chapter resources • chapter 10
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CHAPTER RESOURCES • Chapter 10Two-Dimensional Figures
INCLUDES • School-Home Letter
• Vocabulary Game Directions
• Daily Enrichment Activities
• Reteach Intervention for every lesson
• Chapter 10 Test
• Chapter 10 Performance Task • Answer Keys and Individual Record Forms
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Copyright © by Houghton Mifflin Harcourt Publishing Company
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Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices
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ContentsChapter 10 School-Home Letter (English) ................................................... 10-1
Chapter 10 School-Home Letter (Spanish) .................................................. 10-2
Vocabulary Game ........................................................................................ 10-3
10.1 Reteach ............................................................................................... 10-5
10.1 Enrich .................................................................................................. 10-6
10.2 Reteach ............................................................................................... 10-7
10.2 Enrich .................................................................................................. 10-8
10.3 Reteach ............................................................................................... 10-9
10.3 Enrich ................................................................................................ 10-10
10.4 Reteach ............................................................................................. 10-11
10.4 Enrich ................................................................................................ 10-12
10.5 Reteach ............................................................................................. 10-13
10.5 Enrich ................................................................................................ 10-14
10.6 Reteach ............................................................................................. 10-15
10.6 Enrich ................................................................................................ 10-16
10.7 Reteach ............................................................................................. 10-17
10.7 Enrich ................................................................................................ 10-18
Chapter 10 Test .......................................................................................... 10-19
Chapter 10 Performance Task ................................................................... 10-25
Answer Keys .............................................................................................. 10-30
Individual Record Forms ............................................................................ 10-37
Table of ContentsChapter Resources© Houghton Mifflin Harcourt Publishing Company
iii
School-HomeSchool-Home
LetterChapter
Tips
p
10
acute
3
acuteacuteacute
ActivityHelp your child commit most of the classifications of triangles and quadrilaterals to memory. Together, you can make a series of flash cards with the classifications on one side of the card and definitions and/or sketches of examples on the other side of the card.
STEP 2
Determine the correct classification.
A triangle with __ acute angles is
____.
STEP 1
Determine how many angles are acute.
/K is ___.
/L is ___.
/M is ___.
Classify triangle KLM.
Classify a triangle by the sizes of its angles.
Dear Family,
Throughout the next few weeks, our math class will be studying two-dimensional figures. The students will use definitions to identify and describe characteristics of these figures.
You can expect to see homework that includes identifying types of triangles and quadrilaterals.
Here is a sample of how your child will be taught to classify a triangle by its angles.
acute triangle A triangle with three acute angles
line segment A part of a line that includes two points, called endpoints, and all the points between them
obtuse triangle A triangle with one obtuse angle
ray A part of a line, with one endpoint, that is straight and continues in one direction
right triangle A triangle with one right angle and two acute angles
Angle sizes
Angles are classified by the size of the opening between the rays. A right angle forms a square corner. An acute angle is less than a right angle. An obtuse angle is greater than a right angle and less than a straight angle.
To classify angles in a figure, use the corner of an index card as a right angle and compare.
10-1Chapter Resources© Houghton Mifflin Harcourt Publishing Company
para la casaCartaCartaCapítulo
Pistas
p
10
3
acutángulo agudoagudoagudo
ActividadAnime a su hijo a memorizar las clasificaciones de los triángulos y los cuadriláteros. Puede hacer tarjetas nemotécnicas con las clasificaciones en un lado y las definiciones y/o ejemplos visuales en el otro lado de cada tarjeta.
PASO 2
Determina la clasificación correcta.
Un triángulo con _ ángulos agudos, entonces es
______.
Clasifica el triángulo KLM.
Clasificar un triángulo por el tamaño de sus lados
PASO 1
Identifica cuántos ángulos son agudos.
/K es ___.
/L es ___.
/M es ___.
Querida familia,
Durante las próximas semanas, en la clase de matemáticas estudiaremos las figuras bidimensionales. Usaremos las definiciones para identificar y describir las características de esas figuras.
Llevaré a la casa tareas con actividades para identificar diferentes tipos de triángulos y cuadriláteros.
