EOG Geometry Review Lesson 1 CCSS: 3.G.1 SFO: I will identify different quadrilaterals. Teacher Input: Review that polygons are closed plane figures with 3 or more sides. Review that quadrilaterals are polygons with 4 sides. Review that Trapezoids have only 1 pair of parallel sides. Review that Parallelograms have 2 pairs of parallel sides. Review that Rhombi have 2 pairs of parallel sides and congruent sides. Review that Rectangles have 2 pairs of parallel sides and all right angles. Review that Squares have 2 pairs of parallel sides, congruent sides, and all right angles. Independent: The students will create 5 quadrilateral riddle cards and play the riddle game.

Geometry Review Lesson 1 I will be able to identify different quadrilaterals.

Polygon Review

Polygon Review

Quadrilateral Tree 2 pairs of parallel sides. 1 pair of parallel sides. 2 pairs of parallel sides AND right angles. 2 pairs of parallel sides AND congruent sides. 2 pairs of parallel sides, right angles and congruent sides.

Trapezoid A trapezoid has only 1 pair of parallel sides. They can come in a variety of shapes, and even have specialty names, but don’t let it fool you. Can you find the parallel sides? Right Trapezoid Isosceles Trapezoid Right Trapezoid

Parallelogram Parallelograms have 2 pairs of parallel sides. These sides are not congruent! I’ve heard some students say parallelograms look like diamonds… Check out these… Can you find the pairs of parallel sides? You’ll notice that parallel sides are always opposite sides.

Rhombus A rhombus will look more like a diamond. This is because a rhombus has 2 pairs of parallel sides AND congruent sides. Sometimes on tests, you will see little tick mark symbols that tell you which sides are congruent. Here is a comparison of a parallelogram and a rhombus. Can you tell which is which?

Rectangle A Rectangle has 2 pairs of parallel sides AND right angles. Rectangles do not have all congruent sides. Notice the right angle symbols!

Square You are very familiar with a square. A square has 2 pairs of parallel sides AND congruent sides AND all right angles.

Quadrilateral Riddles You will create 5 quadrilateral riddles on note cards. On the front side you will write the riddle, and on the back side you will write the answer. Use the format that is on this next slide… Example: If I were a square, I would have 4 sides. I would have 4 corners. But I would not have only one set of parallel lines (or lines that run in the same direction) because that would be a trapezoid.

Riddle Game 1. When you complete your cards, make a group of 4 and put all your cards together in a deck with the riddle side face up. 2. Take turns drawing a card and solve the riddle. 3. If you solve it, keep the card (the card will represent 1 point). If you get it wrong, put the card on the bottom of the deck with the riddle side face up.

EOG Geometry Review Lesson 2 CCSS: 3.G.1 SFO: I will identify categorize quadrilaterals. Teacher Input: Review the quadrilateral tree. Highlight the description of a square, and how it is related to a parallelogram, rhombus, and rectangle. Explain how to read the quadrilateral tree, and how quadrilaterals can be categorized as any quadrilateral above of it in the tree as long as they belong to the same branch. Categorize quadrilaterals as a class. Independent: The students will create two quadrilateral advertisements that will include a description of the quadrilateral, the different ways it can be categorized (or not categorized), and drawing of the quadrilateral.

Geometry Review Lesson 2 I will be able to categorize different quadrilaterals.

Review the Quadrilateral Tree 2 pairs of parallel sides. 1 pair of parallel sides. 2 pairs of parallel sides AND right angles. 2 pairs of parallel sides AND congruent sides. 2 pairs of parallel sides, right angles and congruent sides. Take a look at the description of a square. What do you notice? You may notice that a square is kind of like a rhombus, rectangle, and parallelogram put together. In fact, a square is a rhombus, rectangle, AND a parallelogram. But are they squares? Why or why not?

Review the Quadrilateral Tree 2 pairs of parallel sides. 1 pair of parallel sides. 2 pairs of parallel sides AND right angles. 2 pairs of parallel sides AND congruent sides. 2 pairs of parallel sides, right angles and congruent sides. Well, a rhombus is not a square because it doesn’t have right angles… and a rectangle is not a square because it doesn’t have congruent sides. If you look at this tree, you will notice that a quadrilateral can be categorized as any of the quadrilaterals above of it (as long as they are part of the same branch).

Let’s Categorize Of all the quadrilaterals that we know of, can we list the ones that fall under each of these categories? I’ll start… Trapezoid Quadrilateral Parallelogram Rhombus Rectangle Square

Create Quadrilateral Advertisements With your knowledge of quadrilaterals, pick two and create two advertisements (front and back of poster board). Ultimately, you want to describe the quadrilateral (parallel sides, congruent sides, angles etc.) and mention the different categories it can fall under in an attempt to lure a customer into buying the quadrilateral. Remember to draw examples! Example: “Why would you want 1 pair of parallel sides when you could have 2! I am offering a mint condition rhombus here, with congruent sides and 2 pairs of parallel sides. A rhombus will always beat out the competition, because unlike some of these ‘other’ parallelograms, there is nothing ‘square’ about a rhombus and a ‘right’ angle just isn’t groovy!”

