EACH CHAPT ER INCLUDES:
• Prescriptive targeted strategic
intervention charts.
• Student activity pages aligned to the Common Core State Standards.
• Complete lesson plan pages with lesson
objectives, getting started activities,
teaching suggestions, and questions to
check student understanding.
Grade 4
Targeted Strategic Intervention
Grade 4, Chapter 14
Based on student performance on Am I Ready?, Check My Progress, and Review, use these charts
to select the strategic intervention lessons found in this packet to provide remediation.
Am I Ready?
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
1-5
14-A: Identify Basic
Shapes
Identify figures
Where is this
concept in
My Math?
3.G.1
Grade 3,
Chapter 14,
Lessons 2 and 4
Check My Progress 1
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
8-10
14-B: Identify Lines, Rays,
and Line Segments
Identify lines, line
segments, and rays
Where is this
concept in
My Math?
4.G.1
Chapter 14,
Lesson 1
Check My Progress 2
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
6-8
14-C: Classifying Angles
Classify angles
Where is this
concept in
My Math?
4.MD.5
Chapter 14,
Lesson 4
Review
Where is this
concept in
My Math?
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
13-14
14-D: Draw and Identify
Lines
Parallel,
perpendicular, or
intersecting lines
4.G.1
15-17
14-E: Comparing Angles
Angles
4.MD.5,
4.MD.6
18
14-F: Classifying Shapes
Quadrilaterals
4.G.2
19-20
14-G: Lines of Symmetry
Line symmetry
4.G.3
Chapter 14,
Lesson 2
Chapter 14,
Lessons 5 and 6
Chapter 14,
Lesson 9
Chapter 14,
Lesson 10
Name
Identify Basic Shapes
Lesson
14-A
Look at the shape.
What Can I Do?
How can I tell circles,
triangles, squares, and
rectangles apart?
Circles are round.
Triangles have
three sides.
Triangle
Circle
The 4 sides of a square In a rectangle the sides
across from each other
are the same length.
are the same length.
Square
Rectangle
Complete.
1. Circle the shape that is not a square.
a.
b.
c.
d.
a.
b.
c.
d.
Name each shape.
3.
4.
5.
6.
Copyright © The McGraw-Hill Companies, Inc.
2. Circle the shape that is not a triangle.
Name
Identify Basic Shapes
Lesson Goal
Look at the shape.
• To identify basic shapes.
What Can I Do?
How can I tell circles,
triangles, squares, and
rectangles apart?
What the Student Needs
to Know
• Identify straight sides.
• Identify sides across from each
other.
Circles are round.
Triangles have
three sides.
Triangle
Circle
The 4 sides of a square In a rectangle the sides
across from each other
are the same length.
are the same length.
Square
Rectangle
Getting Started
• Provide students with a group of
geometric shapes: circles, triangles,
squares, and rectangles.
• Ask the students to sort the
shapes. Then have them tell what
properties they used to do the
sorting. A possible sort is round
shapes, three-sided shapes,
four-sided shapes.
Lesson
14-A
Complete.
1. Circle the shape that is not a square.
b.
a.
c.
d.
2. Circle the shape that is not a triangle.
b.
a.
c.
Copyright © The McGraw-Hill Companies, Inc.
USING LESSON 14-A
d.
What Can I Do?
Read the question and the response.
Then read and discuss the examples.
Ask:
• How can you tell that the four sides
of the square shown are the same
length? (The square is shown on
grid paper and all four sides of the
square are the same number of
units long.)
• For the rectangle shown, how can
you tell that the sides across from
each other are the same length?
(The sides across from each other
are the same number of units long
on grid paper.)
Try It
Before students begin, ask:
• How can you tell if a shape is not a
square? (The sides are not all the
same length.)
• How can you tell if a shape is not a
triangle? (It does not have three
sides.)
Power Practice
• Have the students complete the
practice. Then have volunteers
explain how they named each
shape.
Name each shape.
3.