Este es un ejemplo de la manera como aprenderemos a clasificar un triángulo por sus ángulos.
Tipos de ángulos
Los ángulos se clasifican según el tamaño de la abertura entre sus rayos. Un ángulo recto forma una esquina recta. Un ángulo agudo mide menos que un ángulo recto. Un ángulo obtuso mide más que un ángulo recto y menos que un ángulo llano.
Para clasificar los ángulos de una figura, usa la esquina de una tarjeta como modelo de ángulo recto y compara.
triángulo agudo Un triángulo que tiene tres ángulos agudos
segmento de recta Una parte de una línea que incluye dos puntos, llamados extremos, y los puntos que están entre ellos
triángulo obtuso Un triángulo que tiene un ángulo obtuso
rayo Parte de una línea recta, con un extremo y que continúa en una dirección
triángulo rectángulo Un triángulo con un ángulo recto y dos ángulos agudos
10-2Chapter Resources© Houghton Mifflin Harcourt Publishing Company
GameGame©
Hou
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Har
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Going Places with words
Word Boxacute angleintersecting lineslineline of symmetryline segmentobtuse angleparallel linesparallelogramperpendicular linespointrectanglerhombusright anglesquarestraight angletrapezoid
For 2 players
Materials
• 1 red connecting cube
• 1 blue connecting cube
• 1 number cube
How to Play
1. Each player chooses a connecting cube and puts it on START.
2. Toss the number cube to take a turn. Move your connecting cube
that many spaces.
3. If you land on these spaces:
White Space Tell the meaning of the math term or use it in a
sentence. If your answer is correct, jump to the next space with the
same term.
Green Space Follow the directions printed in the space.
If there are no directions, stay where you are.
4. Th e fi rst player to reach FINISH by exact count wins.
Going to a Botanical Garden
© H
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Miff
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Com
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Chapter 10 548A
Chapter 10Vocabulary Game
10-3 Game DirectionsChapter Resources© Houghton Mifflin Harcourt Publishing Company
YZ
X
M N
M N
A B
A B
D
Name
Lines, Rays, and Angles
Name What it looks like Think
point D A point names a location in space.
line AB; ‹
_ › AB
line BA; ‹
_ › BA
A line extends without end in opposite directions.
line segment AB; ___
AB
line segment BA; ___
BA
“Segment” means part. A line segment is part of a line. It is named by its two endpoints.
ray MN; ___
› MN
ray NM;
____ › NM
A ray has one endpoint and extends without end in one direction. A ray is named using two points. The endpoint is always named first.
angle XYZ; /XYZ
angle ZYX; /ZYX
angle Y; /Y
Two rays or line segments that share an endpoint form an angle. The shared point is the vertex of the angle.
A right angle forms a square corner.
An acute angle opens less than a right angle.
An obtuse angle opens more than a right angle and less than a straight angle.
A straight angle forms a line.
1. ___
PQ 2.
___ › K J 3. obtuse /FGH
Draw and label an example of the figure.
Lesson 10.1Reteach
10-5 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
Line Art
Use geometric figures to draw each of the following.
1. A flower using 1 line segment and 8 rays.
2. A sidewalk using 2 lines and 6 line segments.
3. Use geometric figures to draw your own design. Choose from points, lines, rays, segments, and angles.
4. Describe your design in Problem 3. Include the names of the figures you chose.
Lesson 10.1Enrich
10-6 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
X Y
Z
acute
acute
acute
acute
right
acute
acute
obtuse
acute
P R
Q
Name
2
3
33
2.
3.
4.
1. Name the triangle. Tell whether each angle is acute, right, or obtuse. A name for the triangle
is .
/X is .
/Y is .
/Z is .
Classify each triangle. Write acute, right, or obtuse.
Classify Triangles by Angles
A triangle is a polygon with sides
and angles. Each pair of sides joins at a vertex.
You can name a triangle by its vertices.
DPQR DQRP DRPQ DPRQ DQPR DRQP
There are types of triangles. All triangles have
at least acute angles.
Obtuse triangle Right triangle Acute triangle one obtuse angle one right angle three acute angles
Lesson 10.2Reteach
10-7 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
Stretch Your Thinking How could you use the triangles to create rectangles and squares?
