Академический Документы
Профессиональный Документы
Культура Документы
This fourth grade geometry lesson teaches the definitions for a line, ray, angle, acute angle,
right angle, and obtuse angle. We also study how the size of the angle is ONLY determined
by how much it has "opened" as compared to the whole circle. The lesson contains many
varied exercises for students.
A
This is point A. When two points are connected with a straight The sides of a
Points are named line, we get a line segment. We call this line triangle
with capital segment AB or line segment AB (note the bar on are line segments.
letters. top).
A line has no beginning point or end point. Imagine it continuing indefinitely in both
directions.
We can illustrate that by little arrows on both ends.
We can name a line using two points on it. This is line EF or line (note the arrowheads).
Or, we can name a line using a lowercase letter: this is line s.
A ray starts out at a point and continues off to infinity. We can show
that by drawing an arrow at one end of the ray. Think of the sun's rays:
they start at the sun and go on indefinitely.
We can name a ray using its starting point and one other point that is
on the ray: this is ray QP or ray (note the one arrowhead). Or, we can
name a ray using a lowercase letter: this is ray r.
What is an angle? Many people think that an angle is some kind
of
slanted line. But in geometry an angle is made up of two rays
that
have the same beginning point.
That point is called the vertex and the two rays are called the
sides
of the angle.
1. Write if each figure is a line, ray, line segment, or an angle, and name it.
Imagine that the two sides of the angle start side by side, and then
open up to a certain point. When the two sides “open up”, they
draw
an imaginary arc of a circle. (You can illustrate this with two pencils as the
two sides of an angle. Keep one pencil stationary while you rotate the other.)
This angle is half of the full
circle,
so it measures 180°. It is called
the straight angle. This is one-fourth of the
full circle, so it is 90°.
Your two pencils (rays) are
If the angle opens up to a full lying This is called the right
circle, we say the angle is down flat or straight on the angle. Table and book
360 degrees (360°). floor. corners are right angles.
In each of these pictures the angle is opened more and more and The angle is opened even
keeps getting bigger. The arc of the circle is larger. more now. It is an obtuse
angle: an angle that is
These angles are acute angles, which means they are less than a more than a right angle,
right angle (less than 90°). Think of acute angles as sharp yet less than a straight
angles. If someone stabbed you with the vertex of an acute angle, angle.
it would feel sharp.
Think of obtuse angles as
dull angles.
Here's
another way
of thinking
about angles.
Think of a
sun rising in
the morning
in the
horizon,
gradually
getting
higher, and
traveling
through the
sky along an
arc of a
circle.
d O e O
f.
. R . OR R
6. Label the angles as acute, right, obtuse, or straight. To help, make these angles with two
pencils,
checking how much you need to open up the angle.
7. A triangle has three angles. In fact, the word tri-angle means a three-angled shape.
Which of the
triangles
a, b, or c has one
obtuse angle?
a. b. c.
Which has one
right angle?
8. (Optional) Make a geometry notebook where you write down each new term and draw a
picture or
pictures that illustrate the term. Use colors and tidy writing. It is like your personal
geometry
dictionary. You can also do any drawing problems from the lessons in it. Drawing and
writing
yourself, instead of just reading, can help you remember the terms better!
New Terms
a line
an acute angle
a line segment
a right angle
a ray
an obtuse angle
an angle
a straight angle
This lesson is taken from Maria Miller's book Math Mammoth Geometry 1, and posted at www.HomeschoolMath.net
with permission from the author. Copyright © Maria Miller.
7 8 , 0 0 0 Read: 78 thousand
Read: 153
The colored digits are the “thousands period” 1 5 3,0 0 0
thousand
and count as the whole thousands. Read the Read: 802
colored digits as its own number. Say the word 8 0 2,0 0 0
thousand
“thousand” for the comma. Read: 990
9 9 0,0 0 0
We continue with whole thousands until reaching thousand
a thousand thousands. Read: 999
9 9 9,0 0 0
thousand
That number has a new name: one million. 1,0 0 0,0 0
Thousand thousand
0
= 1 million
2. Place a comma in the number. Fill in missing parts. Read the numbers aloud.
6. On the number line below, 510,000 and 520,000 are marked (at the “posts”).
Write the numbers that correspond to the dots.
7. Make a number line from 320,000 to 340,000 with tick-marks at every whole
thousand, similar to the one above. Then mark the following numbers on the
number line:
323,000 328,000 335,000 329,000 330,000
We say two lines or line
segments are
perpendicular if they
form a right angle (or
several right angles).
We can mark a right angle
with a little corner . The line segments AB
How many right angles
do lines u and t form? and BC are perpendicular.
2. Which line segments in these figures are parallel? Which are perpendicular?
First, draw a point on the given line. Next you will need a
protractor or a triangular ruler.
