CHAPTER RESOURCES • Chapter 10

CHAPTER RESOURCES • Chapter 10Two-Dimensional Figures

INCLUDES • School-Home Letter

• Vocabulary Game Directions

• Daily Enrichment Activities

• Reteach Intervention for every lesson

• Chapter 10 Test

• Chapter 10 Performance Task • Answer Keys and Individual Record Forms

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Copyright © by Houghton Mifflin Harcourt Publishing Company

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ContentsChapter 10 School-Home Letter (English) ................................................... 10-1

Chapter 10 School-Home Letter (Spanish) .................................................. 10-2

Vocabulary Game ........................................................................................ 10-3

10.1 Reteach ............................................................................................... 10-5

10.1 Enrich .................................................................................................. 10-6

10.2 Reteach ............................................................................................... 10-7

10.2 Enrich .................................................................................................. 10-8

10.3 Reteach ............................................................................................... 10-9

10.3 Enrich ................................................................................................ 10-10

10.4 Reteach ............................................................................................. 10-11

10.4 Enrich ................................................................................................ 10-12

10.5 Reteach ............................................................................................. 10-13

10.5 Enrich ................................................................................................ 10-14

10.6 Reteach ............................................................................................. 10-15

10.6 Enrich ................................................................................................ 10-16

10.7 Reteach ............................................................................................. 10-17

10.7 Enrich ................................................................................................ 10-18

Chapter 10 Test .......................................................................................... 10-19

Chapter 10 Performance Task ................................................................... 10-25

Answer Keys .............................................................................................. 10-30

Individual Record Forms ............................................................................ 10-37

Table of ContentsChapter Resources© Houghton Mifflin Harcourt Publishing Company

iii

School-HomeSchool-Home

LetterChapter

Tips

p

10

acute

3

acuteacuteacute

ActivityHelp your child commit most of the classifications of triangles and quadrilaterals to memory. Together, you can make a series of flash cards with the classifications on one side of the card and definitions and/or sketches of examples on the other side of the card.

STEP 2

Determine the correct classification.

A triangle with __ acute angles is

____.

STEP 1

Determine how many angles are acute.

/K is ___.

/L is ___.

/M is ___.

Classify triangle KLM.

Classify a triangle by the sizes of its angles.

Dear Family,

Throughout the next few weeks, our math class will be studying two-dimensional figures. The students will use definitions to identify and describe characteristics of these figures.

You can expect to see homework that includes identifying types of triangles and quadrilaterals.

Here is a sample of how your child will be taught to classify a triangle by its angles.

acute triangle A triangle with three acute angles

line segment A part of a line that includes two points, called endpoints, and all the points between them

obtuse triangle A triangle with one obtuse angle

ray A part of a line, with one endpoint, that is straight and continues in one direction

right triangle A triangle with one right angle and two acute angles

Angle sizes

Angles are classified by the size of the opening between the rays. A right angle forms a square corner. An acute angle is less than a right angle. An obtuse angle is greater than a right angle and less than a straight angle.

To classify angles in a figure, use the corner of an index card as a right angle and compare.

10-1Chapter Resources© Houghton Mifflin Harcourt Publishing Company

para la casaCartaCartaCapítulo

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acutángulo agudoagudoagudo

ActividadAnime a su hijo a memorizar las clasificaciones de los triángulos y los cuadriláteros. Puede hacer tarjetas nemotécnicas con las clasificaciones en un lado y las definiciones y/o ejemplos visuales en el otro lado de cada tarjeta.

PASO 2

Determina la clasificación correcta.

Un triángulo con _ ángulos agudos, entonces es

______.

Clasifica el triángulo KLM.

Clasificar un triángulo por el tamaño de sus lados

PASO 1

Identifica cuántos ángulos son agudos.

/K es ___.

/L es ___.

/M es ___.

Querida familia,

Durante las próximas semanas, en la clase de matemáticas estudiaremos las figuras bidimensionales. Usaremos las definiciones para identificar y describir las características de esas figuras.

Llevaré a la casa tareas con actividades para identificar diferentes tipos de triángulos y cuadriláteros.

Este es un ejemplo de la manera como aprenderemos a clasificar un triángulo por sus ángulos.

Tipos de ángulos

Los ángulos se clasifican según el tamaño de la abertura entre sus rayos. Un ángulo recto forma una esquina recta. Un ángulo agudo mide menos que un ángulo recto. Un ángulo obtuso mide más que un ángulo recto y menos que un ángulo llano.