Triangle Living
In the space below, draw a living room design using only acute, right, and obtuse triangles. Then color the acute triangles one color, the right triangles a second color, and the obtuse triangles a third color.
Lesson 10.2Enrich
10-8 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
V R
ST
A B
D C
Name
CD
AB
BC
AD
BCAD
Use the figure for 1–3.
1. Name two sides that appear to be parallel.
2. Name two sides that appear to be perpendicular.
3. Name two sides that appear to be intersecting, but not perpendicular.
Parallel Lines and Perpendicular Lines
Parallel lines are lines in a plane that are always the same distance apart. Parallel lines or line segments never meet.
In the figure, lines AB and CD, even if extended, will never meet.
The lines are parallel. Write ABiCD.
Lines and are also parallel. So, ADiBC.
Intersecting lines cross at exactly one point. Intersecting lines that form right angles are perpendicular.
In the figure, lines and are perpendicular because
they form right angles at vertex A. Write AD'AB.
Lines and are also perpendicular. So, BC'CD.
Lesson 10.3Reteach
10-9 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
Alphabet Soup
Use all 26 capital letters of the alphabet. Place them into as many “soups” as possible.
1. Letters with parallel line segments
2. Letters with perpendicular line segments
3. Letters with intersecting, but not perpendicular, line segments
4. Letters with no parallel, perpendicular, or intersecting line segments
Lesson 10.3Enrich
10-10 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
Quadrilateral4 sides4 angles
TrapezoidExactly 1 pair ofparallel sides
Parallelogram2 pairs of parallel sides
Rectangle4 right angles2 pairs ofparallel sides
Square4 right angles4 sides ofequal length
Rhombus4 sides ofequal length
Name
44
Classify each figure as many ways as possible. Write quadrilateral, trapezoid, parallelogram, rhombus, rectangle, or square.
1.
2. 3.
Classify Quadrilaterals
A quadrilateral is a polygon with sides and angles. Some quadrilaterals have special names:
Lesson 10.4Reteach
10-11 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
13. Stretch Your Thinking Write three of your own
quad-logic statements. Then exchange them with a classmate
and complete each other’s statements.
Quad Logic
Read each statement carefully. Write true or false.
1. Some parallelograms are rectangles.
2. All trapezoids are parallelograms.
3. All squares are rectangles.
4. Some quadrilaterals are trapezoids.
5. Some rectangles are rhombuses.
6. All rhombuses are squares.
7. Some parallelograms are trapezoids.
8. All rectangles are squares.
Make each statement true. Write All, No, or Some.
9. rectangles are parallelograms.
10. squares are trapezoids.
11. parallelograms are quadrilaterals.
12. quadrilaterals are parallelograms.
Lesson 10.4Enrich
10-12 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
nomatch
nomatch
Name
is not
Tell if the line appears to be a line of symmetry. Write yes or no.
1. 2.
3. 4.
Tell whether the parts on each side of the line match. Is the line a line of symmetry?
Step 1 Trace and cut out the shape.
Fold the shape along the dashed line.
Step 2 Tell whether the parts on each side match.
Compare the parts on each side.
The parts do not match.
Step 3 Decide if the line is a line of symmetry.
The parts on each side of the line do not match.
So, the line a line of symmetry.
Line Symmetry
Lesson 10.5Reteach
10-13 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
Swimming Pool Symmetry
The owner of the Seaside Symmetry Resort is designing a new swimming pool. The owner wants the pool to have line symmetry. Tell if each swimming pool design below appears to have line symmetry. If it does, draw a line or lines of symmetry.
1. 2. 3.
4. 5. 6.
7. The owner of the resort wants to build a pool that has four sides
with equal length and four lines of symmetry. In what shape can
the pool be built?
8. Describe a strategy you could use to make a
symmetrical design for a swimming pool.
Lesson 10.5Enrich
10-14 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
more than 1
yesyes
Tell whether the shape appears to have zero lines, 1 line, or more than 1 line of symmetry. Write zero, 1, or more than 1.
1. 2. 3.
Find and Draw Lines of Symmetry
Tell whether the shape appears to have zero lines, 1 line, or more than 1 line of symmetry. Write zero, 1, or more than 1.