1) Using a protractor:
Align the dot and the straight side of your protractor. Draw the line.
Also align your existing line and the 90° mark on the
protractor.
4. Draw a line that is perpendicular to the given line and goes through the given point.
a. b.
6. a. Draw here any triangle that has a right angle. It is called a right triangle.
(Hint: Start by drawing two lines that are perpendicular.)
Method 2: A protractor.
I. Draw a point on the given II. If the line is not long III. Draw a perpendicular
line. Then draw a enough, you can continue it line. Make that line longer
perpendicular line through using a normal ruler. Then, using a normal ruler. All
that point. draw a point on it. done!
7. Sketch many lines that are
parallel to this line. Use
method 1. Then draw one
line that is perpendicular
to them all!
10. Find rays, lines, and line segments that are either parallel or perpendicular to each other.
You can use
these shorthand notations: ∥ for parallel and ⊥ for perpendicular.
For example, l ∥ m means l is parallel to m, and AB ⊥ CD means AB is perpendicular to
CD.
b.
A right triangle has one right angle. The other two angles are
_____________________.
An obtuse triangle has one obtuse angle. The other two angles are
_____________________.
3. a. Draw an acute triangle.
The side lengths can be
any.
4. Observe all you have done thus far in this lesson, and fill in.
a. b. c. d.
e. f. g.
This lesson lets students find (by measuring) that angle sum in a triangle is 180°. The lesson
also contains a simple proof of this fact and varied exercises.
It is ______°.
It is ______°.
Above, you probably made a guess that the sum of the angles in a triangle is 180°.
That is true. Here is a proof for it. Proof means that we use already established principles to
prove
that some new statement is always true. See if you can understand the reasoning in this proof!
3. Calculate the angle marked with the question mark. Do not measure.
a. b. c.
If all three sides of a triangle are If just two of a triangle’s sides are congruent, then
congruent (the same length), it is it is called an isosceles triangle.
called an equilateral triangle.
Think of it as a “same-legged” triangle, the “legs”
Equi- refers to things that are the being the two sides that are the same length.
“same” or “equal”, and lateral means
Mark the two congruent sides of each isosceles
“sided.” Think of it as a “same-sided”
triangle:
triangle.
1. Classify the
triangles by
the lengths of
their sides
as either
equilateral,
isosceles, or
scalene.
2. Fill in the table by classifying the triangles labeled as (a), (d), (e), and (g) above as “acute,”
“right,”
or “obtuse” (by their angles), and also as “equilateral,” “isosceles,” or “scalene” (by their
sides).
d
e
g
___________________________
___________________________
6. a. Draw a scalene obtuse triangle where one side is 3 cm and another is 7 cm.
Hint: Draw the 7-cm side first, then the 3-cm side forming any obtuse angle with the first side.
b. Measure the angles of your triangle. They measure ________ °, ________ °, and
________ ° .
9. Measure all the angles in the isosceles triangles (a) and (b).
Continue their sides, if necessary.
a.
b.
_________ °, _________ °, and
_________ °, _________ °, and ________ ° . ________ °.
The angle sum is ________ ° . The angle sum is ________ °
.
___________________________________________________________________________
_______
___________________________________________________________________________
_______
There are two angles in an isosceles triangle that have Can you find the top angle and
the same angle measure. They are called the base angles. the
The remaining angle is called the top angle. base angles in this isosceles
triangle?
10. The angle at A measures 40°. Draw another angle of 40° at B, and then continue its side
so that you get an isosceles triangle with 40° base angles.
Measure the top angle. It is _______ ° . The three angle measures add up to _______ ° .
11. a. Draw an isosceles triangle with 75° base angles. (The length of the sides can be
anything.)
Hint: start by drawing the base side (of any length). Then, draw the 75° angles.
b. Measure the top angle. It is _______ ° . The three angle measures add up to _______
°.
c. Compare your triangle to those of your classmates, or draw another one yourself.
Can you draw several different-looking triangles with this information, or are they all
identical?
his 5th grade lesson presents the terms radius, diameter, and circumference of a circle, and
helps students learn to use a compass to draw circles and simple circle designs.
Circles
These are ovals. They are
These symmetric and round, but
figures they
are round, are still not circles. Why not?
but
they are not What makes a circle?
circles.
1. Draw a radius or a diameter from the given point. Use a ruler. Look at the example.
6. Draw these figures using a compass and a ruler only in your notebook. The copies
you draw do
not have to be the same exact size as here; they just need to show the same pattern.
See hints at
the bottom of this page. Optionally, you can also draw these in drawing software.
a.
b.
c.
d.
Line Symmetry
This is a free geometry lesson on line symmetry for grades 3-4. It contains both teaching and
varied exercises for the students.
1. Is the line drawn a symmetry line for the figure? You can cut out the images and fold them
along the
dashed line to check.
a.
b. c.
d.
e. f.
g. h. i.