Para clasificar los ángulos de una figura, usa la esquina de una tarjeta como modelo de ángulo recto y compara.

triángulo agudo Un triángulo que tiene tres ángulos agudos

segmento de recta Una parte de una línea que incluye dos puntos, llamados extremos, y los puntos que están entre ellos

triángulo obtuso Un triángulo que tiene un ángulo obtuso

rayo Parte de una línea recta, con un extremo y que continúa en una dirección

triángulo rectángulo Un triángulo con un ángulo recto y dos ángulos agudos


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Going Places with words

Word Boxacute angleintersecting lineslineline of symmetryline segmentobtuse angleparallel linesparallelogramperpendicular linespointrectanglerhombusright anglesquarestraight angletrapezoid

For 2 players

Materials

• 1 red connecting cube

• 1 blue connecting cube

• 1 number cube

How to Play

1. Each player chooses a connecting cube and puts it on START.

2. Toss the number cube to take a turn. Move your connecting cube

that many spaces.

3. If you land on these spaces:

White Space Tell the meaning of the math term or use it in a

sentence. If your answer is correct, jump to the next space with the

same term.

Green Space Follow the directions printed in the space.

If there are no directions, stay where you are.

4. Th e fi rst player to reach FINISH by exact count wins.

Going to a Botanical Garden

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Chapter 10 548A

Chapter 10Vocabulary Game

10-3 Game DirectionsChapter Resources© Houghton Mifflin Harcourt Publishing Company

YZ

X

M N

M N

A B

A B

D

Name

Lines, Rays, and Angles

Name What it looks like Think

point D A point names a location in space.

line AB; ‹

_ › AB

line BA; ‹

_ › BA

A line extends without end in opposite directions.

line segment AB; ___

AB

line segment BA; ___

BA

“Segment” means part. A line segment is part of a line. It is named by its two endpoints.

ray MN; ___

› MN

ray NM;

____ › NM

A ray has one endpoint and extends without end in one direction. A ray is named using two points. The endpoint is always named first.

angle XYZ; /XYZ

angle ZYX; /ZYX

angle Y; /Y

Two rays or line segments that share an endpoint form an angle. The shared point is the vertex of the angle.

A right angle forms a square corner.

An acute angle opens less than a right angle.

An obtuse angle opens more than a right angle and less than a straight angle.

A straight angle forms a line.

1. ___

PQ 2.

___ › K J 3. obtuse /FGH

Draw and label an example of the figure.

Lesson 10.1Reteach

10-5 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

Name

Line Art

Use geometric figures to draw each of the following.

1. A flower using 1 line segment and 8 rays.

2. A sidewalk using 2 lines and 6 line segments.

3. Use geometric figures to draw your own design. Choose from points, lines, rays, segments, and angles.

4. Describe your design in Problem 3. Include the names of the figures you chose.

Lesson 10.1Enrich

10-6 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

X Y

Z

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3.

4.

1. Name the triangle. Tell whether each angle is acute, right, or obtuse. A name for the triangle

is .

/X is .

/Y is .

/Z is .

Classify each triangle. Write acute, right, or obtuse.

Classify Triangles by Angles

A triangle is a polygon with sides

and angles. Each pair of sides joins at a vertex.

You can name a triangle by its vertices.

DPQR DQRP DRPQ DPRQ DQPR DRQP

There are types of triangles. All triangles have

at least acute angles.

Obtuse triangle Right triangle Acute triangle one obtuse angle one right angle three acute angles

Lesson 10.2Reteach


Name

Stretch Your Thinking How could you use the triangles to create rectangles and squares?

Triangle Living

In the space below, draw a living room design using only acute, right, and obtuse triangles. Then color the acute triangles one color, the right triangles a second color, and the obtuse triangles a third color.

Lesson 10.2Enrich


V R

ST

A B

D C

Name

CD

AB

BC

AD

BCAD

Use the figure for 1–3.

1. Name two sides that appear to be parallel.

2. Name two sides that appear to be perpendicular.

3. Name two sides that appear to be intersecting, but not perpendicular.

Parallel Lines and Perpendicular Lines

Parallel lines are lines in a plane that are always the same distance apart. Parallel lines or line segments never meet.

In the figure, lines AB and CD, even if extended, will never meet.

The lines are parallel. Write ABiCD.

Lines and are also parallel. So, ADiBC.