Step 1 Decide if the shape has a line of symmetry.
Trace and cut out the shape. Fold the shape along a vertical line.
Do the two parts match exactly?
Step 2 Decide if the shape has another line of symmetry.
Open the shape and fold it along a horizontal line.
Do the two parts match exactly?
Step 3 Find any other lines of symmetry.
Think: Can I fold the shape in other ways so that the two parts match exactly?
I can fold the paper diagonally two different ways, and the parts match exactly.
So, the shape appears to have line of symmetry.
Lesson 10.6Reteach
10-15 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
Symmetry Riddle
What did the 0 say to the 8?
To answer the riddle, use the decoding box for each word. For each shape, decide how many lines of symmetry it appears to have, and then use the code. For example, a square has 4 lines of symmetry, so write an N on the line below the square.
1. Word 1 Code Box
Write C if the shape has no lines of symmetry.
Write E if the shape has 1 line of symmetry.
Write F if the shape has 2 lines of symmetry.
Write I if the shape has 3 lines of symmetry.
Write N if the shape has 4 lines of symmetry.
Write R if the shape has 6 lines of symmetry.
Word 1
2. Word 2 Code Box
Write B if the shape has no lines of symmetry.
Write E if the shape has 1 line of symmetry.
Write G if the shape has 2 lines of symmetry.
Write L if the shape has 3 lines of symmetry.
Write O if the shape has 4 lines of symmetry.
Write T if the shape has 6 lines of symmetry.
Word 2
3. Make up your own symmetry riddle and code boxes. Exchange riddles with your classmates and solve.
N
Lesson 10.6Enrich
10-16 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
of figures
a group pattern
triangle square
squares
square
triangles
triangle triangle
figures
1. Describe the pattern shown at right. Draw what might be the next figure in the pattern.
2. Use the pattern. How many circles will be in the sixth figure?
Problem Solving • Shape Patterns
Use the strategy act it out to solve pattern problems.
What might be the next three figures in the pattern below?
Read the Problem
What do I need to find?
I need to find the next three
in the pattern.
What information do I need to use?
I need to look for
that repeat.
How will I use the information?
I will use pattern blocks to
model the and act out the problem.
Solve the Problem
Look for a group of figures that repeat and circle that group.
The repeating group is , , , , .
I used and to model and continue the pattern by repeating the figures in the group.
These are the next three figures in the pattern:
Lesson 10.7Reteach
10-17 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
Pentomino Patterns
A pentomino is a figure made of five same-size squares.
Each square must share a side with its neighbor.
The pattern at the right uses two pentominoes
to create a rectangular design.
Use the pentominoes to create a rectangular design.
1.
2.
3.
Lesson 10.7Enrich
10-18 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
Chapter 10 TestPage 1
1. Tenley makes stained glass windows. She used this piece of
stained glass in one of the windows. How many right angles
does this piece of stained glass appear to have?
2. Write the letter of the triangle under its correct classification.
A
B C
DE F
Acute Triangle Obtuse Triangle Right Triangle
3. Select the angles that identify an obtuse triangle.
Mark all that apply.
A right, acute, acute
B obtuse, right, acute
C acute, obtuse, acute
D acute, acute, acute
right angles
Chapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
10-19 Chapter 10 Test
Chapter 10 TestPage 2
4. Write the word that describes the part of Figure A written below.
ray
acute angle right angle
line line segment
___
AG ∠GBF
‹
___ › EF ∠AGD
_ › GC
5. What term best describes the figure shown below?
6. Debbie leaves for her trip to San Diego on the 13th day of February. Since February is the 2nd month, Debbie wrote the date as shown.
Debbie says all the numbers she wrote have line symmetry. Is she correct? Explain your thinking.
G
A
C
E
B
F
D
Figure A
10-20Chapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
Chapter 10 Test
Chapter 10 TestPage 3
7. Jessica made a pennant that looks like a triangle. How can
you classify the triangle based upon its angles?
The triangle is a(n) triangle.
8. Choose the labels to make a true statement.
GH
IJ
AB
is parallel to
AB
CD
GH
.
