options: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Classify 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. Recognize right triangles as a category, and identify right triangles.

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


correct_option_index: 1

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