4.
square
5.
circle
6.
triangle
rectangle
412_S_G4_C14_SI_119816.indd 412
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WHAT IF THE STUDENT NEEDS HELP TO
Identify Straight Sides
• Provide the student with a
straight edge or ruler. Tell the
student that if he or she can
line the straight edge up along
a side, the side is straight. Have
the student cut out items from
a catalog or magazine and use
a marker to outline the straight
sides.
Identify Sides Across from
Each Other
• Provide models of squares and
rectangles. Use several of the
models to illustrate sides across
from each other. Then choose
a model and ask the student to
identify the sides across from
each other.
Complete the Power
Practice
• Use objects in the room such
as a sheet of paper, a coin, and
a desk top, to illustrate shapes.
Have the student trace each
shape with their finger and
name it. Then ask the student
to describe the shape.
Name
Identify Lines, Rays, and Line
Segments
Lesson
14-B
Use the number line to identify the figure. Circle the correct
description of each figure.
1.
2
4
6
line
2.
0
8
10
line segment
1
line
2
3
4
5
6
7
8
9
ray
10
line segment
ray
3.
0 1
line
2 3 4 5 6 7 8 9 10
line segment
ray
4. Use a number line to draw a line segment, line, or ray. Label
your figure.
Copyright © The McGraw-Hill Companies, Inc.
0
1
3
5
7
9
Lesson Goal
• Identify and draw lines.
What the Student Needs
to Know
Name
Identify Lines, Rays, and Line
Segments
Use the number line to identify the figure. Circle the correct
description of each figure.
1.
• Identify a number line.
• Use a ruler to draw a straight line.
0
Getting Started
• For this activity, students will need
three pages of white paper.
• On the first paper, students should
draw a number line with arrows
on both ends. Label the line with
numbers 0 through 10.
• Place a point on number 8.
• Have student take a blank sheet
of white paper and cover the
numbers 0–7 on the number line.
The only numbers that are visible
on the number line are 8–10 and
the right arrow. This figure is a ray
because it has one endpoint and
extends in one direction without
ending.
• Remove the blank white paper.
Place a point on the number 4 on
the number line.
• Take one paper to cover numbers
1, 2, and 3. Take the second paper
to cover numbers 9 and 10. The
only numbers visible are 4, 5, 6, 7,
and 8. This figure is a line segment
because it has points on both ends
of the line.
• Remove both sheets of paper and
take a look at the number line. The
number line extends in opposite
directions without ending and is
identified as a line.
Teach
Read and discuss Exercise 1 at the top
of the page. Ask:
• What do you notice about the figure
on the number line? (The figure
starts at 5 and ends at 8.) What is
the figure? (A line segment.) Why?
(It has two endpoints.)
Practice
• Have students complete
exercises 2 through 4.
Lesson
14-B
1
2
3
4
5
6
7
line
2.
0
8
9
10
line segment
1
2
3
4
5
6
7
8
line
9
ray
10
line segment
ray
3.
0 1
2 3 4 5 6 7 8 9 10
line
line segment
ray
4. Use a number line to draw a line segment, line, or ray. Label
your figure.
Copyright © The McGraw-Hill Companies, Inc.
U
USING LTESSON
HE LESSON
14-B
See students’ work.
414_S_G4_C14_SI_119816.indd 414
7/12/12 4:37 PM
WHAT IF THE STUDENT NEEDS HELP TO
Identify a Number Line
• Draw a number line on a paper
using a ruler to make 11 marks
that are 1 inch apart and
arrow heads on the left and
right sides.
• Write a zero under the
left-hand mark.
• Have the student complete
the number line by writing the
numbers 1 through 10 under
the appropriate marks.
• Have the student practice
drawing number lines with
rulers to create equal intervals
between numbers.
Use a Ruler to Draw a
Straight Line
• Remind the student to use the
hand they don’t write with to
hold the ruler and use their
writing hand to draw a line.
• Show the student how to apply
pressure on the ruler to keep
it in place. He or she needs to
apply pressure with their fingers and thumbs spread out
along the length of the ruler.
• Line a pencil up against the
straight edge of the ruler to
draw the line.
Name
Classifying Angles
Lesson
14-C
Use counting.
What Can I Do?
I want to tell the number
of angles of a figure.
