geometric properties and relationships Understand and apply geometric concepts and
Apply geometric concepts and formulas relationships
Unit Focus/Foci
Geometry/Measurement
Angles and lines
Materials
Six-Group Activity: Line segments

Protractors
Rulers
Warm-up Activity:
Directions: Draw each diagram on the board without the numbers.
Using numbers 6 to 10, find three solutions, which will have the same sum in each direction.
Answers:
1. 2. 3.
7 7 8
6 8 10 6 10 9 10 6 7
9 8 9
363
Lesson:
A line is a straight direction between two points. A line segment is represented by two dots with a
straight path between them. A ray is………… An angle is made up of two rays with a common end
point. The endpoint is the vertex. In the example shown, the vertex is at point A, the sides are AB and
AC.
A
C
To name an angle, write the letter of the vertex in the middle. Use the symbol ( ∠ ) for angle. Now,
have students name the angle above. ( ∠ BAC or ∠ CAB ) When drawing lines, remember to use
arrows on both ends to show that they go in both directions indefinitely. A B
The difference between lines and rays is that a ray starts at a specific point nd continues going in one
direction; one arrowhead represents a ray. A B The dots on the line are
representative of line segments. This line is called an AB line A B. Lines are drawn with
a pencil and a straight edge. Lines may be vertical, diagonal or horizontal. Lines may be parallel and
lines may also intersect. Now, define these terms for the students parallel, perpendicular, vertical,
horizontal and intersect; give examples of each kind on the chalkboard.
1. Vertical: straight up and down. (|)

2. Diagonal: Slanting form one corner to the next. ( / )s
3. Parallel: the same distance apart. ( | | )
4. Perpendicular: at right angles. ( + )
5. Intersect: to divide into parts by crossing over. ( X )
6. Angles: right angle 90 degrees, acute angle less than 90o, obtuse angle more than 90o, but less than
180o, etc. (< )
Next, tell students that angles are measured with a protractor and the measurement is given in degrees.
A protractor has an inner and outer scale. Tell students that when measuring angles, to always align one
ray of the angle with the 0o marking on the scale that is left uncovered. Demonstrate measurement at
angles using a protractor o an over head projector. (Allow students to practice measuring angles.)
Now, have students try dropping two pencils or straws. Trace the position that they land in. Were they
parallel, perpendicular or did they form an acute, obtuse or right angle? Have students measure if they
formed an angle and tell what kind of angle it is. (Note: Instruct students to hold pencils slightly above
the paper on the desk and then drop them). Remember: A right angle will never measure 80o. To
name an angle always locate the vertex, and the vertex is always in the middle of the name. Some forms
have more than one angle.
364
Practice in small groups measuring angles from their textbooks. Allow students to volunteer to explain
how they measured the angles, where the protractor was placed and what scale was used. Encourage
students to write their explanations in their math journals.
Ten Statements
1. To name an angle, write the letter of the vertex in the middle. (yes)
2. When drawing lines use arrows on both end to show that they go in both directions. (yes)
3. The difference between a line and a ray is that rays only go in one direction. (yes)
4. Parallel, perpendicular, and horizontal are terms used to describe lines. (yes)
5. Area is the number of square centimeters needed to cover a space. (no)
6. Right, obtuse and acute are terms used to describe kinds of angles. (yes)
7. The cubic unit of measurement is used to express volume. (no)
8. Angles are measured with a protractor. (yes)
9. The formula for volume is V=lwh. (no)
10. The measurement for angles is always given in degrees. (yes)
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Line segments as a
teacher-directed activity.
Math Workshop
Connection(s)
Enrichment:
Fine Arts:
365
Home:
Remediation: Six-Group Activity Lesson.
Technology:
Assessment
Homework
Explain the difference between a line and a line segment.
Draw and label the parts of an angle.
Teacher Notes
366
Six-Group Activity
Geometry and Measurement: Line Segments
Materials:

Scissors
Glue
1 pencil
1 envelope (9 ½” x 6 ½”)
Prepare the following index cards using scissors to cut out the Activity Cards and gluing them to the
index cards. Use the pencil to write the answers on the back of the index cards
Answers:
PQ, PR, QR DC, DF, DG, DH, CF, CG, CH, FG, FH, GH
WX, WY, WZ, XY, XZ, YZ JS, JK , SK
Have students name all the line segments that are a part of each line. Lay a card on the table and allow
students time to write the answer before revealing the answer by turning the card over and saying: The
answer is… …
Line Segments
A point is a location in space.
Example: C Read: point C
A line is a set of points in a straight path that extends in two directions without end.
Example: C D Read: Line CD or line DC Write: CD or DC
367
A line segment is part of a line that has two endpoints.
Example: C D Read: Line segment CD or line segment DC Write:

CD or DC
Draw an example of a line segment of a sheet of paper. Have the students give the word name of the
figure and name the line segment.
Tell students that they are going to do an activity that calls for them to name all the line segments that are
a part of each line. After the students have written the answers, turn the index card over and say: The
answer is … … Store this activity in the envelope.
368
Activity Card Sheet
369
Activity Card Sheet
370
Correlations (SG,CAS,CFS): 8A1, 8A2; 7A2, 7A3, 7A4
ITBS/TAP: ISAT:
Unit Focus/Foci
Geometry/Measurement
Parallel and perpendicular lines
Materials
Six-Group Activity: Parallel, Perpendicular lines and rays

Protractor/Straightedge
Warm-up Activity:
Tell students to complete the number patterns to find the following: square numbers, triangular number
and rectangular numbers.
A. 1, 4, 9, 16, 25, ___, ___ (square numbers) *Answer. 36, 49.

