standard_description: 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.
problem_activity: Narrative
The purpose of this activity is for students to practice drawing and describing figures with points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.
Students draw two-dimensional figures and then describe it to their partner. Their partner attempts to draw the figure without seeing it, making it important to use precise language to communicate important features of the figure (MP6).
Representation: Develop Language and Symbols.
Provide students with access to definitions or reminders of recently learned terms, such as: ray, line segment, right angle, acute angle, obtuse angle, perpendicular lines, parallel lines.
Supports accessibility for: Memory, Conceptual Processing, Attention
Required Materials
Materials to Gather
Rulers or straightedges
Launch
Groups of 2
Activity
5 minutes: independent work time
8–10 minutes: partner work time
Monitor for diagrams that reflect a variety of geometric features.
Monitor for students who consider both geometric features and measurement in the description.
Student Facing
Create a two-dimensional shape that has at least 3 of the following:
ray
line segment
right angle
acute angle
obtuse angle
perpendicular lines
parallel lines
Without showing your partner, describe the figure so that your partner is able to draw it as best as possible.
Switch roles, and draw your partner’s shape based on their description.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite previously selected students to share.
“What would have helped your partner make a more accurate drawing?” (If I described the measure of the angle, measure of the line segment, the location, a grid, using a straight edge)


aligns: no