9. Classify the figure. Select all that apply.
A quadrilateral D rhombus
B rectangle E trapezoid
C parallelogram F square
10. Alison has a sticker that looks like a quadrilateral that
has 2 pairs of parallel sides, no equal sides, and no right
angles. How can you classify the figure?
The quadrilateral is a .
A
CF H J D
BIGE ‹ ___ ›
‹ ___ ›
‹ ___ ›
‹ ___ ›
‹ ___ ›
‹ __ ›
Chapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
10-21 Chapter 10 Test
Chapter 10 TestPage 4
11. Match each figure with the correct number of lines of symmetry it has.
0 lines of symmetry
1 line of symmetry
2 lines of symmetry
More than 2 lines of symmetry
A B C D
12. Martha used counters to make this pattern.
Use the counter shown to draw the missing part.
13. Margaret drew the figure below. Draw a line of symmetry on Margaret’s figure.
14. Write the word or words that best describe this figure.
15. How many acute angles does an acute triangle have?
An acute triangle has acute angles.
• • • •
• • • •
10-22Chapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
Chapter 10 Test
Chapter 10 TestPage 5
16. Lisa drew a figure with two sides perpendicular. Write the pair of perpendicular sides. What figure is it?
T
S V
U
17. Circle the letter that does not have line symmetry.
18. Addison made this pattern by shading squares. Draw the next figure in the pattern.
19. Leah drew Figure 1 and Sean drew Figure 2.
Part A
Leah says both figures are squares. Do you agree with Leah? Support your answer.
Part B
Sean says both figures are rectangles. Do you agree with Sean? Support your answer.
Figure 2Figure 1
Chapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
10-23 Chapter 10 Test
Chapter 10 TestPage 6
20. Jared found the number of lines of symmetry for the figure. How many lines of symmetry does it have?
lines of symmetry
Figure 1 2 3 4
21. Jon drew the pattern shown.
Part A
Describe the pattern.
Part B
Write a rule using numbers to find the number of circles in any figure in the pattern.
Part C
Draw Figure 5.
10-24Chapter Resources© Houghton Mifflin Harcourt Publishing Company
Name
Chapter 10 Test
Name
1. Place a check next to each geometric feature found in this quilt pattern. Then label it on the picture of the quilt.
Quilting Bee
The Art Quilt Gallery has an exhibit of old and new quilts. This is the quilt that Naomi and her mother liked best at the gallery show.
Chapter 10
______ point
______ line
______ line segment
______ ray
______ square
______ right triangle
______ right angle
______ acute angle
______ obtuse angle
______ quadrilateral
______ parallelogram
______ acute triangle
______ parallel lines
______ rectangle
______ rhombus
______ trapezoid
______ obtuse triangle
______ perpendicular lines
10-25 Chapter 10 • Performance TaskChapter Resources© Houghton Mifflin Harcourt Publishing Company
2. Which shapes in the quilt have line symmetry? Label the figures on the quilt. Then draw the lines of symmetry.
3. Make your own pattern for a quilt. Include a pair of parallel line segments, a pair of perpendicular line segments, two kinds of quadrilaterals, and an obtuse triangle. Include any other shapes you choose. Explain your pattern in words.
10-26 Chapter 10 • Performance TaskChapter Resources© Houghton Mifflin Harcourt Publishing Company
Two-Dimensional Figures
Quilting BeeCOMMON CORE STANDARDS
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
Also 4.OA.C.5, MP6
PURPOSETo assess the ability to identify and draw geometric figures
TIME25–30 minutes
GROUPINGIndividuals
MATERIALS• Performance Task, paper, pencil
• Ruler or straightedge (optional)
PREPARATION HINTS• Review linear geometric features with students before assigning the task.
• Review the different kinds of angles and triangles with students before assigning the task.
• Review vocabulary, including all the new terms presented in the chapter.
• Demonstrate how to draw an arrow to a shape on the quilt in problem 1 and label it.
IMPLEMENTATION NOTES • Read the task aloud to students and make sure that all students have a clear understanding of
the task.
• Students may use manipulatives to complete the task.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.
