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Grade 3 Geometry and Perimeter SDadfa;sdklfjas;Unit OverviewReason with shapes and their attributes.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths,finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Day 1: Investigations Unit 4 Session 3.1 Building TrianglesDay 2: Investigations Unit 4 Session 3.3 Squares, Rectangles, and Other QuadrilateralsAlthough it is not required for students to name acute, obtuse, and right angles, this lesson will help students use appropriate language as they categorize quadrilaterals by attributes. *Keep one or two examples of a triangle with aright angle to use Day 2.During the introduction, hold up the triangles from yesterday with the right angle. Ask students what they notice about the angle in the triangle and the angles in the rectangle and square. Skip 2B–LogoPaths Activity: Feed the Turtle as this is 4thgrade angle work. The discussion “Squares and Rectangles” is vital to this session. When discussing the shapes of the corners, use “right or square” angle as a reference. Day 3: Investigations Unit 4 Session 3.4 Right Angles and Not-Right AnglesDay 4Day 5This lesson will help students begin to see different categories of quadrilaterals. Instead of Activity 2: Finding Angles –Tell students today they will be creating quadrilaterals that are not rectangles or squares. As students work, look for some examples of a rhombus (you will want to use these during the discussion).Discussion: Hold up the examples of rhombuses. Ask, What is the same about these quadrilaterals? What is different? Next, put up an example of a rectangle and a rhombus, ask students to think, pair, share about how these quadrilaterals are the same and how they are different. Create an anchor chart as students share to compare rectangles and rhombus (how they are the same, how are they different –see example on Investigations page 122). Create a second chart in the same manner comparing squares and rhombuses.See exit ticket (attached)More Quadrilateral workIntro trapezoid. Then have students sort quadrilateralsNot quadrilateralsDay 6Day 7Day 8Day 9Day 10Shapes culminationThe Greedy TriangleMeasuring Around shapeswith square tiles and centimeter cubesOrdering shapes by perimeterand intro Missing Measuring LogoPathsMystery Perimeters-logopathsPerimeters of building shapes sab p.17
Day 3 Exit TicketName: ________________________Like Me, Like Me NotBoth of these shapes have 4 sides and 4 corners.1. What is another attribute that they have in common?2. Describe an attribute that is different between the two shapes above.Day 3 Exit TicketName: ________________________Like Me, Like Me NotBoth of these shapes have 4 sides and 4 corners.1. What is another attribute that they have in common?2. Describe an attribute that is different between the two shapes above.