B. 1, 3, 6, ___, ___ (triangular numbers) *Answer. 10, 15.
C. 2, 6, ___, ___, ___ (rectangular numbers) *Answer. 12, 20, 30.
Each triangular number is half of its corresponding rectangular number.
371
Lesson:
Explain that in this lesson parallel and perpendicular lines will be reviewed. Demonstrate that the sum of
the angles in a quadrilateral is 360o.
Tell students that parallel lines go in the same direction and never meet.
F
Example A.
H
E
Lines are perpendicular if they form right angles when they meet.
Example B. A
Next, have students look at the following samples and tell whether they are parallel, perpendicular or
neither.
A. Neither B. Perpendicular C. Parallel D. Neither
E. Neither F. Perpendicular G. Parallel
372
After the students have had some time to practice, allow them to find examples of parallel and
perpendicular lines in the classroom. About five examples of each. Ex. book edge, door facing, etc.
Tell students to name, commonly used objects, that are examples of parallel and perpendicular lines.
Ask students if they are familiar with the term quadrilateral. Since they should have prior knowledge of
quadrilaterals, many of the students will probably volunteer to respond. The response should be some
variation of the following. A quadrilateral is a figure with four sides. Quadri means four and lateral
means side. Quadrilaterals measure 360o when adding all measure of its angles. A quadrilateral cannot
have four acute angles or four obtuse angles. Four of either of the above angles would measure less than
3600 or have a sum of less than 3600.
Next, have students practice drawing quadrilaterals and measuring the angles Ask: what is the sum of
the angles? If they equal 3600, the figure is a quadrilateral, remember that there is always a small
margin of error.
Have students draw a quadrilateral EFGH, then draw a line segment EG.
E F
H G
Look at the first triangle EFG and measure the sum of the angles. Now, have students measure angles
EGH. What is the sum of angles EGH? 180o. Add the sums together:
∠ EFG + ∠ EGH = 180o 
 Thus, the sum of angles of two triangles forming a quadrilateral =360o.
o o
180 + 180 = 360 
373
Ten Statements
1. Parallel lines are lines that go in the same direction and never meet. (yes)
2. The term quadrilateral came from quadri, which means four, and lateral, which means side. (yes)
3. A quadrilateral measures 360o when the angles are measured. (yes)
4. Four acute angles cannot form a quadrilateral. (yes)
5. Perpendicular lines are lines that form right angles when they meet. (yes)
6. Railroad tracks are examples of parallel lines. (yes)
7. A line is a straight direction between two points. (no)
8. The angle symbol is the one shown here. (<). (no)
9. Triangles can form quadrilaterals as shown in today’s lesson. (yes)
10. The difference between a line and a ray is lines go in both directions indefinitely. A ray is a line that
goes in one direction. (no)
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Parallel, Perpendicular
lines and rays as a teacher directed activity.
Math Workshop
374
Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment
Class participation, completed assignments
Homework
Remind students to keep notes for the future test. Explain why a quadrilateral measure 360o.
Teacher Notes
375
Correlations (SG,CAS,CFS): 9B1
ITBS/TAP: ISAT:
Identify, describe compare and classify geometric
figures.
Unit Focus/Foci
Geometry
Congruency and similarity
Materials
Six-Group Activity: Congruence

Student copies of shapes
Warm-up Activity:
Ask students to think of real life examples of parallel lines. (sides of picture frames, books, rail road
tracts, yellow double lines in the streets, borders of doors, etc.) See how many examples students can
find in five minutes. Check to see which student finds the most correct examples. If students give
examples that are not parallel lines, explain why they are not paralle.
Lesson:
Introduce the terms congruence and similarity.