Count the number of angles. An angle is
formed where two line segments meet.
l
2
angle
6
5
3
4
Trace each angle like angle 1. This figure
has 6 angles.
Trace each angle. Number the angles and write the total
number of angles on the line.
1.
l
2.
l
2
angles
3. Draw a shape and number the angles.
3
angles
Copyright © The McGraw-Hill Companies, Inc.
2
Name
Trace and number each angle.
Write the total number of angles
on the line.
5.
4.
7.
Copyright © The McGraw-Hill Companies, Inc.
10.
12.
angles
angles
14.
angles
angles
angles
11.
13.
angles
9.
8.
angles
14-C
6.
angles
angles
Lesson
angles
15.
angles
angles
Name
Classifying Angles
Lesson
14-C
Lesson Goal
• Identify the number of angles of
a figure.
What the Student Needs
to Know
Use counting.
What Can I Do?
I want to tell the number
of angles of a figure.
Count the number of angles. An angle is
formed where two line segments meet.
l
6
• Identify a line segment.
• Identify an angle.
5
3
4
Trace each angle like angle 1. This figure
has 6 angles.
Getting Started
Find out whether students can
recognize the angles in a closed
plane figure. Draw a triangle on the
board. Ask:
• How many sides does this figure
have? (3)
• How many angles does this figure
have? (3)
2
angle
Trace each angle. Number the angles and write the total
number of angles on the line.
1.
4
l
l
2.
2
5
3
2
4
angles
4
3
5
angles
3. Draw a shape and number the angles.
What Can I Do?
Read the question and the response.
Then read and discuss the example.
Be sure students understand that
“angle” is the word used in
mathematics for a corner. Ask:
• Is the number of sides the same as
the number of angles? (Yes)
• Do you have to know the name of
the figure to tell how many angles it
has? (No)
See students’ work.
Copyright © The McGraw-Hill Companies, Inc.
USING LESSON 14-C
416_417_S_G4_C14_SI_119816.indd 416
7/10/12 11:04 AM
WHAT IF THE STUDENT NEEDS HELP TO
Identify a Line Segment
Identify an Angle
• Explain that a line segment is
part of a straight line. On the
board, illustrate that a line
segment can stand on its own,
or it can join with other line
segments to form an angle in a
closed figure.
• Be sure that the student
understands that a line
segment must be straight, and
that a curved line is not a line
segment.
• Have the student use a ruler to
practice drawing closed figures
with line segments.
• Explain that an angle is formed
where the ends of two line
segments meet. Draw several
examples of line segments that
meet to form different-sized
angles.
• Then draw several closed
figures, such as triangles,
rectangles, and parallelograms.
Ask the student to identify the
points at which the sides meet
to form an angle.
Name
Trace and number each angle.
Write the total number of angles
on the line.
5.
4.
4
6
angles
Try It
Have students look at Exercise 1. Ask:
• How many angles does it have? (4)
Then have students complete
Exercise 2.
6.
3
angles
Lesson
14-C
angles
Power Practice
7.
8
4
angles
10.
Copyright © The McGraw-Hill Companies, Inc.
9.
8.
angles
4
angles
angles
14.
13.
6
angles
angles
5
angles
4
angles
12.
11.
4
4
• Have students complete the
practice items. Then review
each answer.
• Ask students to share their
answers.
15.
3
416_417_S_G4_C14_SI_119816.indd 417
angles
7/10/12 11:04 AM
WHAT IF THE STUDENT NEEDS HELP TO
Complete the Power
Practice
• Discuss each incorrect answer.
Have the student predict the
number of angles in the figure
before numbering them. Then
have the student identify the
correct answer by first tracing
each angle and then counting
them.
Lesson 14-C
Name
Draw and Identify Lines
Lesson
14-D
Draw each figure.
1. line segment PQ
2. ray YZ
3. line AB
4. point G
Answer using the words cross, do not cross, parallel
or intersecting.
6. They are called
lines.
.
7. These two lines
8. They are called
lines.
9. Use a ruler to draw parallel and intersecting lines. Label the lines.
.
Copyright © The McGraw-Hill Companies, Inc.