Some shapes you can fold in two different ways
so that the sides meet. The cross-shape
on the right has two different symmetry lines.
2. Draw as many different symmetry lines as you can into these shapes.
a. b.
c.
d.
e.
f.
3. Write the capital letters in which you can draw a symmetry line. Draw the symmetry lines
in them.
4. Draw a mirror image in the symmetry line to get a symmetrical figure.
a. b.
c.
5. Examining logos. Look for logos on food products, cars, stores, magazines, and so on.
Find at least
three logos that have symmetry. Sketch them below. Answer the questions a. and b. for
each logo.
a. Does the logo employ a square, a rectangle, a triangle, a circle, or some other basic
geometric
figure in some way?
b. Does it have any symmetry?
This lesson is taken from Maria Miller's book Math Mammoth Early Geometry, and posted at
www.HomeschoolMath.net with permission from the author. Copyright © Maria Miller.
1. Time to practice! Draw an altitude to each triangle from the top vertex. Notice the second
triangle is
obtuse, so the altitude will be outside of the triangle.
2. Draw all three altitudes to this triangle. Can you notice something special about
the three altitudes you draw?
Basic shapes - review
This is a review lesson about basic shapes (polygons), meant for third grade. It contains
varied hands-on (drawing) exercises and tilings about triangles, quadrilaterals, pentagons, and
hexagons.
If a shape has three vertices If a shape has FOUR vertices and four sides,
(corners) it is a quadrilateral, or a four-sided shape.
and three sides, it is a triangle. “Quadri” means four, and “lateral” refers to
sides.
2. What shape is formed if you place the bolded sides of the two figures together?
You can trace the shapes and cut them out.
b.
____________________________________
a.
_________________________________
___
c. d.
_________________________________ ____________________________________
___
3. Draw a straight line or lines through the shape and divide it into other shapes!
a. a square and a b. a triangle and a
rectangle pentagon c. three rectangles
d. two quadrilaterals e. two parts that are f. four triangles
that are not rectangles exactly the same shape
h. a triangle and a
g. four triangles pentagon i. four quadrilaterals
4. Divide the pentagon and the hexagon into new shapes using one straight line.
Notice: your
line does NOT have to go from corner to corner. Write what new shapes you get.
a. b.
c. d.
5. Continue the tilings so they fill the grids, and name what shape(s) are used in the
tiling.
1. Find the perimeter of these figures. Your answer will be so many units. P means
perimeter.
a. b. c.
P= P= P=
units _______________ _______________
d. e. f.
P= P= P=
_______________ _______________ _______________
a. b.
P = ____________ cm P = ____________ cm
c.
4. Find the perimeter. Notice: some side lengths are not given! Don't forget to use
either “cm”
or “in.” or “units” in your answer.
a. b. c.
6
P= P= P=
units ________________ ________________
5. Find the perimeter....
The video below shows you some varied exercises tying in with the area of rectangles.
Area is always measured in squares of some size. We use the superscript “2” with a unit of
length to indicate the “squaring”. For example, 120 cm2 means 120 square centimeters.
1. Write a multiplication to calculate the area of these rectangles. Include the units!
a. b. c.
a. b. c.
3. Write a multiplication with an unknown (an equation) for the area. Then solve.
a. b.
____________________________ ____________________________
____________________________ ____________________________
4. Write a multiplication with an unknown (an equation) for the area. Then solve.
a. The area of a rectangle is 45 m., and its one side measures 9 m.
How long is the other side (s)?
________________________________________________________
b. The area of a rectangular field is 1,800 ft2, and its one side measures 60 ft.
How long is the other side (s)?
________________________________________________________
5. This is the bottom plan for a doghouse. In the grid, the side of each
little square is 6 inches in reality.
6. Write a number sentence for the total area, thinking of one rectangle or two.
= ______________________________________
b. How much larger in area is the part A2 than the part A1?
8. On a separate paper, draw these squares.
a. a square with an area of 4 square inches. How long is its side? ______________
b. a square with an area of 9 cm2. How long is its side? ______________
c. a square with an area of 1 square foot. How long is its side? ______________
9. Write a number sentence (use multiplication, addition, and/or subtraction) for the area of
each figure.
a.
b.
10. The second floor of a doll house has three rooms. One room measures 20 cm by 25 cm,
the middle room is 40 cm by 25 cm, and the third one is 20 cm by 25 cm.
11. Draw two different L-shapes with an area of at least 20 square units. Write a number
sentence for
their areas.
_________________________________ _________________________________
12. The picture shows a rectangular piece of land with a house in the
middle.
The plot of land measures 48 ft by 48 ft, and the house is 30 ft by 20
ft.
a.
b.