Congruent: Means that a figure is the same size and shape, however their positions may differ.
Similarity: The figures appear to be the same, however the size and shape may differ, after close
examinations.
Rotations, Reflections, and translations are known as Transformational Geometry.
Explain the difference between the two terms. Present a display of shapes, have student select shapes
that are congruent to figure A.
376
List shapes that appear similar to figure A. (Look congruent to A) E, G, I (Look similar to A) D, K
Now list figures that are congruent to figure B, list those shape that are similar to figure B.
B
A
E
A. (C, F, H, J) look
C D
F congruent
B. (L, M) look similar
G
I
H J
L
K
M
Next have the students write the definition of the terms:
Translation: A translation is made when a figure can slide in the same plane to fit over a duplicate figure.
Rotation: To flip a figure over an imaginary line to conform to a like figure is said to be a reflection. All
of the above figures may be congruent. Using an overhead show students examples of the reflection,
rotation and translation. Make sure that you include a couple of examples that are congruent.
Explain that a reflection is like looking into a mirror, and if you turn the paper over it will fit the figure.
Pass out copies of the following worksheet.
Have students trace figures A, B, and C on wax paper. Show figures D through L on the overhead.
Ask student to tell which figures they think are congruent to figure “A”? List them. Next have students
take the copies that the teacher has prepared in advance and slide the figures that they traced on the
wax paper to see if they will fit directly over the figures they thought were congruent. Do they fit?
377
WORKSHEET
A B
D E F G
I
H
K L
378
Introduce the term: Symmetry
Symmetry: means that if a figure is folded in half they are exactly alike. A line of symmetry is the exact
point of a figure that will determine symmetry. Are any of the figures above symmetrical? Yes (A)
(G), and (D). (Have students complete the worksheet).
Ten Statements
Review the ten statements and have the students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.
1. A translation is when a figure can slide in the same plane to fit over a duplicate figure. (yes)
2. Congruent means that a figure is the exact same size and shape. (yes)
3. The sides of a picture frame are real life examples of parallel lines. (yes)
4. When a figure must be turned or shifted to fit over another like figure it is called a rotation. (yes)
5. A vertex is the point where any two edges meet. (no)
6. Angles are measured in degrees. (no)
7. Symmetry refers to figures when folded in half are exactly alike. (yes)
8. Railroad tracks are an example of read life parallel lines. (yes)
9. If all sides of a polygon are equal in length the polygon is a regular polygon. (no)
10. To flip a figure over an imaginary line to conform to a like figure is called a reflection. (yes)
Free Choice Lesson
Have the students choose a lesson from the Free Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Congruence as a teacher-
directed activity.
Math Workshop
Have the students work in the Math Workshop after completing their Free Choice Lesson.
LA: Understanding explicit, factual information
379
Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment
Completion of assignments and class participation
Homework
Draw two figures that are congruent. Draw two figures that are similar.
Teacher Notes
380
Six-Group Activity
Geometry and Measurement: Congruence
Materials:
5 index cards ( 5” x 7”)

1 envelope (9 ½” x 6 ½”)
1 pencil
Scissors
Glue
Prepare the following index cards by cutting out the activity cards and gluing them to the index cards for
support. Use the pencil to write the answers on the back of the index cards.
Questions asked:
1. Does this figure have congruent sides? If so, name them.
2. Does the figure have congruent angles? If so, name them.
Answers:
1. Yes; AB , CD , and AD, BC 2. Yes; ∠ A, ∠ B, ∠ C , ∠ D

Yes; EF , HG , and EH , FG Yes; ∠ E, ∠ G, and ∠ F , ∠ H
Yes; PQ , QR, RS, SP Yes; ∠ P, ∠ R, ∠ Q, ∠ S
Yes; JK , KL , LM , MJ Yes; ∠ J, ∠ K, ∠ L, ∠ M
No Yes;
*Note: Each index card has two sets of answers for the two different questions about the same figure.
Make a copy of this study board and use it to reteach this lesson.
381
Congruence
Congruent figures are figures that have the same size and shape.
These two triangles are congruent. If you trace figure A and put it on top of figure B, they will match.
A B
These two squares are not congruent. They are not the same size.
E F
Sometimes a figure has sides or angles that are congruent to each other.
An equilateral triangle has three congruent sides and three congruent angles. The marks indicate
congruent sides and congruent angles.
Measure the angles with a protractor to tell if they are congruent. They are congruent if their measures
are equal.
Example:
Shows congruent sides
Shows congruent angles
382
Draw these three figures and ask: Are these figures congruent? Why? or Why not?
Tell the students that they are going to do an activity that calls for them to answer two questions about
each figure. Does this figure have any congruent sides? If so, name them. Does this figure have
any congruent angles? If so, name them. After asking both questions for each card, reveal the
answer by turning the card over and saying: The answer is…… Store this activity in the envelope.
383
ACTIVITY CARD SHEET
D
B
384
ACTIVITY CARD SHEET
G
E
385
ACTIVITY CARD SHEET
P Q
S R
386
ACTIVITY CARD SHEET
J K
M L
387
ACTIVITY CARD SHEET
Y
X
W
388
Correlations (SG,CAS,CFS): 9A1, 9A2, 9C2, 9C3
ITBS/TAP: ISAT:
Describe, identify, compare, and classify
geometric figures
Unit Focus/Foci
Geometry
Symmetry, congruence and fractions
Materials
Six-Group Activity: Congurence
Warm-up Activity:
Present the following problem. Have students solve by drawing a picture. Burn is planning a design for
a six by six grid. She will make a star in every third square, and make a border around every sixth
square. How many squares will be empty when the grid is finished? (A=24).
j k l m n o
389
Lesson:
Have students write the alphabet in manuscript capital letters.

(A B C D E F G H I J K L M N O P Q R S T U V W X Y Z.) Which letters have a line of symmetry?
(Write s, under the symmetrical letters. Remember, lines of symmetry cut figures into two equal parts.
Some figures have more than one line of symmetry. Look at the figures below (polygon figures) and
find the lines of symmetry. What other mathematical concepts are there when one examines symmetry?
(Fractions) How does symmetry relate to fractions? Write out the fractional parts after you draw your
lines of symmetry. Have students label lines and line segments using capital letters. Ex. (A-B) (H-F)
etc.
A E B
1 1
4 4
H Shade ½ the area of each figure.