5. These two lines
Name
Draw and Identify Lines
Lesson Goal
• Identify and draw line segments,
rays, lines, parallel lines, and
intersecting lines.
What the Student Needs
to Know
• Draw intersecting lines.
• Draw parallel lines.
Draw each figure.
2. ray YZ
1. line segment PQ
Sample answer:
P
Sample answer:
Q
z
y
3. line AB
4. point G
Sample answer:
G
Getting Started
• Make sure each student has two
crayons of about the same length.
• Let’s start by using our crayons to
create parallel lines.
• Remind students that parallel lines
do not cross.
• Draw and label an example on the
board.
• Now, use your crayons to create
intersecting lines.
• Remind students that
intersecting lines cross at one
point (like an “X”).
• Draw and label an example on
the board.
• What is the difference between the
two sets of lines? (Intersecting lines
cross and parallel lines do not
cross.)
Teach
Read and discuss Exercise 1 at the top
of the page. Ask:
• What is a line segment? (It’s a line
between two endpoints.)
• What will you use to draw the line?
(a ruler)
• Use a ruler to draw a line on your
paper under Exercise 1. What points
should we put on the line? (P and Q)
• Where should we put the points?
(at each end)
• Do we need to put arrows? (No)
Why? (The line stops and doesn’t
continue.)
Practice
• Read the directions as students
complete Exercises 2 through 9.
• Check student work.
Lesson
14-D
A
B
Answer using the words cross, do not cross, parallel
or intersecting.
5. These two lines do not cross .
parallel
6. They are called
lines.
7. These two lines
cross
.
8. They are called intersecting
lines.
9. Use a ruler to draw parallel and intersecting lines. Label the lines.
Copyright © The McGraw-Hill Companies, Inc.
USING LESSON 14-D
See students’ work.
420_S_G4_C14_SI_119816.indd 420
7/10/12 11:10 AM
WHAT IF THE STUDENT NEEDS HELP TO
Draw Intersecting Lines
Draw Parallel Lines
• On a blank piece of paper, have
the student practice creating
lines with a ruler.
• Have the student start by
drawing one straight line
segment. Then, have the
student draw another line
segment that intersects at one
point.
• As the student practices
additional intersecting lines,
encourage him or her to draw
lines in different positions.
Explain that lines don’t have to
only intersect in a vertical and
horizontal line like a “+”. Show
the student additional examples
like an “X”.
• To practice drawing parallel
lines, have the student use
graph or grid paper.
• Encourage the student to start
by pointing out three squares
on the graph or grid paper with
their finger.
• Have the student use a pencil
to trace the top line of the 3
squares. Then, have the student
trace the bottom line of the 3
squares.
• Show the student how the lines
model parallel lines because
they are evenly spaced and will
never intersect.
Name
Comparing Angles
Lesson
14-E
Look for the greater opening.
What Can I Do?
Look at the open end of the angles. Which
has the greater opening between the sides
of the angle?
I want to tell which of
two angles is greater.
A
B
The angles with the greater opening between
the sides is the greater angle.
Angle B has a greater opening.
Trace each angle. Circle the angle with the
greater opening.
2.
X
Y
angle X
A
angle Y
3.
B
angle A
angle B
4.
F
G
angle F
L
angle G
angle L
M
angle M
Copyright © The McGraw-Hill Companies, Inc.
1.
Name
Lesson
Trace each pair of angles. Circle the angle with the
greater opening.
5.
14-E
6.
P
S
Q
angle P
angle Q
T
angle S
angle T
Trace each pair of angles. Circle the angle
with the greater opening.
8.
7.
C
K
J
angle J
angle K
Copyright © The McGraw-Hill Companies, Inc.
9.
D
angle C
angle D
10.
A
N
B
angle A
angle B
11.
angle N
O
angle O
12.
S
R
angle R
V
angle S
angle V
W
angle W
USING LESSON 14-E
Name
Comparing Angles
Lesson
14-E
Lesson Goal
Look for the greater opening.
• Compare the size of angles.
What Can I Do?
What the Student Needs
to Know
Look at the open end of the angles. Which
has the greater opening between the sides
of the angle?
I want to tell which of
two angles is greater.
