Lesson 16
Guess the Figure (optional)
Warm-up: Notice and Wonder: Two Figures (10 minutes)
Narrative
The purpose of this warm-up is to elicit the differences students notice between the two figures, which will be useful when students describe the changes their partners make in a later activity.
Launch
- Groups of 2
- Display the images.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Activity
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Facing
What do you notice? What do you wonder?
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
- “What similarities and differences do you notice?”
- “We are going to keep thinking about the differences that we notice in figures in our first activity today.”
Activity 1: Make a Change (15 minutes)
Narrative
The purpose of this activity is for students to use the vocabulary they have learned to describe changes they notice in a two-dimensional figure (MP6).
In this activity, students select a two-dimensional figure and draw it in their workbook while making one change. Their partner describes the change they notice using appropriate vocabulary from this unit.
Advances: Conversing, Reading
Required Materials
Materials to Copy
- Make a Change
Required Preparation
- Create a set of cards from the blackline master for each group of 2 students.
Launch
- Groups of 2
- Give each pair of students a set of cards.
Activity
- 5 minutes: independent work time
- 5 minutes: partner work time
- Monitor for students who use geometric vocabulary to describe the changes they notice.
Student Facing
Your teacher will give you a set of cards. Each partner picks one of the cards.
- Draw the figure you selected, but make at least one change.
- Look at your partner’s card and drawing. What change did your partner make?
If you have time, repeat with another card.
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
- Display student drawings.
- Invite previously selected students to share.
Activity 2: Guess My Figure (20 minutes)
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).
Supports accessibility for: Memory, Conceptual Processing, Attention
Required Materials
Materials to Gather
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)
Lesson Synthesis
Lesson Synthesis
“Today, we described and drew two-dimensional figures.”
“In this unit, we learned about different geometric features and measurement of two-dimensional figures. What are the most important things to remember about what we learned?” (Students may mention different vocabulary, how to measure angles with a protractor, and types of angles they learned in this unit.)