1 1
4 4
D G C
A C.
Semicircle Isosceles Triangle
B. Square
D.
Rectangle
390
Next, ask students if any of these figures are congruent. Draw in the lines of symmetry, show any
fractional parts.
j k l
m n o
How many angles are there in each figure.

j (one) k (three) l (six)
m (none) n (four) o (three)
Mathematics utilizing lines of symmetry also demonstrates a relationship between geometry and
fractions. It also shows how parallel lines that are the same distance apart can be used to divide a line
segment into equal parts. Tell students that there are two ways to check to see if a figure is symmetrical.
j Fold a figure along the line being checked, if the parts match there is a line of symmetry. k
Place a mirror along the line, if the reflection is such that the half of the figure showing together with its
reflection looks like the whole original figure, then the line is a line of symmetry.
391
Ten Statements
1. Letters A, H, M and O have a line of symmetry. (yes)

2. Fractions are evident in figures that have a line of symmetry. (yes)
3. Parallel lines can be used to divide line segments into equal parts. (yes)
4. A heart shape is a line of symmetry. (yes)
5. The first letter in the name of a ray is its endpoint. (no)
6. A square has at least three lines of symmetry. (yes)
7. The parallel lines can be used to divide a line segment into equal parts. (yes)
8. 6 is a fraction. (yes)
6
9. Congruent means that a figure is the exact same size and shape. (yes)
10. Angles are measured in degrees. (yes)
Free Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Congruence as a teacher-
directed activity.
Math Workshop
Connection(s)
Enrichment:
Fine Arts:
392
Home:
Technology:
Assessment
Completion of assignments and class participation
Homework
1. Draw a figure that has a line of symmetry.
2. Draw a figure that does not have a line of symmetry.
Teacher Notes
393
Six-Group Activity
Geometry and Measurement: Congruence
Materials:
5 index cards ( 5” x 7”)

1 envelope (9 ½” x 6 ½”)
1 pencil
Scissors
Glue
Prepare the following index cards by cutting out the activity cards and gluing them to the index cards for
support. Use the pencil to write the answers on the back of the index cards.
Questions asked:
1. Does this figure have congruent sides? If so, name them.
2. Does the figure have congruent angles? If so, name them.
Answers:
1. Yes; AB , CD , and AD, BC 2. Yes; ∠ A, ∠ B, ∠ C , ∠ D

Yes; EF , HG , and EH , FG Yes; ∠ E, ∠ G, and ∠ F , ∠ H
Yes; PQ , QR, RS, SP Yes; ∠ P, ∠ R, ∠ Q, ∠ S
Yes; JK , KL , LM , MJ Yes; ∠ J, ∠ K, ∠ L, ∠ M
No Yes;
*Note: Each index card has two sets of answers for the two different questions about the same figure.
Make a copy of this study board and use it to reteach this lesson.
394
Congruence
Congruent figures are figures that have the same size and shape.
These two triangles are congruent. If you trace figure A and put it on top of figure B, they will match.
A B
These two squares are not congruent. They are not the same size.
E F
Sometimes a figure has sides or angles that are congruent to each other.
An equilateral triangle has three congruent sides and three congruent angles. The marks indicate
congruent sides and congruent angles.
Measure the angles with a protractor to tell if they are congruent. They are congruent if their measures
are equal.
Example:
Shows congruent sides
Shows congruent angles
395
Draw these three figures and ask: Are these figures congruent? Why? or Why not?
Tell the students that they are going to do an activity that calls for them to answer two questions about
each figure. Does this figure have any congruent sides? If so, name them. Does this figure have
any congruent angles? If so, name them. After asking both questions for each card, reveal the
answer by turning the card over and saying: The answer is…… Store this activity in the envelope.
396
ACTIVITY CARD SHEET
D
B
397
ACTIVITY CARD SHEET
G
E
398
ACTIVITY CARD SHEET
P Q
S R
399
ACTIVITY CARD SHEET
J K
M L
400
ACTIVITY CARD SHEET
Y
X
W
401
Correlations (SG,CAS,CFS): 9A1, 9A2, 9C1, 9C2, 9C3
ITBS/TAP: ISAT:
Identify, describe, compare and classify geometric
figures
Describe geometric properties, patterns and
relationships
Unit Focus/Foci
Geometry
Identifying solid figures
Materials
Six-Group Activity: Naming and measuring angles

Measuring Instruments
Warm-up Activity:
Write this problem on the chalkboard.

A basketball bounces ½ of the height from which it is dropped. If the ball is dropped from a height of
146 feet and keeps on bouncing, how far will it have traveled when it strikes the ground for the time?
Ans. 9 18 ft.
(14 73) (73 36 1 2) (36 1 2 18 1 4) (18 1 4 9 18 )