• Recognize an angle.
A
Getting Started
The angles with the greater opening between
the sides is the greater angle.
Angle B has a greater opening.
Trace each angle. Circle the angle with the
greater opening.
2.
1.
X
Y
angle X
A
angle Y
B
angle A
angle B
4.
3.
F
G
angle F
L
angle G
angle L
M
angle M
Copyright © The McGraw-Hill Companies, Inc.
Find out what students know about
comparing. Write the following problem on the board:
32
67
Ask:
• Which of these two numbers is
greater? (67)
• Which sign should go in the blank?
(the “is less than” sign, or <)
Then write the following problem on
the board.
93
74
Ask:
• What should go in the blank? (the
“is greater than” sign, or >)
B
What Can I Do?
Read the question and the response.
Then read and discuss the example.
Explain that, just as you can compare
two numbers, you can compare two
angles.
Draw the following angles on the
board:
422_423_S_G4_C14_SI_119816.indd 422
WHAT IF THE STUDENT NEEDS HELP TO
Recognize an Angle
C
D
• Have students visualize the angles
on an analog clock. Angle C looks
like it goes from 11 o’clock to 3
o’clock. Angle D looks like it goes
from 1 o’clock to 3 o’clock. Angle C
is greater than angle D.
• Explain that an angle is formed
by two sides that meet at a
common endpoint. Illustrate
how the size of the angle
depends on the directions in
which the lines run. Show several examples of angles on the
board, such as a 20° angle, a 60°
angle, a 90° angle, and a 100°
angle. Have the student tell
you which angle has the smallest opening and which has the
greatest.
• Have the student use a ruler to
practice drawing angles until
the concept becomes clear.
7/12/12 6:37 PM
Name
Lesson
Trace each pair of angles. Circle the angle with the
greater opening.
5.
14-E
6.
P
S
Q
angle P
angle Q
Have students complete Exercises
1–4. Ask:
• In Exercise 1, which angle appears
to have the greater opening?
(angle X)
• In Exercise 4, which angle appears
to have the smaller opening?
(angle M)
T
angle S
Try It
angle T
Trace each pair of angles. Circle the angle
with the greater opening.
8.
7.
Power Practice
J
angle J
angle K
angle C
angle D
10.
9.
Copyright © The McGraw-Hill Companies, Inc.
• Have students complete the
practice exercises. Then review
each answer.
D
C
K
N
B
A
angle A
angle B
angle N
O
angle O
12.
11.
R
S
angle R
V
angle S
422_423_S_G4_C14_SI_119816.indd 423
angle V
W
angle W
7/12/12 6:37 PM
WHAT IF THE STUDENT NEEDS HELP TO
Complete the Power
Practice
• Discuss each incorrect answer.
Have the student look at each
angle in the exercise, and
identify which has a greater
opening.
• If the student has trouble
seeing a difference in the angle
size, have him or her place a
sticky note over one angle and
trace it. Then place that angle
on top of the other angle and
compare.
Lesson 14-E
Name
Classifying Shapes
What Can I Do?
I want to
classify shapes.
Lesson
14-F
Geometric shapes can be classified by
the number of sides they have.
A polygon is a flat, closed figure made up
of three or more line segments called sides.
Look at the polygons:
Triangle
3 sides
Quadrilateral
4 sides
Hexagon
6 sides
Octagon
8 sides
Pentagon
5 sides
A parallelogram has two
pairs of opposite parallel
sides. The sides in each
pair are equal in length.
A rectangle is a special kind
of parallelogram. It has
four right angles.
A square is a special kind
of rectangle. All four sides of
a square are equal in length.
A trapezoid has only
one pair of parallel
sides.
A rhombus has opposite
sides parallel and
four sides all of the
same length.
Copyright © The McGraw-Hill Companies, Inc.
A quadrilateral has four sides. Some
quadrilaterals have special names.
Name
Find the number of sides in each figure.
Identify each figure as a square or triangle.
Lesson
14-F
2.
1.
Number of Sides:
Number of Sides:
Name:
Name:
Find the number of sides in each figure.
Identify the figure as a rectangle, rhombus,
triangle, or trapezoid.