Partition shapes into parts with equal areas Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Teacher will review equal portions and how to partition a shape.

Partitioning Shapes into Equal Pieces Lesson 4 Partitioning Shapes into Equal Pieces I can partition shapes into equal pieces and identify parts using fractions.

Ms. Newman brought a pan of brownies to class Ms. Newman brought a pan of brownies to class. She wanted to share them with some friends. When she brought the pan to class, a student told her that she did not partition the brownies fairly. The student said that it looks like Ms. Newman doesn’t like all of her friends the same. Do you agree? Why? Explain to Ms. Newman what it means to partition a pan of brownies.

Which of these are partitioned equally? How do you know?

A teacher divided a rectangular playground into 15 equal areas for field day. Three of the areas will have water games. What part of the whole area will have water games? Draw a picture and explain how you know you are correct.

What part of the shape is shaded? Explain how you know you are correct. Is there another way to find the answer?

Independent Practice When you use a fraction to describe parts of the area of a shape, why is it important for the parts to be equal? Partition the rectangle into 8 parts. Show at least three ways to do this.

Fractions and the Area of Shapes Lesson 5 Fractions and the Area of Shapes Objective: I can find the area of a shape when given a fraction of the whole amount.

EOG Geometry Review Lesson 5 CCSS: 3.G.1 SFO: I can find the area of a shape when given a fraction of the area. Teacher Input: Review finding fractions of a whole and what it means. Solve single and multiple steps problems with students involving finding the area of an entire shape when given only a fraction of it. Independent Practice: Have students solve one by themselves to check their understanding. Mr. Hiroshige bought a new house in Charlotte. Ms. Deming bought a new house in the Lake Norman area. Mr. Hiroshige was bragging to Ms. Deming that his house was bigger. The picture below on the left shows 1/3 of the total area of Mr. Hiroshige’s house. The picture below on the right shows 1/8 of the total area of Ms. Deming’s house. Do you agree or disagree with Mr. Hiroshige and why? 4. Students will play a partner game. Each student will need one piece of graph paper. You will draw 5 shapes on the graph paper and then cut them out. Number your shapes 1-5. Each shape you have represents a fraction of a whole. Find the total area of each shape using the fractions below. You will write the answers on the back. You will then test your partner using your shapes and check their answers.

Finding a Fraction of a Whole I forgot, what does that mean? Find ¼ of 16 This means that if you were to break 16 into 4 equal groups. How many would be in one group? Take a guess… ¼ = 4. because 4 + 4 + 4 + 4 = 16 or 4 x 4 = 16. So If I broke 16 into 4 equal groups, there would be 4 in each group.

Let’s Practice! Jack drew a part of a shape on the grid paper below. The part he drew is 1/3 of the area of what he wanted the whole shape to be. What is the area of the whole shape? Draw a shape that Thomas might draw and write the dimensions of the new shape.

Here, try another one! Ms. Watson mowed a lawn and was paid $3 per square inch to mow it. She mowed until she accidentally stepped on a branch and twisted her ankle. The area outlined below is what she was able to mow. What she mowed was 1/6 of the area of the total lawn. How many square inches was the total lawn? How much did Ms. Watson get paid for the amount that she mowed? If she would have mowed the entire lawn, how much would she have made?

Mario, James, and Fran drew rectangles on graph paper Mario, James, and Fran drew rectangles on graph paper. They are show below. Mario’s shape is ½ of the actual shape. James’s shape is ¼ of the actual shape, and Fran’s shape is 1/8 of the actual shape. Mario said that his shape is the largest. Do you agree or disagree and why? Mario James Fran

Independent Practice Mr. Hiroshige bought a new house in Charlotte. Ms. Deming bought a new house in the Lake Norman area. Mr. Hiroshige was bragging to Ms. Deming that his house was bigger. The picture below on the left shows 1/3 of the total area of Mr. Hiroshige’s house. The picture below on the right shows 1/8 of the total area of Ms. Deming’s house. Do you agree or disagree with Mr. Hiroshige and why?

Partner Game Each student will need one piece of graph paper. You will draw 5 shapes on the graph paper and then cut them out. Number your shapes 1-5. Each shape you have represents a fraction of a whole. Find the total area of each shape using the fractions below. You will write the answers on the back. You will then test your partner using your shapes and check their answers. Your shape is ¼ of the whole shape. How many square units is the whole? Your shape is 1/6 of the whole shape. How many square units is the whole? Your shape is 1/3 of the whole shape. How many square units is the whole? Your shape is 2/3 of the whole shape. How many square units is the whole? Your shape is 4/6 of the whole shape. How many square units is the whole?