Take ½ of every number to get the height/distance the ball will bounce on the 5th bounce.
Review the answer with the class.
402
Lesson:
Find a page in the math book that has pictures of spheres, cylinders, pyramids, and prisms. Say: The
objects are probably used every day, however, no one ever pays very much attention to them. Ask
students if the objects remind them of anything they have seen today. Start with the cylinder as most of
them will relate to a glass or pop can. Have students write the definition for each figure in his/her
notebook. Have each student list five examples of each object in their books. Discuss the objects and
review term like: congruent, polygon, point, and parallelogram. Have sheets of construction paper
and scissors available so that students can draw a flat figure and cut it out and fold it to make 3-
dimensional forms. The flat forms are sometimes referred to as nets when they are folded to make a 3-
dimensional figure. (See if students can guess what figure the net they are assigned will make before
actually drawing and cutting out the figure.
Tell students that pyramids and prisms have only polygons as faces, and they have no curved surfaces.
Pyramids have one base, all of the other faces are triangles that meet at one vertex.
vertex
face
edge
Prisms have at least one pair of parallel bases, and the other faces are rectangles.
Next, tell the students that solids can be sorted into different groups. Show the following figures and
ask students to group them using the following criteria. (Remind students that solids can be grouped as
pyramids.
Pyramids Prisms
A B C D E
F G H
403
1. Solids that have at least three triangular faces. A, B.
2. Solids with at least one pair of congruent faces A, B, C, D, E, F.
3. Solids that have an even number of edges. A, B, D, E.
4. Solids with at least one square face. B, D.
5. Solids with only one base. A, B, G.
6. Solids with no pairs of parallel bases. A, B, G, H.
Ten Statements
1. Pyramids are solids that are at least three triangular faces. (yes)
2. A solid object with two congruent bases and sides that are parallelograms is a prism. (yes)
3. A cylinder is a solid object with two congruent curved bases. (yes)
4. A right triangle has two sides that are perpendicular. (no)
5. Flat forms which are used to make three dimensional forms are sometimes referred to as nets. (yes)
6. Many solid figures have faces, edges and vertices.
7. The area of a figure means how many square units will be needed to completely cover it. (no)
8. Pyramids have only polygons as faces and they have no curved surfaces. (yes)
9. A water glass is an example of a cylinder. (yes)
10. An angle is made up of two rays that have a common endpoint. (no)
Free Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity Naming and measuring
angles as a teacher directed activity.
Math Workshop
404


Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment
Class participation and completion of assignments
Homework
Assign students to find examples of a cylinder, sphere, and prism in their home and tell what they are
used for.
Teacher Notes
405
Six-Group Activity
Geometry and Measurement: Naming and Measuring Angles
Materials:

1 envelope (9 ½” x 6 ½”)
1 pencil
Activity Card Sheet
Scissors
Glue
Protractor Sheet (on transparency)
Prepare the following index cards by cutting the activity cards and protractor sheet out and glue it to an
index card for support. Use the pencil to write the answers on the back of the card.
Answers:
Obtuse Right Obtuse Right Acute
Acute Obtuse Right Obtuse Acute
Have the students classify each angle as right, acute, or obtuse.
Then give each student an index card and protractor and let them measure the angle. You will give the
correct measurement by checking their measurement.
Make a copy of this study board to reteach this lesson.
Naming and Measuring Angles
An angle is formed by two rays that share a common endpoint. The common endpoint is called the
vertex.
406
Example: Vertex
A
B R
You name an angle using a point on each side and the vertex. The name of the vertex is always in the
middle. You can also name an angle by its vertex.
Example:
Read: Angle ABR, angle RBA, or angle B

Write: ∠ ABR , ∠ RBA, ∠ B
Using a protractor to measure an angle in degrees.
Step 1. Place the center mark of the protractor on the vertex, D.

uuur
Step 2. Align the 0o mark of the scale of the protractor with DF of the angle.
407
uuur
Step 3. To read the measure of the angle, find the place where DE passes through the scale on the
protractor. Read the inner scale if the angle opening is on the right. Read the outer scale if the angle
opening is on the left.
Obtuse angle measures

o Acute angle measures less
Right angle measures 90 greater than 90o but less than
than 90o
180o
Draw some angles on a sheet of paper and show students how to measure and recognize different
angles.
Tell students that they are going to do an activity that calls for them to name angles and use a protractor
to measure the angle.
Lay a card on the table and give students time to write ht answer. After each card reveal the answer on
the back by saying the answer is… After this activity give each studne3 an index card with the angle on
it and a protractor and have them measure that angle. You must check for accuracy and give the
correct answer. Store this activity in the envelope.
408
ACTIVITY CARD SHEET
409
ACTIVITY CARD SHEET
410
ACTIVITY CARD SHEET
411
ACTIVITY CARD SHEET
412
ACTIVITY CARD SHEET
413
ACTIVITY CARD SHEET
414
ACTIVITY CARD SHEET
415
ACTIVITY CARD SHEET
416
ACTIVITY CARD SHEET
417
ACTIVITY CARD SHEET
418
419
Correlations (SG,CAS,CFS): 9A1, 9C1, 9C2
ITBS/TAP: ISAT:
Unit Focus/Foci
Geometry
Angles and rotation
Materials
Six-Group Activity: Identifying kinds of angles