4.
Copyright © The McGraw-Hill Companies, Inc.
3.
Number of Sides:
Number of Sides:
Name:
Name:
6.
5.
Number of Sides:
Number of Sides:
Name:
Name:
USING LESSON 14-F
Name
Classifying Shapes
Lesson
14-F
Lesson Goal
• Classify polygons and
quadrilaterals.
What the Student Needs
to Know
What Can I Do?
I want to
classify shapes.
• Identify a polygon.
• Count the sides and angles of a
polygon.
Geometric shapes can be classified by
the number of sides they have.
A polygon is a flat, closed figure made up
of three or more line segments called sides.
Look at the polygons:
Triangle
3 sides
Quadrilateral
4 sides
Hexagon
6 sides
Octagon
8 sides
Pentagon
5 sides
Getting Started
A quadrilateral has four sides. Some
quadrilaterals have special names.
A parallelogram has two
pairs of opposite parallel
sides. The sides in each
pair are equal in length.
A rectangle is a special kind
of parallelogram. It has
four right angles.
A trapezoid has only
one pair of parallel
sides.
A rhombus has opposite
sides parallel and
four sides all of the
same length.
A square is a special kind
of rectangle. All four sides of
a square are equal in length.
Copyright © The McGraw-Hill Companies, Inc.
Begin by having students match
shapes, first by type and then by size.
Cut out the following shapes: square,
triangle, rectangle, rhombus,
parallelogram, trapezoid, pentagon,
hexagon, octagon. Label shapes
A through I. Hold up shape A. (the
square) Say:
• How many sides does this shape
have? (4) How many angles does this
shape have? (4) What is the name
of this shape? (square) How do you
know it’s a square? (A square has 4
sides all the same length.)
• Repeat by asking questions about
the other shapes.
What Can I Do?
Read the question and discuss the
example. Ask:
• When we talk about shapes we talk
about how many sides and angles
they have. Can anyone tell me what
a side is? (A straight line that is part
of a shape.)
• Hold up a rhombus. How many sides
does this shape have? (4) How many
angles does this shape have? (4)
Does anyone know the name of this
shape? (rhombus)
426_427_S_G4_C14_SI_119816.indd 426
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WHAT IF THE STUDENT NEEDS HELP TO
Identify a Polygon
• Spend a little time each day
playing a shape-matching
game. Using a timer, give the
student two minutes to write
down as many classroom
objects as he or she can see
that match a particular shape.
Change the given shape each
day, for example, naming a
square on some days and a
triangle on others. You may
also ask the student to think of
objects in other rooms, such as
the cafeteria or the library, that
match the shape of the day.
• Have the student make geometry flash cards. Each card should
have a picture of a polygon or
solid figure on the front of the
card and its name on the back.
Count the Sides and
Angles of a Polygon
• Remind the student that the
number of sides and the number
of angles in a polygon are the
same. Tell the student to count
both the sides and the angles
and to check that the counts
match to be sure that he or she
has counted correctly.
Name
Find the number of sides in each figure.
Identify each figure as a square or triangle.
Lesson
14-F
2.
1.
Number of Sides:
Name:
3
Number of Sides:
triangle
Name:
4
square
Find the number of sides in each figure.
Identify the figure as a rectangle, rhombus,
triangle, or trapezoid.
4.
3.
Copyright © The McGraw-Hill Companies, Inc.
Number of Sides:
Name:
4
Number of Sides:
trapezoid
5.
Name:
3
triangle
6.
Number of Sides:
Name:
4
rectangle
426_427_S_G4_C14_SI_119816.indd 427
Number of Sides:
Name:
4
rhombus
7/10/12 12:06 PM
WHAT IF THE STUDENT NEEDS HELP TO
Complete the Power
Practice
• Discuss each incorrect answer.
Tell the student to put a finger
on the first side of a polygon
and count “one.” Then have
the student count clockwise
around the figure to determine
the number of sides. The
student might put a little
mark on each side as he or
she counts so that no side is
counted twice. Have the
student use the same
technique to count the
angles of a polygon.
