ALEX Resources

   View Standards     Standard(s): [DLIT] (4) 18 :

12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

[DLIT] (4) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

In this lesson, students will explore straight, right, acute and obtuse angles. Students will go to the playground to search for angles. The students will use digital cameras to record their findings. They will use their findings to create a PowerPoint to present to the class.

   View Standards     Standard(s): [MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

[DLIT] (4) 27 :

21) Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

Through literature, students will identify and take notes on the design process Jack uses as he designs a car for specific purposes. With a partner, students will work through the design process to digitally develop, test, and refine the prototype of a car for a specific user’s needs. Students will use a digital resource such as Sketchup, Paint 3D, Tinkercad, or another free online resource to practice creating the design using points, lines, line segments, and angles.

This activity was created as a result of the DLCS COS Resource Development Summit.

   View Standards     Standard(s): [MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

ChatterPix Kids is a fun, kid friendly app for the iPad and iPhone that can be used to enhance a geometry lesson on angles. Students will choose an angle (right, straight, obtuse, or acute), draw the angle on the graph, color it.  Students will identify a real-world object with the same angle attributes, take a picture, and draw a line on the picture for a mouth. Then, students will record their voice giving the measurement of their angle and relate their angle to one real-world object identifying common attributes such as; angle size, side length, side relationships. In this activity, students can work collaboratively in pairs or alone.

This learning activity was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

   View Standards     Standard(s): [MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

[MA2019] (4) 28 :

28. Identify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.

a. Describe right triangles as a category, and identify right triangles.

Susanna Post, 2021 Arkansas Teacher of the Year, explains a strategy for remembering the difference between parallel and perpendicular lines. In addition, she demonstrates the meanings of parallel and perpendicular lines by showing real-world examples. A practice page with examples and vocabulary is included as a resource.

   View Standards     Standard(s): [MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

[MA2019] (4) 28 :

28. Identify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.

a. Describe right triangles as a category, and identify right triangles.

Students will explore geometry and frogs in the garden by going on a triangle hunt to find, measure and sketch angles, rays, triangles, and parallel and perpendicular lines. Students will create a garden habitat that attracts frogs and toads, hold a triangle-themed party to welcome frogs and toads, and select healthy triangular snacks.

   View Standards     Standard(s): [MA2019] (3) 26 :

26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.

[MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

[MA2019] (4) 28 :

28. Identify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.

a. Describe right triangles as a category, and identify right triangles.

[MA2019] (5) 22 :

22. Classify quadrilaterals in a hierarchy based on properties.

After this video lesson from Classroom Connection, students will know the difference between a trapezoid and a parallelogram, and be able to answer the question, “Are you a square?”

   View Standards     Standard(s): [ARTS] MED (4) 1 :

1) Conceptualize original media arts products, utilizing a variety of creative methods.

a. Use brainstorming and modeling.

Example: Draw a design of a multi-purpose tool and create it out of foam or cardboard.

[ARTS] MED (4) 5 :

5) Demonstrate how a variety of academics, arts, and media forms (content and media) may be mixed or coordinated into media arts products.

Example: Perform and record a narrated dance.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

Students will use an iPad app, Amaziograph, to create digital media artwork.  They will use angles and lines on a rotation grid to create their art.  This lesson was a collaboration between a math teacher and an arts integration specialist. 

   View Standards     Standard(s): [ARTS] DAN (3) 3 :

3) Recognize choreographic devices to create simple movement patterns.

Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.

[ARTS] DAN (4) 1 :

1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or experiences.

[ARTS] DAN (5) 1 :

1) Develop content for choreography using ideas generated from a variety of prompts.

Examples: Spoken word, text, poetry, images, or nature.

[ARTS] DAN (5) 10 :

10) Demonstrate a series of dance phrases using fundamental dance skills.

Examples: Step touch, pivot turn, three-step turn, and clap.

[MA2019] (3) 26 :

26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.

[MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

[MA2019] (5) 22 :

22. Classify quadrilaterals in a hierarchy based on properties.

In this lesson, students observe symmetry, geometric shapes, and angles in two Early American dances, and then choreograph their own dance with symmetrical figures. Three options are provided in this lesson depending on the time in class.  In all three options, students will observe symmetry in dance. 

   View Standards     Standard(s): [ARTS] MUS (2) 4 :

4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

[ARTS] MUS (3) 4 :

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

[ARTS] MUS (4) 4 :

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

[ARTS] MUS (5) 4 :

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

[MA2019] (2) 25 :

25. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

a. Recognize and draw shapes having specified attributes.

Examples: a given number of angles or a given number of equal faces

[MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

Students will compose music grooves using math concepts such as shapes, angles, and patterns. Start working with one of the "specials" pizza presets and add/remove "toppings" to adjust the groove, or click on the "Shapes" tab and drag various shapes onto the big circle to play and explore math-inspired grooves.  The shapes include triangle, quadrilateral, pentagon, hexagon, and octagon. They can download their compositions or share a link to the composition. 

   View Standards     Standard(s): [MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

This classroom resource provides a slideshow that introduces the types of lines. There is a karaoke song with printable lyrics that will help students learn and review the types of lines. After utilizing this resource, the students can complete the short quiz to assess their understanding.

   View Standards     Standard(s): [MA2019] (4) 27 :

27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.

In this interactive activity, students will be led through steps to identify angles as obtuse, acute, right, or straight. There are teaching activities as well as practice activities available. A handout that reviews the types of angles taught during the interactive is available to be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.