Scissors
Protractors
Warm-up Activity:
Present the following to the class:
1
Lisa was facing the statue in the middle of the art museum. She turned of a turn in a clockwise
4
1
direction, then of a turn in a counter-clockwise direction. How much of a turn and in what direction
2
should she move in order to face the statue?
1 3
Answer: turn clockwise or turn counter-clockwise.
2 4
420
Lesson:
There are right angles, acute angles, and obtuse angles. Angles are measured in degrees. Ask students
how many degrees a right angle has? Answer: 90o. An obtuse angle has more than 90o, but less than
180o. Acute angles measure less than 90o.
1
The angle that measures 90o, and is of a complete turn is called right angle. Right angles look like the
4
following.
A. B. C. D.
Next, look at some different angles: Find the measurement and name the angles.
When we give the size of an angle, we give the smaller size whether we turn clockwise or counter-
clockwise. See example:
421
1
turn clockwise
4
3
4
counter-clockwise
1
These turns are also referred to as rotations. If a rotation is of a full turn, the angle is a right angle. If
4
1 1
it is less than of a full turn, the angle is acute. If the turn is more than of a full turn the angle is
4 4
obtuse.
Remember to remind students that the tool used to measure angles is called a protractor.
Remind students that clockwise refers to the direction that the hands move on a clock, and counter-
clockwise is the reverse direction of the hands on a clock. Tell them that the vertex of an angle is where
the two rays meet to form a common or single endpoint. These rays are named, and the symbol ( ∠ ) is
used for angle.
Example:
Now have students review the following terms. Note: This review is based on prior knowledge.
1. Line: A straight direction between two points
2. Line segment: A line segment is represented by two dots with a straight path between them.
Ten Statements
1. When one gives the size of a turn or rotation, one always gives the smaller size. (yes)
2. A straight direction between two points is a line. (yes)
3. An angle is made-up of two rays with a common endpoint. (yes)
4. The endpoint of an angle is the vertex. (yes)
5. Six-group activity is used to reinforce skills. (no)
6. Area is measured in square units. (no)
7. A dot and a line with an arrowhead to show the direction of the line is a ray. (yes)
8. A protractor is a tool used to measure angles. (yes)
9. Surface area is the total area of all of the faces of a solid figure. (no)
10. A ray is a line that goes in one direction. (yes)
422
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete and activity on Identifying kinds of
angles as a teacher-directed activity.
Math Workshop
Connection(s)
Enrichment: Provide students with various angles. Allow students to name the angles, show the
vertices, and measure the angels to prove that they are correct.
Fine Arts:
Home:
Technology:
Assessment
Classroom participation and completed assignment
Homework
Have students list at least seven objects, items in the home that are examples of the different angles. Tell
them to also practice measuring to prove accuracy.
Teacher Notes
Remind students that the regular clock is an excellent manipulative to show the different angles.
423
Six-Group Activity
Geometry and Measurement: Identifying Kinds of Angles
Materials:
1 black marker
1 pencil
1 picture
1 envelope (9 ½ “ x 6 ½”)
Prepare the following index cards using the black marker to write the problems on the front of the index
cards. Use the pencil to write the answers on the back of the index cards.
12o 68o ∠ AFD ∠ AFE 890
90o ∠ CFE 1150 1370 ∠ BFE
Answers:
Acute Acute Obtuse Straight Acute
Right Right Obtuse Obtuse Obtuse
For all the cards, have the students identify the angles as right, acute, obtuse, or straight. Use the
picture when needed.
Make a copy of two kinds of angles, rays or sides, which extend from the same vertex.
424
You can use three letters to name an angle. The middle letter should be the vertex. Or you can use one
capital letter, the vertex, to name an angle.
A Vertex Angle ABC or angle B

Symbol: ∠ ABC or ∠ B
B C
Angles are measured in units called degrees (0) and are named by their degree measure.
Acute angle (less Obtuse angle Straight angle Reflex angle (more
Right angle 90o
than 90o) (more than 90o) (180o) than 180o)
Have students draw some sample angles on a sheet of paper and measure them to determine what kind
of angle they are.
Tell the students that they are going to do on an activity that calls for them to identify angles by degrees
and by looking at a picture. Set the card up so that you do the degrees cards first. When you lay a
card on the table, the students will write the answer. Reveal the answer on the back of each card, and
say: The answer is……
425
The Picture
A F E
426
Correlations (SG,CAS,CFS): 9B1, 9C3, 9C3
ITBS/TAP: ISAT:
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Unit Focus/Foci
Geometry
The circle
Materials
Six-Group Activity: Parts of a circle

Compasses
Warm-up Activity:
Distribute copies of this triangle. Without the letters. Ask students to find as many triangles as they can.
Answers will vary. The answer is twelve.
C
D E
F
A B
427
Lesson:
Tell students that there are four parts of the circle. They are identified in Example A and B. A compass
is the instrument used to draw a circle. The point forms the center and the pencil forms a curved line,
the circumference or outer outline.
Example: A Example: B
Radius
Arc Diameter
A line segment from the center to any point on the circumference is called a radius, a line segment that
passes through the center with end points that rest on the circumference is called the diameter.
By moving the arms of the compasses and keeping the point fixed, one can draw a set of circles all of
which have the same center, this set of circles is called concentric circles. Include examples. The
circumference of a circle is about three times the diameter. Have students use a coin or some round
object, stand it on its edge and mark the edge touching the desk. Roll the coin until the line comes back
to the mark. Draw a line from the start to the point the mark gets back to desk and strip. Measure with
a string or a strip of paper, now this strip or sting should fit them circular object. Allow students to
practice for a few minutes.
Next explain to students that any straight line that joins two points on the circumference of a circle is
called a chord. A chord divides the circle into two segments. Any part of a circles circumference is
called an arc, from the Latin word meaning bow.
Example: C Arc
Segment
Segment
Chord
428
Next have students complete the following worksheet.
• ‚
6 cm
Divide into segments

and show a chord.
Measure the circumference and the radius.
ƒ „
4 cm
Give the diameter.
Measure the diameter

Point out an arc.
… Put in the points and give the diameter of

the circles.
† Draw a circle and draw in six chords.
Answer:
• R=3 cm
‚ Refer to example
ƒ Diameter=4 cm
„ Diameter=1 cm
… Put a point in each circle. Measure for diameter.
429
Ten Statements
1. Any part of circle circumference is called the arc. (yes)

