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Day 1: Identifying and Classifying Triangles

Standards:

• CCSS.MATH.CONTENT.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
• CCSS.MATH.CONTENT.4.G.A.2: 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.

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I Can Statements:

• I can identify and classify triangles as right, acute, or obtuse.
• I can describe triangles by their side lengths and angles.

Success Criteria:

• Correctly name triangles based on their angle measures and side lengths.
• Explain key characteristics of right triangles.

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Anticipatory Activity (5 minutes):

• Show images of three triangles (one each: right, acute, and obtuse) and ask: “Which one do you think is the right triangle and why?”
• Use student answers to spark curiosity and introduce vocabulary (right angle, acute angle, obtuse angle).

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Teacher Instruction (15 minutes):

1. Step 1: Define and demonstrate the characteristics of right, acute, and obtuse triangles using a whiteboard and triangle cutouts.
2. Step 2: Show annotations on triangles for angles and side lengths. Highlight equal sides in isosceles triangles.
3. Step 3: Use the NC04MM U6 EU Form A.pdf Question 1 as example: Circle the right triangle, count angles, and classify the triangle.
4. Step 4: Explicitly model the process aloud with teacher think-aloud strategy, showing how to identify triangle names.

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Student Work / Lesson Application (15 minutes):

• Students receive printed triangle shapes to examine.
• Task: Circle right triangles, count acute, obtuse, right angles, and identify side equality.
• Complete a mini chart for each triangle similar to the Unit Assessment Example.
• Dyslexia-friendly reading option: Provide simplified triangle descriptions on large, clear font cards with an option for audio support.

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Small Group / Differentiated Instruction (10 minutes):

• Below grade level: Use visual hands-on shapes. Teacher guides identification of angles using physical protractor tools and concrete examples.
• On grade level: Independently complete online interactive triangle-type sorting activity or worksheet.
• Above grade level: Extend to explore the properties of isosceles, scalene, and equilateral triangles, and write their own real-world triangle problem.

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Exit Ticket / Assessment (5 minutes):

• On index cards, students write:
  • “I can identify a right triangle because…”
  • Draw a triangle and label its angles.
• Teacher quickly reviews to confirm understanding.

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Day 2: Lines of Symmetry in Triangles and Other Shapes

Standards:

• CCSS.MATH.CONTENT.4.G.A.3: 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.

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I Can Statements:

• I can identify and draw lines of symmetry in triangles and other shapes.
• I can explain the difference in lines of symmetry between various triangles.

Success Criteria:

• Correctly draw lines of symmetry on given shapes.
• Compare shapes based on their lines of symmetry.

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Anticipatory Activity (5 minutes):

• Show folded paper with symmetric triangles. Ask: “What does it mean if both halves are the same?”
• Quick partner talk about symmetrical objects seen around them.

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Teacher Instruction (15 minutes):

1. Define line of symmetry with illustrative examples.
2. Show NC04MM U6 EU Form A.pdf Question 2 and model how to draw lines of symmetry on given shapes.
3. Demonstrate drawing a triangle with fewer lines of symmetry and explain the choice.
4. Use foldable paper or mirror to show symmetry practically.

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Student Work / Lesson Application (15 minutes):

• Students draw all lines of symmetry on printed shapes and create their own triangle with fewer lines of symmetry (activity guided by examples).
• Allow students to verbally explain their drawings in pairs or small groups.

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Small Group / Differentiated Instruction (10 minutes):

• Below grade level: Use mirror reflections to visually find lines of symmetry with teacher support.
• On grade level: Complete written symmetry identification worksheets.
• Above grade level: Investigate lines of symmetry in complex polygons (hexagons, squares) and explain why some shapes have more lines than others.

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Exit Ticket / Assessment (5 minutes):

• Students draw a shape and its line(s) of symmetry and write one sentence explaining the number of lines.