Intersecting lines cross at exactly one point. Intersecting lines that form right angles are perpendicular.

In the figure, lines and are perpendicular because

they form right angles at vertex A. Write AD'AB.

Lines and are also perpendicular. So, BC'CD.

Lesson 10.3Reteach


Name

Alphabet Soup

Use all 26 capital letters of the alphabet. Place them into as many “soups” as possible.

1. Letters with parallel line segments

2. Letters with perpendicular line segments

3. Letters with intersecting, but not perpendicular, line segments

4. Letters with no parallel, perpendicular, or intersecting line segments

Lesson 10.3Enrich


Quadrilateral4 sides4 angles

TrapezoidExactly 1 pair ofparallel sides

Parallelogram2 pairs of parallel sides

Rectangle4 right angles2 pairs ofparallel sides

Square4 right angles4 sides ofequal length

Rhombus4 sides ofequal length

Name

44

Classify each figure as many ways as possible. Write quadrilateral, trapezoid, parallelogram, rhombus, rectangle, or square.

1.

2. 3.

Classify Quadrilaterals

A quadrilateral is a polygon with sides and angles. Some quadrilaterals have special names:

Lesson 10.4Reteach


Name

13. Stretch Your Thinking Write three of your own

quad-logic statements. Then exchange them with a classmate

and complete each other’s statements.

Quad Logic

Read each statement carefully. Write true or false.

1. Some parallelograms are rectangles.

2. All trapezoids are parallelograms.

3. All squares are rectangles.

4. Some quadrilaterals are trapezoids.

5. Some rectangles are rhombuses.

6. All rhombuses are squares.

7. Some parallelograms are trapezoids.

8. All rectangles are squares.

Make each statement true. Write All, No, or Some.

9. rectangles are parallelograms.

10. squares are trapezoids.

11. parallelograms are quadrilaterals.

12. quadrilaterals are parallelograms.

Lesson 10.4Enrich


nomatch

nomatch

Name

is not

Tell if the line appears to be a line of symmetry. Write yes or no.

1. 2.

3. 4.

Tell whether the parts on each side of the line match. Is the line a line of symmetry?

Step 1 Trace and cut out the shape.

Fold the shape along the dashed line.

Step 2 Tell whether the parts on each side match.

Compare the parts on each side.

The parts do not match.

Step 3 Decide if the line is a line of symmetry.

The parts on each side of the line do not match.

So, the line a line of symmetry.

Line Symmetry

Lesson 10.5Reteach


Name

Swimming Pool Symmetry

The owner of the Seaside Symmetry Resort is designing a new swimming pool. The owner wants the pool to have line symmetry. Tell if each swimming pool design below appears to have line symmetry. If it does, draw a line or lines of symmetry.

1. 2. 3.

4. 5. 6.

7. The owner of the resort wants to build a pool that has four sides

with equal length and four lines of symmetry. In what shape can

the pool be built?

8. Describe a strategy you could use to make a

symmetrical design for a swimming pool.

Lesson 10.5Enrich


Name

more than 1

yesyes

Tell whether the shape appears to have zero lines, 1 line, or more than 1 line of symmetry. Write zero, 1, or more than 1.

1. 2. 3.

Find and Draw Lines of Symmetry

Tell whether the shape appears to have zero lines, 1 line, or more than 1 line of symmetry. Write zero, 1, or more than 1.

Step 1 Decide if the shape has a line of symmetry.

Trace and cut out the shape. Fold the shape along a vertical line.

Do the two parts match exactly?

Step 2 Decide if the shape has another line of symmetry.

Open the shape and fold it along a horizontal line.

Do the two parts match exactly?

Step 3 Find any other lines of symmetry.

Think: Can I fold the shape in other ways so that the two parts match exactly?

I can fold the paper diagonally two different ways, and the parts match exactly.

So, the shape appears to have line of symmetry.

Lesson 10.6Reteach


Name

Symmetry Riddle

What did the 0 say to the 8?

To answer the riddle, use the decoding box for each word. For each shape, decide how many lines of symmetry it appears to have, and then use the code. For example, a square has 4 lines of symmetry, so write an N on the line below the square.

1. Word 1 Code Box

Write C if the shape has no lines of symmetry.

Write E if the shape has 1 line of symmetry.

Write F if the shape has 2 lines of symmetry.

Write I if the shape has 3 lines of symmetry.

Write N if the shape has 4 lines of symmetry.