Chapter 10
10-27 Chapter 10 • Performance TaskChapter Resources© Houghton Mifflin Harcourt Publishing Company
TASK SUMMARYStudents identify geometric features. They identify figures with symmetry and draw lines of symmetry. They draw a geometric pattern that includes both specific and self-chosen figures, and write a description of the pattern.
REPRESENTATION In this task, teachers can…
• Allow students to reference examples on a bulletin board.
ACTION and EXPRESSION In this task, teachers can…
• Encourage visual learners to color the pattern in the task.
• Provide tentative students with a small corner of poster board or construction paper so they can check for right angles.
ENGAGEMENT In this task, teachers can…
• Encourage effort by presenting real-life patterns that students may have encountered, such as wallpaper or fabric patterns.
• Increase mastery by providing detailed and specific feedback in a timely manner.
EXPECTED STUDENT OUTCOMES• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Identify and draw geometric features, and identify lines of symmetry in 2-dimensional figures
SCORING Use the associated Rubric to evaluate each student’s work.
10-28 Chapter 10 • Performance TaskChapter Resources© Houghton Mifflin Harcourt Publishing Company
Performance Task Rubric
QUILTING BEE
A level 3 response • Indicates that the student has consistently attended to precision and used structure
• Shows the ability to apply characteristics to identify geometric features and 2-dimensional figures
• Includes identification of figures that exhibit symmetry and drawings of precise lines of symmetry
• Includes identification and description of patterns in geometric terms
A level 2 response • Indicates that the student has regularly attended to precision and used structure
• Shows the ability to apply characteristics to identify most geometric features and 2-dimensional figures
• Includes identification of many of the figures that exhibit symmetry and a drawing of at least one line of symmetry
• Includes identification and adequate description of some patterns in geometric terms
• Addresses most or all of the aspects of the task
A level 1 response • Shows that the student has made some effort to maintain precision and use structure
• Shows the ability to apply characteristics to identify geometric features, but may not correctly distinguish sub-categories of 2-dimensional figures
• May include recognition of symmetry in a figure but does not include identification of all the lines of symmetry
• May include recognition of a pattern without the ability to describe it adequately
• Reflects a good effort to solve the problems presented in the task
A level 0 response • Shows little or no evidence that the student has attempted to maintain precision, or to use structure
• Indicates a lack of understanding of geometric features and figures
• Shows little evidence of addressing the components of the task
10-29 Chapter 10 • Performance TaskChapter Resources© Houghton Mifflin Harcourt Publishing Company
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ce F
ebru
ary
is th
e 2n
d m
onth
, Deb
bie
wro
te th
e da
te a
s sh
own.
Deb
bie
says
all
the
num
bers
she
wro
te h
ave
line
sym
met
ry.
Is s
he c
orre
ct?
Expl
ain
your
thin
king
.
No
; po
ssib
le e
xpla
nat
ion
: Deb
bie
is in
corr
ect.
Th
e n
um
ber
2 d
oes
no
t h
ave
a lin
e o
f sy
mm
etry
b
ecau
se if
it w
ere
cut
ou
t, th
ere
wo
uld
be
no
way
to
fold
it in
hal
f so
th
at t
he
two
par
ts m
atch
ed e
xact
ly.
G
A
C
E
B
F
D
Figu
re A
line
seg
men
t
line
ray
acu
te a
ng
le
rig
ht
ang
le
10-20
Chap
ter R
esou
rces
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Nam
e
Chap
ter 1
0 Te
st
Chap
ter 1
0 Te
stPa
ge 1
1
. Te
nley
mak
es s
tain
ed g
lass
win
dow
s. S
he u
sed
this
pie
ce o
f st
aine
d gl
ass
in o
ne o
f the
win
dow
s. H
ow m
any
right
ang
les
does
this
pie
ce o
f sta
ined
gla
ss a
ppea
r to
hav
e?
2
. W
rite
the
lette
r of
the
tria
ngle
und
er it
s co
rrec
t cla
ssifi
catio
n.
A
BC
DE
F
Acu
te T
riang
leO
btus
e Tr
iang
leR
ight
Tria
ngle
B, F
A, E
C, D
3
. Se
lect
the
angl
es th
at id
entif
y an
obt
use
tria
ngle
. M
ark
all t
hat a
pply
.