2. A chord from the Latin word string divides a circle into segments. (yes)
3. A circle is a plane shape. (yes)
4. A line segment from the center of a circle to any point on the circumference of a circle is called a
radius. (yes)
5. The volume of a box is the number of cubic units that will fit inside the box. (no)
6. The length of the line that cuts a circle exactly in half, passing through the center is called the
diameter. (yes)
7. The circumference of a circle is about three times its diameter. (yes)
8. If a circle is sliced exactly in half, then each half is called a semicircle. (no)
9. If an object is shaped like a circle we say it is circular. (no)
10. An instrument for drawing circles is called a pair of compasses. (yes)
Free Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Parts of a circle as a
teacher-directed activity.
Math Workshop
430
Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment
Draw five circular objects found in your home. Tell what each item is. Give the diameter and radius of
one circle. Measure the circumference of another circle. Divide one into segments. Point out the arc,
and put a chords in the final circle.
Homework
Review the following terms to start preparing for quiz: line, line segment, ray, right angle, obtuse angle,
acute angle, parallel lines, radius, diameter, circumference.
Teacher Notes
431
Six-Group Activity
Geometry and Measurement: Parts of a Circle
Materials:

1 black marker
1 pencil
1 picture of a circle
1 envelope (9 ½” x 6 ½ “)
Prepare the following index cards using the black marker to write the problems on the front of the index
cards. Use the pencil to write the answers on the back of the index cards.
Identify each of the following for the circle: (Write one item per card.)
the center
two radii
a chord
a diameter
name of the circle
how many diameters are in the circle
Have students identify the parts of a circle. Give directions and have the students draw the parts of a
circle.
Give these directions:
Draw a circle.
Label the center E.
Draw a radius and label it D.
Draw a chord and label it MN.
432
Answers:
A; AB,AJ,AD,AF; NM,DF; DF; A;
1; M
D D
E E E
N
Make a copy of this study board draw and use it to reteach this lesson.
Identifying Parts of a Circle
A circle is a geometric figure with points that are the same distance from a point called the center. The
center point is used to name the circle.
A
E Center
Radius
C
D
Chord Diameter
B
F
A radius (r) is a line segment from any point on the circle to the center. Each line segment (CA , CD ,
and CB ) is a radius (r).
A chord is a line segment that has endpoints on the circle. Line segment EF is a chord.
433
The diameter (d) of a circle is a chord that passes through the center of the circle. Line segment AB is
a diameter (d).
A B
T
E
H
N
D
Use this circle to work with students before doing the activity. Ask them to identify the parts of the
circle, and have them construct one based on your directions.
Tell students that they are going to do an activity that calls for them to construct a circle and identify the
parts of a circle based on directions given. Place the picture of the circle on the table along with an
index card. Tell students to write the letter that identifies the center. Repeat this with the next five
cards. Give feedback after each card by turning the card over and saying: The answer is…… The
next set of cards asks the students to show parts of a circle and label them. Read what is on the card
once. Give the students time to write the answer before turning the card over and saying: The answer
is… Store this activity in the envelope.
434
Picture of a Circle
F
A
B J
435
Correlations (SG,CAS,CFS): 9B1, 9C3, 7A2, 7A3, 7A6
ITBS/TAP: ISAT:
Understand geo metric properties. Describe,
identify, compare and classify geometric figures
Unit Focus/Foci
Geometry and Measurement
Angles, rays and lines
Materials
Six-Group Activity: Review

Protractor
Worksheet (Review)
Warm-up Activity:
Draw the following (without the letters) on a piece of paper or on an index card. Allow students to get
into small groups to solve. C
A B D
1) Ask the group to 2) Hint: There are more
G
count as many E
F H than 15.
rectangles as Answer. Eighteen (18)
K
possible. J L
I
Check to see which group has the most rectangles. If none of the groups are able to find all eighteen of
the rectangles, point them out for students.
436
Lesson:
Say: Today we will examine angles more thoroughly. We will compare, measure and construct
angles. When the rays of an angle form a square corner the angle is called a right angle and has
a 90 ° measurement. Angles are measured with a protractor.
(Ex. A) (Ex. B)
90 °
Obtuse angles
Right angle
An angle: Two rays that have the same end point.
(Ex. B)
An angle which is larger than a right angle is an obtuse angle. An obtuse angle measures more than 90o;
but less than 180o.
(Ex. C)
An angle smaller than a right angle is an acute angle and measures less than 90o.
(Ex. C)
The clock is the perfect example of all angles at specific hours or fractional hours.
Have students find different objects in the class room that have right angles.
Straight Angles: A straight angle is an angle in which the two rays form a line. (Do not forget to
remind students!!) When measuring angles, to make accurate measurements, check to see that one side
of the angle is on the zero line.
Ask students to name three examples from real life experiences that form right angles. Expect to hear
answers like: intersections, cross on a church, dividers in some windows, picture frames, and the edge
of a book. Have students practice measuring right angles. Present the following sheet of figures (test)
and have students label the parts. Rays, angles, points, vertices, parallel lines, perpendicular lines etc.
Allow students time to complete the sheet and go over the answers orally in class. If there are
questions, attempt to clarify any uncertainties.
437
REVIEW
Name each ray.
1. 2. 3. 4.
M B T
K L
N R M
________________ ________________ ________________ ________________
How many right angles can you find in each figure?
5. 6. 7. 8.
________________ ________________ ________________ ________________
Name each angle.
9. O 10. S 11. 12.