Write R if the shape has 6 lines of symmetry.

Word 1

2. Word 2 Code Box

Write B if the shape has no lines of symmetry.

Write E if the shape has 1 line of symmetry.

Write G if the shape has 2 lines of symmetry.

Write L if the shape has 3 lines of symmetry.

Write O if the shape has 4 lines of symmetry.

Write T if the shape has 6 lines of symmetry.

Word 2

3. Make up your own symmetry riddle and code boxes. Exchange riddles with your classmates and solve.

N

Lesson 10.6Enrich


Name

of figures

a group pattern

triangle square

squares

square

triangles

triangle triangle

figures

1. Describe the pattern shown at right. Draw what might be the next figure in the pattern.

2. Use the pattern. How many circles will be in the sixth figure?

Problem Solving • Shape Patterns

Use the strategy act it out to solve pattern problems.

What might be the next three figures in the pattern below?

Read the Problem

What do I need to find?

I need to find the next three

in the pattern.

What information do I need to use?

I need to look for

that repeat.

How will I use the information?

I will use pattern blocks to

model the and act out the problem.

Solve the Problem

Look for a group of figures that repeat and circle that group.

The repeating group is , , , , .

I used and to model and continue the pattern by repeating the figures in the group.

These are the next three figures in the pattern:

Lesson 10.7Reteach


Name

Pentomino Patterns

A pentomino is a figure made of five same-size squares.

Each square must share a side with its neighbor.

The pattern at the right uses two pentominoes

to create a rectangular design.

Use the pentominoes to create a rectangular design.

1.

2.

3.

Lesson 10.7Enrich


Chapter 10 TestPage 1

1. Tenley makes stained glass windows. She used this piece of

stained glass in one of the windows. How many right angles

does this piece of stained glass appear to have?

2. Write the letter of the triangle under its correct classification.

A

B C

DE F

Acute Triangle Obtuse Triangle Right Triangle

3. Select the angles that identify an obtuse triangle.

Mark all that apply.

A right, acute, acute

B obtuse, right, acute

C acute, obtuse, acute

D acute, acute, acute

right angles

Chapter Resources© Houghton Mifflin Harcourt Publishing Company

Name

10-19 Chapter 10 Test


4. Write the word that describes the part of Figure A written below.

ray

acute angle right angle

line line segment

___

AG ∠GBF

‹

___ › EF ∠AGD

_ › GC

5. What term best describes the figure shown below?

6. Debbie leaves for her trip to San Diego on the 13th day of February. Since February is the 2nd month, Debbie wrote the date as shown.

Debbie says all the numbers she wrote have line symmetry. Is she correct? Explain your thinking.

G

A

C

E

B

F

D

Figure A


Name

Chapter 10 Test


7. Jessica made a pennant that looks like a triangle. How can

you classify the triangle based upon its angles?

The triangle is a(n) triangle.

8. Choose the labels to make a true statement.

GH

IJ

AB

is parallel to

AB

CD

GH

.

9. Classify the figure. Select all that apply.

A quadrilateral D rhombus

B rectangle E trapezoid

C parallelogram F square

10. Alison has a sticker that looks like a quadrilateral that

has 2 pairs of parallel sides, no equal sides, and no right

angles. How can you classify the figure?

The quadrilateral is a .

A

CF H J D

BIGE ‹ ___ ›

‹ ___ ›

‹ ___ ›

‹ ___ ›

‹ ___ ›

‹ __ ›


Name



11. Match each figure with the correct number of lines of symmetry it has.

0 lines of symmetry

1 line of symmetry

2 lines of symmetry

More than 2 lines of symmetry

A B C D

12. Martha used counters to make this pattern.

Use the counter shown to draw the missing part.

13. Margaret drew the figure below. Draw a line of symmetry on Margaret’s figure.

14. Write the word or words that best describe this figure.

15. How many acute angles does an acute triangle have?

An acute triangle has acute angles.

• • • •

• • • •


Name

Chapter 10 Test


16. Lisa drew a figure with two sides perpendicular. Write the pair of perpendicular sides. What figure is it?

T

S V

U

17. Circle the letter that does not have line symmetry.

18. Addison made this pattern by shading squares. Draw the next figure in the pattern.

19. Leah drew Figure 1 and Sean drew Figure 2.

Part A

Leah says both figures are squares. Do you agree with Leah? Support your answer.

