ALEX Classroom Resources

   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] (5) 22 :

22. Classify quadrilaterals in a hierarchy based on properties.

In this video, learn about the specific properties of trapezoids. Trapezoids are special types of quadrilaterals that differ from squares, rectangles, and other parallelograms. In the accompanying classroom activity, students investigate what distinguishes this shape from parallelograms by building trapezoid models out of straw and tape.  

   View Standards     Standard(s): [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) 21 :

21. Classify triangles according to side length (isosceles, equilateral, scalene) and angle measure (acute, obtuse, right, equiangular).

[MA2019] (5) 22 :

22. Classify quadrilaterals in a hierarchy based on properties.

Bianca's friend Kim brings her a device for reaching objects while she's confined to her bed. The device is made up of collapsible parallelograms. The activity uses this episode to launch an investigation of different kinds of quadrilaterals (parallelograms, trapezoids, rectangles, squares, and rhombi) and the relationships among them.

   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] (5) 21 :

21. Classify triangles according to side length (isosceles, equilateral, scalene) and angle measure (acute, obtuse, right, equiangular).

[MA2019] (5) 22 :

22. Classify quadrilaterals in a hierarchy based on properties.

In this video, examine strategies to identify the properties of quadrilaterals—specifically, parallelograms. Students will compare and contrast squares, rectangles, and rhombuses, which are all parallelograms. In the accompanying classroom activity, students create posters identifying the properties of various quadrilaterals. They explore how these shapes compare and contrast and then analyze the ways that parallelograms distinguish themselves from other quadrilaterals.

   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] 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): [MA2019] (5) 22 :

22. Classify quadrilaterals in a hierarchy based on properties.

In this lesson, students will classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size. Students will construct quadrilaterals, such as trapezoids, parallelograms, squares, and rectangles, and identify their characteristics,

   View Standards     Standard(s): [MA2019] (5) 22 :

22. Classify quadrilaterals in a hierarchy based on properties.

[MA2019] (5) 23 :

23. Explain that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

Example: All rectangles have four right angles, and squares have four right angles, so squares are rectangles.

In this unit plan, students will:

• draw trapezoids to clarify their attributes, and define trapezoids based on those attributes.
• draw parallelograms to clarify their attributes, and define parallelograms based on those attributes.
• draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes.
• draw kites and squares to clarify their attributes, and define kites and squares based on those attributes.
• classify two-dimensional figures in a hierarchy based on properties.
• draw and identify varied two-dimensional figures from given attributes.