N S
E
T Y W P I I T
________________ ________________ ________________ ________________
Name each angle.
13. 14. 15. 16.

E B A Y
M
W
T I Y
I P O
________________ ________________ ________________ ________________
438
Ten Statements
1. A right angle measures 90 ° . (yes)

2. An angle which is larger than a right angle is an obtuse angle. (yes)
3. A straight angle is an angle in which the two rays form a line. (yes)
4. Angles are measured with a protractor. (yes)
5. A ray is a line going in only one direction. (yes)
6. The vertex is the end point of an angle. (yes)
7. Area is measured in square units. (no)
8. The total area of all of the faces of a solid figure is called surface area. (no)
9. Geometry is the study of shapes. (no)
10. An angle is two rays that have the same endpoint. (yes)
Free Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Review as a teacher
directed activity.
Math Workshop


439
Connection(s)
Enrichment:
Fine Arts:
Home:
Technology:
Assessment
Homework
Draw right, acute, and obtuse triangles. Label and record the measurement of the angles.
Next, draw a triangle. Measure and record all three of its angles.
Teacher Notes
Answers to Reviw:
1. MN
2. KL
3. RB
4. MT
5. 4
6. 1
7. 0
8. 2
9. ∠ TOY or ∠ YOT
10. ∠ SEW or ∠ WES
11. ∠ PIN or ∠ NIP
12. ∠ SIT or ∠ TIS
13. ∠ MIT or ∠ TIM
14. ∠ PIE or ∠ EIP
15. ∠ BOY or ∠ YOB
16. ∠ WAY or ∠ YAW
440
Six-Group Activity
Materials:

1 envelope (9 ½” x 6 ½”)
1 pencil
Scissors
Glue
Answers:
P=26 cm; A=40 cm2

P=28 cm; A=49 cm2
P=30 ft; A=36 ft 2
P=24 cm; A=35 cm2
P=45 cm; A=105 cm2
441
ACTIVITY CARD SHEET
8 cm
5 cm
P= __________________________ A= __________________________
442
ACTIVITY CARD SHEET
7 cm
7 cm
P= __________________________ A= __________________________
443
ACTIVITY CARD SHEET
12 ft
3 ft
P= __________________________ A= __________________________
444
ACTIVITY CARD SHEET
1 in
1 in
6 in
6 in
P= __________________________ A= __________________________
445
ACTIVITY CARD SHEET
10 cm
5 cm
8 cm
12 cm
P= __________________________ A= __________________________
446

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Structured Curriculum Lesson Plan Day: 126 Subject: Mathematics Grade Level

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STRUCTURED CURRICULUM LESSON PLAN

Day: 126 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 7A2, 7A3, 7A6, 9B1

ITBS/TAP: Understand geometric properties ISAT:

Six-Group Activity: Perimeter 1

Educational Strategies/Instructional Procedures

* This drawing should be

Some reasons may be:

The drawings should look like this.

* Note the path of the arrows.

1. Perimeter is the measure of the outside of an inclosed former polygon. (yes)

Integration with Core Subject(s)

LA: Understand explicit, factual information

SC: Apply scientific method to solve problems

Completed assignments and class participation.

Name the forms above. Find the perimeter of each.

4m. 4m. 1in 1in

2ft. 2yds. 2yrds.

3ft. 1 yd. 1yd.

2cm 2cm 4 yds. 4 yds.

Define these terms.

Find the Perimeter:

Geometry and Measurement: Perimeter 1

5 index cards (5” x 7”)

Square P=4 sides

Equilateral triangle P = 3 sides

By using the formula 2l + 2w:

Day: 127 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 9A1, 9B1, 9C2, 9D5, 9D6, 9D7

Six Group Activity: Perimeter 2

Educational Strategies/Instructional Procedures

Using the following measures construct five polygons:

1) A four sided polygon

1. Polygons can be regular or irregular. (yes)

Integration with Core Subject(s)

LA: Understand specific factual information

SC: Apply scientific method to solve problems

Correctly completed assignments and class participation.

See Attached Worksheet

1. Triangle 2. Quadrilateral 3. Pentagon

A. Name these special polygons:

1). 2). 3).

4). 5). 6).

Geometry and Measurement: Perimeter 2

10 index cards (5” x 7”)

1) 40cm 2) 33ft 3) 44cm 4) 34ft 5) 26cm

6) 46cm 7) 34m 8) 28in 9) 32in 10) 80in

Day: 128 Subject: Mathematics Grade Level: 4

Six-Group Activity: Perimeter word problem

Educational Strategies/Instructional Procedures

1. Triangle 2. Rectangle 3. Pentagon 4. Quadrilateral

A. Octagon B. Pentagon C. Triangle D Hexagon E. Quadrilateral

1. Polygons are plane figures with straight lines. (yes)

Integration with Core Subject(s)

LA: Understand explicit, factual information

SC: Apply scientific method to solve problems

Completed assignments and class participation. Ten Statements review.

Draw 4 polygons with the following perimeters:

1. Triangle 2. Rectangle 3. Pentagon 4. Quadrilateral

A. Octagon B. Pentagon C. Triangle D Hexagon E. Quadrilateral

Geometry and Measurement: Word Problems

6 index cards (5” x 7”)

15cm 302 in 78ft 32ft 174ft 38ft