Part B

Sean says both figures are rectangles. Do you agree with Sean? Support your answer.

Figure 2Figure 1


Name



20. Jared found the number of lines of symmetry for the figure. How many lines of symmetry does it have?

lines of symmetry

Figure 1 2 3 4

21. Jon drew the pattern shown.

Part A

Describe the pattern.

Part B

Write a rule using numbers to find the number of circles in any figure in the pattern.

Part C

Draw Figure 5.


Name

Chapter 10 Test

Name

1. Place a check next to each geometric feature found in this quilt pattern. Then label it on the picture of the quilt.

Quilting Bee

The Art Quilt Gallery has an exhibit of old and new quilts. This is the quilt that Naomi and her mother liked best at the gallery show.

Chapter 10

______ point

______ line

______ line segment

______ ray

______ square

______ right triangle

______ right angle

______ acute angle

______ obtuse angle

______ quadrilateral

______ parallelogram

______ acute triangle

______ parallel lines

______ rectangle

______ rhombus

______ trapezoid

______ obtuse triangle

______ perpendicular lines

10-25 Chapter 10 • Performance TaskChapter Resources© Houghton Mifflin Harcourt Publishing Company

2. Which shapes in the quilt have line symmetry? Label the figures on the quilt. Then draw the lines of symmetry.

3. Make your own pattern for a quilt. Include a pair of parallel line segments, a pair of perpendicular line segments, two kinds of quadrilaterals, and an obtuse triangle. Include any other shapes you choose. Explain your pattern in words.


Two-Dimensional Figures

Quilting BeeCOMMON CORE STANDARDS

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.

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. Identify line-symmetric figures and draw lines of symmetry.

Also 4.OA.C.5, MP6

PURPOSETo assess the ability to identify and draw geometric figures

TIME25–30 minutes

GROUPINGIndividuals

MATERIALS• Performance Task, paper, pencil

• Ruler or straightedge (optional)

PREPARATION HINTS• Review linear geometric features with students before assigning the task.

• Review the different kinds of angles and triangles with students before assigning the task.

• Review vocabulary, including all the new terms presented in the chapter.

• Demonstrate how to draw an arrow to a shape on the quilt in problem 1 and label it.

IMPLEMENTATION NOTES • Read the task aloud to students and make sure that all students have a clear understanding of

the task.

• Students may use manipulatives to complete the task.

• Allow students as much paper as they need to complete the task.

• Allow as much time as students need to complete the task.

• Students must complete the task individually, without collaboration.

• Collect all student work when the task is complete.

Chapter 10


TASK SUMMARYStudents identify geometric features. They identify figures with symmetry and draw lines of symmetry. They draw a geometric pattern that includes both specific and self-chosen figures, and write a description of the pattern.

REPRESENTATION In this task, teachers can…

• Allow students to reference examples on a bulletin board.

ACTION and EXPRESSION In this task, teachers can…

• Encourage visual learners to color the pattern in the task.

• Provide tentative students with a small corner of poster board or construction paper so they can check for right angles.

ENGAGEMENT In this task, teachers can…

• Encourage effort by presenting real-life patterns that students may have encountered, such as wallpaper or fabric patterns.

• Increase mastery by providing detailed and specific feedback in a timely manner.

EXPECTED STUDENT OUTCOMES• Complete the task within the time allowed

• Reflect engagement in a productive struggle

• Identify and draw geometric features, and identify lines of symmetry in 2-dimensional figures

SCORING Use the associated Rubric to evaluate each student’s work.


Performance Task Rubric

QUILTING BEE

A level 3 response • Indicates that the student has consistently attended to precision and used structure

• Shows the ability to apply characteristics to identify geometric features and 2-dimensional figures

• Includes identification of figures that exhibit symmetry and drawings of precise lines of symmetry

• Includes identification and description of patterns in geometric terms

A level 2 response • Indicates that the student has regularly attended to precision and used structure

• Shows the ability to apply characteristics to identify most geometric features and 2-dimensional figures

• Includes identification of many of the figures that exhibit symmetry and a drawing of at least one line of symmetry

• Includes identification and adequate description of some patterns in geometric terms

• Addresses most or all of the aspects of the task

A level 1 response • Shows that the student has made some effort to maintain precision and use structure

• Shows the ability to apply characteristics to identify geometric features, but may not correctly distinguish sub-categories of 2-dimensional figures

• May include recognition of symmetry in a figure but does not include identification of all the lines of symmetry

• May include recognition of a pattern without the ability to describe it adequately

• Reflects a good effort to solve the problems presented in the task

A level 0 response • Shows little or no evidence that the student has attempted to maintain precision, or to use structure

• Indicates a lack of understanding of geometric features and figures

• Shows little evidence of addressing the components of the task


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lass

win

dow

s. S

he u

sed

this

pie

ce o

f st

aine

d gl

ass

in o

ne o

f the

win

dow

s. H

ow m

any

right

ang

les

does

this

pie

ce o

f sta

ined

gla

ss a

ppea

r to

hav

e?