This rectangle is divided into two right triangles that are congruent. This means
that
if you could flip one of them and move it on top of the other, they would match
exactly.
The rectangle has an area of 2 × 4 = 8 square units.
Can you figure out what the area of just one of the triangles is?
Here the sides of the triangle are 6 and 3 units. The other two sides of the
rectangle are drawn with dotted lines. The area of the rectangle is 18
square
units. The area of just the triangle is half of that, or 9 square units.
1. Find the area of these right triangles. To help you, trace the “helping rectangle” for the
triangles.
a. ________ square units
To find the area of a right triangle, multiply the lengths of the two sides that are
perpendicular
to each other (in other words, the two that form the right angle). Then take half of that.
This works because the area of a right triangle is exactly ___________ of the area of the
rectangle.
2. Draw a right triangle whose two perpendicular sides are given below, and then find
its area.
b. c.
5. In the grid, draw 3 different right triangles that each have an area of 6 square units.
Area of Parallelograms
This lesson presents the idea that the area of any right triangle is exactly half of a certain
rectangle, and contains varied exercises for students. To find the area of any right triangle,
you simply multiply the lengths of the two sides that are perpendicular to each other, and then
take half of that.
We draw a line from one vertex of the parallelogram The rectangle’s area is 6 × 4 = 24
in square units, and that is also the
order to form a right triangle. Then we move the area of the original
triangle parallelogram.
to the other side, as shown. Look! We get a
rectangle!
The area of a parallelogram is the same as the area of the corresponding rectangle.
You construct the rectangle by moving a right triangle from one side of the parallelogram
to the other.
1. Imagine moving the marked triangle to the other side as shown. What is the area of the
original parallelogram?
2. Draw a line in each parallelogram to form a right triangle. Imagine moving that triangle to
the other side so that
you get a rectangle, like in the examples above. Find the area of the rectangle, thereby
finding the area of the
original parallelogram.
a. _________
sq. units
b. _________
sq. units
c. _________
sq. units
d. _________
sq. units
→
base, but people often use the “bottom”
side.
A line segment that is perpendicular to the
base
and goes from the base to the opposite side
of
the parallelogram is called the altitude.
When we do the trick of “moving the
triangle,” we
get a rectangle. One of its sides is congruent
(has the
same length) to the parallelogram’s altitude. →
The
other side is congruent to the
parallelogram’s base.
That is why you can simply multiply
BASE × ALTITUDE to get the area of a
parallelogram.
3. Draw an altitude to each parallelogram. Highlight or “thicken” the base. Then find the
areas.
a. _________ sq.
units
4. a. Draw the altitudes to the parallelograms and mark their bases. One parallelogram's
altitude is already
marked. Notice how that altitude does not “reach” the base, but instead ends at the
continuation of
the base. That is no problem—what matters is that the altitude is perpendicular to the
base.
b. Find the areas of these parallelograms. What do you notice?
5. Draw as many differently shaped parallelograms as you can that all have an area
of 12 square units.
This lesson presents the idea that the area of any triangle is exactly half of a certain
parallelogram -- thus we get the familiar formula of multiplying the base and the altitude, and
taking half of that. The lesson contains varied exercises for students.
Area of Triangles
We can always put any triangle together with
a copy of itself to make a parallelogram.
Therefore, the AREA of any triangle must be
exactly half of the area of that
parallelogram.
2. Draw the corresponding parallelograms for these triangles, and find their areas.
Hint: draw a line that is congruent to the base of the triangle, starting at the top vertex.
a. _______ square units b. _______ square units c. _______ square units
BASE × ALTITUDE
A
=
Again, we use a base and an altitude. 2
The base can be any side of the
triangle,
though people often use the “bottom” You can choose any side to be
side. the base. Here, it makes sense to
choose the vertical side as the
The altitude is perpendicular to the base.
base,
and it goes from the opposite vertex to 4×6
The area = 12 square
the is units.
base (or to the continuation of the 2
base).
3. Draw an altitude in each triangle, and mark the base. Find the area of each triangle.
6. Draw as many different-shaped triangles as you can that have an area of 12 square units.
10. Draw a triangle, without measuring anything, so that its area is close to 20 cm2.
Check by drawing
the altitude and measuring! Practice until you get a triangle with an area of
approximately 20 cm2.
You can even make a game out of this: whoever gets the area the closest to the given area
is the
winner or gets the most points. Or, take turns with your friend, asking the friend to draw a
triangle with
a specific area. Perhaps add a condition that the triangle has to be obtuse/acute/right, or
equilateral/isosceles/scalene.
Some concepts and ideas of this lesson are also explained in this video:
Sometimes it's easy to confuse perimeter and
area.
a. b.
Area
Perimeter
4. This is a two-part lawn.
5. Find the total area of this rectangle,
and also the area of each little part.
Area of each part:
Total area: