##### In This Activity
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## Activity Overview

In geometry, there is a lot of new vocabulary for students to master. Not only do they need to identify shapes such as rectangle and triangle, but they need to be able to identify parts of shapes, such as base, leg, obtuse angle, vertex, and more! Building charts for students or with students can help them organize new concepts and have a point of reference for review. In this activity, students will create an illustration and provide a definition for each geometry term.

Students recognize squares, circles, and triangles easily enough, but words such as “ray” and “perpendicular” are usually new terms. These unfamiliar words are also fundamental in understanding more complicated geometry. Keep charts clean and simple as much as possible. If the example pictures on the chart are too distracting, try a separate slideshow with multiple examples as you go over new words with your group or class.

### Suggested Beginning Geometry Terms

Point A single location in space or on a flat surface A collection of points that continues forever in both directions A part of a line with two endpoints A part of a line with one endpoint Two rays that share an endpoint Lines that never intersect Lines that pass through the same point Lines that intersect and form four right angles

## Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a chart that defines and illustrates examples of geometry terms.

1. Click "Start Assignment".
2. Label the columns "Picture", "Names", "Definition", and "Example".
3. In the names column, use textables to type the geometry terms you will put on your chart.
4. Create a picture for each term, use textables to define it, and provide a real life example of the term.
5. Save and exit when you're done.

#### Lesson Plan Reference

Common Core Standards
• [Math/Content/4/MD/C/5] Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
• [Math/Content/K/G/A/2] Correctly name shapes regardless of their orientations or overall size.
• [Math/Content/K/G/B/4] Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
• [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.

## Rubric

(You can also create your own on Quick Rubric.)

Visual Vocabulary Assignment
Define, illustrate, and give an example sentence for any five vocabulary words.
Proficient Emerging Beginning
Definition
The definition is correct.
The definition is partially correct.
The definition is incorrect.
Visualizations
The storyboard cells clearly illustrate the meaning of the vocabulary words.
The storyboard cells relate to the meaning of the vocabulary words, but are difficult to understand.
The storyboard cells do not clearly relate to the meaning of the vocabulary words.

## More Storyboard That Activities

### Introduction to Geometry

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