2

. W

rite

the

lette

r of

the

tria

ngle

und

er it

s co

rrec

t cla

ssifi

catio

n.

A

BC

DE

F

Acu

te T

riang

leO

btus

e Tr

iang

leR

ight

Tria

ngle

B, F

A, E

C, D

3

. Se

lect

the

angl

es th

at id

entif

y an

obt

use

tria

ngle

. M

ark

all t

hat a

pply

.

A

right

, acu

te, a

cute

B

obtu

se, r

ight

, acu

te

C

acut

e, o

btus

e, a

cute

D

acut

e, a

cute

, acu

te

rig

ht a

ngle

s0

Chap

ter R

esou

rces

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Nam

e

10-19

Chap

ter 1

0 Te

st

10-30 Answer KeyChapter Resources© Houghton Mifflin Harcourt Publishing Company

Chap

ter 1

0 Te

stPa

ge 4

11

.M

atch

eac

h fig

ure

with

the

corr

ect n

umbe

r of

line

s of

sy

mm

etry

it h

as.

0 lin

es o

f sy

mm

etry

1 lin

e of

sy

mm

etry

2 lin

es o

f sy

mm

etry

Mor

e th

an

2 lin

es o

f sy

mm

etry

AB

CD

12

. M

arth

a us

ed c

ount

ers

to m

ake

this

pat

tern

.

Use

the

coun

ter

show

n to

dra

w th

e m

issi

ng p

art.

13

. M

arga

ret d

rew

the

figur

e be

low

. Dra

w a

line

of

sym

met

ry o

n M

arga

ret’s

figu

re.

14

. W

rite

the

wor

d or

wor

ds th

at b

est d

escr

ibe

this

figu

re.

15

.H

ow m

any

acut

e an

gles

doe

s an

acu

te tr

iang

le h

ave?

An

acut

e tr

iang

le h

as

acu

te a

ngle

s.3

line

seg

men

t

•

• •

•

•

• •

•

10-22

Chap

ter R

esou

rces

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Nam

e

Chap

ter 1

0 Te

st

Chap

ter 1

0 Te

stPa

ge 3

7

. Je

ssic

a m

ade

a pe

nnan

t tha

t loo

ks li

ke a

tria

ngle

. How

can

yo

u cl

assi

fy th

e tr

iang

le b

ased

upo

n its

ang

les?

The

tria

ngle

is a

(n)

tria

ngle

.

8

. C

hoos

e th

e la

bels

to m

ake

a tr

ue s

tate

men

t.

GH

IJ AB

is p

aral

lel t

o

AB

CD

GH

.

9

. C

lass

ify th

e fig

ure.

Sel

ect a

ll th

at a

pply

.

A

quad

rilat

eral

D

rh

ombu

s

B

rect

angl

e E

tr

apez

oid

C

para

llelo

gram

F

sq

uare

10

. A

lison

has

a s

ticke

r th

at lo

oks

like

a qu

adril

ater

al th

at

has

2 pa

irs o

f par

alle

l sid

es, n

o eq

ual s

ides

, and

no

right

an

gles

. How

can

you

cla

ssify

the

figur

e?

The

quad

rilat

eral

is a

.

par

alle

log

ram

rig

ht

A CF

HJ

DBI

GE

‹ ___ ›

‹ ___ ›

‹ ___ ›

‹ ___ ›

‹ ___ ›

‹ __ ›

Chap

ter R

esou

rces

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Nam

e

10-21

Chap

ter 1

0 Te

st


Chap

ter 1

0 Te

stPa

ge 6

20

. Ja

red

foun

d th

e nu

mbe

r of

line

s of

sym

met

ry fo

r th

e fig

ure.

H

ow m

any

lines

of s

ymm

etry

doe

s it

have

?

line

s of

sym

met

ry2

Figu

re

1

2

3

4

21

. Jo

n dr

ew th

e pa

ttern

sho

wn.