A
right
, acu
te, a
cute
B
obtu
se, r
ight
, acu
te
C
acut
e, o
btus
e, a
cute
D
acut
e, a
cute
, acu
te
rig
ht a
ngle
s0
Chap
ter R
esou
rces
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Nam
e
10-19
Chap
ter 1
0 Te
st
10-30 Answer KeyChapter Resources© Houghton Mifflin Harcourt Publishing Company
Chap
ter 1
0 Te
stPa
ge 4
11
.M
atch
eac
h fig
ure
with
the
corr
ect n
umbe
r of
line
s of
sy
mm
etry
it h
as.
0 lin
es o
f sy
mm
etry
1 lin
e of
sy
mm
etry
2 lin
es o
f sy
mm
etry
Mor
e th
an
2 lin
es o
f sy
mm
etry
AB
CD
12
. M
arth
a us
ed c
ount
ers
to m
ake
this
pat
tern
.
Use
the
coun
ter
show
n to
dra
w th
e m
issi
ng p
art.
13
. M
arga
ret d
rew
the
figur
e be
low
. Dra
w a
line
of
sym
met
ry o
n M
arga
ret’s
figu
re.
14
. W
rite
the
wor
d or
wor
ds th
at b
est d
escr
ibe
this
figu
re.
15
.H
ow m
any
acut
e an
gles
doe
s an
acu
te tr
iang
le h
ave?
An
acut
e tr
iang
le h
as
acu
te a
ngle
s.3
line
seg
men
t
•
• •
•
•
• •
•
10-22
Chap
ter R
esou
rces
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Nam
e
Chap
ter 1
0 Te
st
Chap
ter 1
0 Te
stPa
ge 3
7
. Je
ssic
a m
ade
a pe
nnan
t tha
t loo
ks li
ke a
tria
ngle
. How
can
yo
u cl
assi
fy th
e tr
iang
le b
ased
upo
n its
ang
les?
The
tria
ngle
is a
(n)
tria
ngle
.
8
. C
hoos
e th
e la
bels
to m
ake
a tr
ue s
tate
men
t.
GH
IJ AB
is p
aral
lel t
o
AB
CD
GH
.
9
. C
lass
ify th
e fig
ure.
Sel
ect a
ll th
at a
pply
.
A
quad
rilat
eral
D
rh
ombu
s
B
rect
angl
e E
tr
apez
oid
C
para
llelo
gram
F
sq
uare
10
. A
lison
has
a s
ticke
r th
at lo
oks
like
a qu
adril
ater
al th
at
has
2 pa
irs o
f par
alle
l sid
es, n
o eq
ual s
ides
, and
no
right
an
gles
. How
can
you
cla
ssify
the
figur
e?
The
quad
rilat
eral
is a
.
par
alle
log
ram
rig
ht
A CF
HJ
DBI
GE
‹ ___ ›
‹ ___ ›
‹ ___ ›
‹ ___ ›
‹ ___ ›
‹ __ ›
Chap
ter R
esou
rces
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Nam
e
10-21
Chap
ter 1
0 Te
st
10-31 Answer KeyChapter Resources© Houghton Mifflin Harcourt Publishing Company
Chap
ter 1
0 Te
stPa
ge 6
20
. Ja
red
foun
d th
e nu
mbe
r of
line
s of
sym
met
ry fo
r th
e fig
ure.
H
ow m
any
lines
of s
ymm
etry
doe
s it
have
?
line
s of
sym
met
ry2
Figu
re
1
2
3
4
21
. Jo
n dr
ew th
e pa
ttern
sho
wn.
Par
t A
Des
crib
e th
e pa
ttern
.
Po
ssib
le d
escr
ipti
on
: eac
h fi
gu
re h
as a
n a
dd
itio
nal
n
um
ber
of
circ
les
equ
al to
th
e fi
gu
re n
um
ber
.
Par
t B
Writ
e a
rule
usi
ng n
umbe
rs to
find
the
num
ber
of c
ircle
s in
an
y fig
ure
in th
e pa
ttern
.