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Day 3: Parallel and Perpendicular Lines in Shapes

Standards:

• CCSS.MATH.CONTENT.4.G.A.1 (from Day 1 also)
• CCSS.MATH.CONTENT.4.G.A.2

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I Can Statements:

• I can identify parallel and perpendicular lines in shapes.
• I can sort shapes based on their parallel or perpendicular sides.

Success Criteria:

• Correctly identify and mark parallel and perpendicular lines on given shapes.
• Sort shapes accurately based on line properties.

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Anticipatory Activity (5 minutes):

• Show images of railroads or streets and discuss parallel or intersecting streets.
• Ask: “Can you find parallel lines here? Perpendicular lines?”

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Teacher Instruction (15 minutes):

1. Define parallel and perpendicular lines with visuals and gestures.
2. Use NC04MM U6 EU Form A.pdf Question 4: model sorting shapes into categories based on parallel and/or perpendicular sides.
3. Discuss properties of trapezoids, squares, rhombus, and triangles in terms of lines.

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Student Work / Lesson Application (15 minutes):

• Students work with cut-out shapes to sort and paste into Venn diagrams, similar to the assessment question.
• Provide dyslexia-friendly cues with symbols for parallel (||) and perpendicular (⊥) lines.

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Small Group / Differentiated Instruction (10 minutes):

• Below grade level: Work with physical sticks/straws to create parallel and perpendicular lines before sorting shapes.
• On grade level: Sort shapes independently and explain choices orally.
• Above grade level: Create a new shape with specified numbers of parallel and perpendicular sides and explain.

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Exit Ticket / Assessment (5 minutes):

• Quick quiz: Given a shape, mark parallel and perpendicular sides and briefly justify.

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Day 4: Angle Properties and Symmetry Review

Standards:

• CCSS.MATH.CONTENT.4.G.A.1
• CCSS.MATH.CONTENT.4.G.A.2
• CCSS.MATH.CONTENT.4.G.A.3

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I Can Statements:

• I can explain properties of angles and symmetry in shapes.
• I can determine if statements about angles and lines are true or false.

Success Criteria:

• Accurately identify true/false statements about angles and line properties.
• Correctly draw lines of symmetry and identify angles in shapes.

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Anticipatory Activity (5 minutes):

• Quick true/false oral quiz: “Parallel lines never meet,” "A ray has one endpoint," etc., to check prior knowledge and spark engagement.

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Teacher Instruction (15 minutes):

1. Discuss angle types (acute, obtuse, right) with visual examples.
2. Go over NC04MM U6 EU Form A.pdf Questions 5, 8, and 9 on true/false statements and drawing lines of symmetry.
3. Model identifying and correcting misconceptions.

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Student Work / Lesson Application (15 minutes):

• Students complete a modified true/false worksheet with pictures and sentences.
• Practice drawing lines of symmetry on several figures.

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Small Group / Differentiated Instruction (10 minutes):

• Below grade level: Work in pairs with guided questions and shapes; highlight with colored markers.
• On grade level: Complete worksheets independently with scaffolded examples.
• Above grade level: Create own true/false questions about angles and symmetry for classmates.

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Exit Ticket / Assessment (5 minutes):

• Write one true and one false statement about triangles or lines of symmetry and explain why.

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Additional Notes:

• Provide printed materials in dyslexia-friendly font (e.g., OpenDyslexic or Comic Sans) with high contrast colors.
• Use graphic organizers and manipulatives extensively to aid comprehension.
• For EOG prep, incorporate frequent self-checks using “I can…” statements and reflection discussions.
• Encourage vocabulary notebooks with visual cues for key terms like acute, obtuse, parallel, perpendicular, and symmetry.
• Consider using technology (interactive whiteboards or tablets) for visual demonstrations where available.

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This 4-day backward-designed unit addresses key geometry concepts aligned with CCSS and leverages the provided unit assessment to prepare students for End-of-Grade testing with engaging, differentiated activities.