Par

t A

Des

crib

e th

e pa

ttern

.

Po

ssib

le d

escr

ipti

on

: eac

h fi

gu

re h

as a

n a

dd

itio

nal

n

um

ber

of

circ

les

equ

al to

th

e fi

gu

re n

um

ber

.

Par

t B

Writ

e a

rule

usi

ng n

umbe

rs to

find

the

num

ber

of c

ircle

s in

an

y fig

ure

in th

e pa

ttern

.

Po

ssib

le r

ule

: ad

d a

ll o

f th

e n

um

ber

s to

get

her

th

at a

re

less

th

an o

r eq

ual

to t

he

fig

ure

nu

mb

er.

Par

t C

Dra

w F

igur

e 5.

10-24

Chap

ter R

esou

rces

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Nam

e

Chap

ter 1

0 Te

st

Chap

ter 1

0 Te

stPa

ge 5

16

. Li

sa d

rew

a fi

gure

with

two

side

s pe

rpen

dicu

lar.

Writ

e th

e pa

ir of

per

pend

icul

ar s

ides

. Wha

t fig

ure

is it

?

TSV

U

__

ST is

per

pen

dic

ula

r to

___

TU ;

the

fig

ure

is a

tra

pez

oid

.

17

. C

ircle

the

lette

r th

at d

oes

not h

ave

line

sym

met

ry.

18

. A

ddis

on m

ade

this

pat

tern

by

shad

ing

squa

res.

D

raw

the

next

figu

re in

the

patte

rn.

19

. Le

ah d

rew

Fig

ure

1 an

d Se

an d

rew

Fig

ure

2.

Par

t A

Leah

say

s bo

th fi

gure

s ar

e sq

uare

s. D

o yo

u ag

ree

with

Lea

h? S

uppo

rt y

our

answ

er.

No

. Po

ssib

le a

nsw

er: A

sq

uar

e h

as o

pp

osi

te s

ides

that

ar

e p

aral

lel,

fou

r si

des

eq

ual

in le

ng

th, a

nd

fou

r ri

gh

t an

gle

s. F

igu

re 1

do

es n

ot h

ave

fou

r si

des

eq

ual

in le

ng

th.

Par

t B

Sean

say

s bo

th fi

gure

s ar

e re

ctan

gles

. Do

you

agre

e w

ith

Sean

? Su

ppor

t you

r an

swer

.

Yes.

Po

ssib

le a

nsw

er: A

rec

tan

gle

has

tw

o p

airs

of

op

po

site

sid

es t

hat

are

par

alle

l an

d e

qu

al in

len

gth

an

d 4

rig

ht

ang

les.

Bo

th fi

gu

res

hav

e o

pp

osi

te s

ides

th

at a

re p

aral

lel,

op

po

site

sid

es t

hat

are

eq

ual

in

len

gth

, an

d 4

rig

ht

ang

les.

Figu

re 2

Figu

re 1

Chap

ter R

esou

rces

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Nam

e

10-23

Chap

ter 1

0 Te

st


Sample Level 3 Response








10-37© Houghton Mifflin Harcourt Publishing Company

Chapter Resources Individual Record Form

Student’s Name Date

Chapter 10 Test

Item Lesson Standard Content Focus Intervene with

Personal Math Trainer

1 10.1 4.G.A.1 Identify angles as acute, right, or obtuse. R—10.1 4.G.1

2, 3, 7, 15 10.2 4.G.A.2 Classify triangles based on the size of their angles. R—10.2 4.G.2

4, 14 10.1 4.G.A.1 Identify lines, line segments, rays, and angles. R—10.1 4.G.1

5, 8, 16 10.3 4.G.A.1 Identify lines or sides of figures as either parallel or perpendicular. R—10.3 4.G.1

6, 17 10.5 4.G.A.3 Determine whether a given two-dimensional figure has line symmetry. R—10.5 4.G.3

9, 10, 19 10.4 4.G.A.2 Recognize a quadrilateral and classify it into its appropriate subgroups. R—10.4 4.G.2

11, 13, 20 10.6 4.G.A.3 Determine the number of lines of symmetry for a given two-dimensional figure. R—10.6 4.G.3

12, 18, 21 10.7 4.OA.C.5 Analyze a shape pattern to determine a missing term. R—10.7 4.OA.5

Key: R—Reteach

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