Po
ssib
le r
ule
: ad
d a
ll o
f th
e n
um
ber
s to
get
her
th
at a
re
less
th
an o
r eq
ual
to t
he
fig
ure
nu
mb
er.
Par
t C
Dra
w F
igur
e 5.
10-24
Chap
ter R
esou
rces
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
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pany
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e
Chap
ter 1
0 Te
st
Chap
ter 1
0 Te
stPa
ge 5
16
. Li
sa d
rew
a fi
gure
with
two
side
s pe
rpen
dicu
lar.
Writ
e th
e pa
ir of
per
pend
icul
ar s
ides
. Wha
t fig
ure
is it
?
TSV
U
__
ST is
per
pen
dic
ula
r to
___
TU ;
the
fig
ure
is a
tra
pez
oid
.
17
. C
ircle
the
lette
r th
at d
oes
not h
ave
line
sym
met
ry.
18
. A
ddis
on m
ade
this
pat
tern
by
shad
ing
squa
res.
D
raw
the
next
figu
re in
the
patte
rn.
19
. Le
ah d
rew
Fig
ure
1 an
d Se
an d
rew
Fig
ure
2.
Par
t A
Leah
say
s bo
th fi
gure
s ar
e sq
uare
s. D
o yo
u ag
ree
with
Lea
h? S
uppo
rt y
our
answ
er.
No
. Po
ssib
le a
nsw
er: A
sq
uar
e h
as o
pp
osi
te s
ides
that
ar
e p
aral
lel,
fou
r si
des
eq
ual
in le
ng
th, a
nd
fou
r ri
gh
t an
gle
s. F
igu
re 1
do
es n
ot h
ave
fou
r si
des
eq
ual
in le
ng
th.
Par
t B
Sean
say
s bo
th fi
gure
s ar
e re
ctan
gles
. Do
you
agre
e w
ith
Sean
? Su
ppor
t you
r an
swer
.
Yes.
Po
ssib
le a
nsw
er: A
rec
tan
gle
has
tw
o p
airs
of
op
po
site
sid
es t
hat
are
par
alle
l an
d e
qu
al in
len
gth
an
d 4
rig
ht
ang
les.
Bo
th fi
gu
res
hav
e o
pp
osi
te s
ides
th
at a
re p
aral
lel,
op
po
site
sid
es t
hat
are
eq
ual
in
len
gth
, an
d 4
rig
ht
ang
les.
Figu
re 2
Figu
re 1
Chap
ter R
esou
rces
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Nam
e
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Chap
ter 1
0 Te
st
10-32 Answer KeyChapter Resources© Houghton Mifflin Harcourt Publishing Company
Sample Level 3 Response
10-33 Chapter 10 • Performance TaskChapter Resources© Houghton Mifflin Harcourt Publishing Company
Sample Level 2 Response
10-34 Chapter 10 • Performance TaskChapter Resources© Houghton Mifflin Harcourt Publishing Company
Sample Level 1 Response
10-35 Chapter 10 • Performance TaskChapter Resources© Houghton Mifflin Harcourt Publishing Company
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Chapter 10 Test
Item Lesson Standard Content Focus Intervene with
Personal Math Trainer
1 10.1 4.G.A.1 Identify angles as acute, right, or obtuse. R—10.1 4.G.1
2, 3, 7, 15 10.2 4.G.A.2 Classify triangles based on the size of their angles. R—10.2 4.G.2
4, 14 10.1 4.G.A.1 Identify lines, line segments, rays, and angles. R—10.1 4.G.1
5, 8, 16 10.3 4.G.A.1 Identify lines or sides of figures as either parallel or perpendicular. R—10.3 4.G.1
6, 17 10.5 4.G.A.3 Determine whether a given two-dimensional figure has line symmetry. R—10.5 4.G.3
9, 10, 19 10.4 4.G.A.2 Recognize a quadrilateral and classify it into its appropriate subgroups. R—10.4 4.G.2
11, 13, 20 10.6 4.G.A.3 Determine the number of lines of symmetry for a given two-dimensional figure. R—10.6 4.G.3
12, 18, 21 10.7 4.OA.C.5 Analyze a shape pattern to determine a missing term. R—10.7 4.OA.5
Key: R—Reteach
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