Go through each of the shapes and
list the number of angles and sides
for each shape and create a chart
on the board. Hold up a rectangle
and ask students to tell the number
of sides, number of angles and the
name of the shape. Then hold up the
square and the rectangle next to each
other. Ask:
• How are these shapes the same?
(both have four sides and angles)
How are they different? (The
square’s sides are all the same
length. Only opposite sides of the
rectangle are the same length.)
Have students create models of the
polygons: triangle, square, rectangle,
rhombus, and trapezoid. Students can
draw the shapes and cut them out.
Say:
• Now we are going to think about
ways to sort shapes. I want you to
work with a partner to think of at
least two different ways to sort the
shapes. Your work will be displayed
on chart paper.
Give students a few minutes to complete the task. When the students are
done, have volunteers share one way
in which they sorted their shapes.
While one partner explains the attribute
by which they sorted, have the other
tape the shapes in their appropriate
groups onto chart paper. At the top
of each paper, label how the shapes
are sorted. Possible attributes by
which to sort are size, shape, number
of sides, and number of angles.
Try It
• Have students complete the
exercises.
• Suggest that students might mark
off each side and angle as they
count it.
• Tell them to use the chart at the
beginning of the lesson to help
them name the polygon.
Power Practice
• Have students complete the
practice items. Then review each
answer.
Lesson 14-F
Name
Lines of Symmetry
Lesson
14-G
Symmetry
1 line of symmetry
2 lines of symmetry
Count the lines of symmetry.
1.
2.
3.
lines of symmetry
4.
lines of symmetry
line of symmetry
Copyright © The McGraw-Hill Companies, Inc.
line of symmetry
USING
SING LTESSON
HE LESSON
14-G
Name
Lines of Symmetry
Lesson
14-G
Lesson Goal
Symmetry
• Identify symmetry in figures.
What the Student Needs
to Know
• Understand shapes as congruent
or different.
• Determine lines of symmetry.
1 line of symmetry
2 lines of symmetry
Getting Started
Count the lines of symmetry.
2.
1.
1
line of symmetry
2
lines of symmetry
1
line of symmetry
4.
3.
2
lines of symmetry
Copyright © The McGraw-Hill Companies, Inc.
• Provide students with a sheet
of paper.
• Say, “Let’s fold the paper in half and
then open it.”
• Point to the two parts and say:
“The parts are congruent because
they are the same shape and the
same size.”
• Explain the line that divides a
figure into equal parts is called a
line of symmetry.
• Tell students that figures can have
more than one line of symmetry.
Teach
Read and discuss the examples at the
top of the page.
• Take a look at the first shape. What
shape is it? (a trapezoid) How many
lines of symmetry does it have? (one)
• How do you know if a figure has
symmetry? (The shapes can be
folded on a line to create two
congruent parts.)
• Can a figure have more than one
line of symmetry? (Yes, figures can
be split into more than one pair of
congruent parts by multiple lines
of symmetry.)
• Take a look at the second shape.
What shape is it? (a rhombus) How
many lines of symmetry does it
have? (two)
• Do the lines form congruent parts?
(Yes, the horizontal and vertical
lines form triangles that are
congruent.)
Practice
• Read the directions and have
students complete Exercises 1
through 4.
430_S_G4_C14_SI_119816.indd 430
7/17/12 3:54 PM
WHAT IF THE STUDENT NEEDS HELP TO
Understand Shapes as
Congruent or Different
• Place a set of pattern blocks on
a desk. Use the four-sided
figures for this example. Have
the student pick two figures
that are the same. (Example:
two rhombi) Have the student
explain why they are the same.
(Sample answer: They have the
same number of sides and are
the same shape and size.)
• Explain that figures with the
same number of sides and of
the same size are congruent.
• Have the student pick two
figures that are different.
(Example: square and trapezoid)
Have him or her explain why
they are different. (They are not
the same shape or size.)
Determine Lines of
Symmetry
• Remind the student that figures
can have more than one line of
symmetry.
• On index cards, draw
symmetrical triangles, squares,
and rectangles.
• Have the student draw lines of
symmetry on each figure. Ask
the student to explain why it is
a line of symmetry.