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4th Grade Geometry Sort It! Games

4th Grade Geometry Sort It! Games
4th Grade Geometry Sort It! Games
4th Grade Geometry Sort It! Games
4th Grade Geometry Sort It! Games
4th Grade Geometry Sort It! Games
4th Grade Geometry Sort It! Games
4th Grade Geometry Sort It! Games
4th Grade Geometry Sort It! Games
Product Description
Common Core State Standards - 4th Grade Math Standard
I can draw and identify lines and angles, and classify shapes by properties of their lines and angles. CCSS.MATH.CONTENT.4.G.A.1, 2, & 3

The Sort It! Series of games is based on one of the most popular and simple games that I use: set up up 3 medium bins or boxes, grab a pile of word or picture cards, line up your class and have them take turns sorting them into the correct bin (for example, amphibians, mammals, or reptiles OR prefix, suffix, word root etc.) This set of Sort It! Games is specifically designed to help students classify shapes by their properties and their angles!

The download includes:
+ 6 games, boards, & cards
+ introductory sheltered lesson
+ sheltering strategies
+ optional bin template and bin labels
+ answer sheets

Students will enjoy playing Sort It! games. It's an engaging hands-on way for students to practice working with content and language. Language Learners of all levels are supported because the games are self-pacing, can be played in pairs, are hands-on and visual to assist comprehension. Teachers can quickly visually assess student comprehension by checking the bins for accuracy and re-teach as needed on the spot.

I provide you with a blank game card with 3 categories of geometric properties and it’s set of 12 geometric shapes. For example, students will sort the 12 geometric shapes into 1 of 3 categories: acute angle, obtuse angle, or right angle. Students must carefully consider each shape on the card to decide where to place it on the blank game card.


WHAT? Play Sort It! Games once or twice a week whole class, in pairs, and/or individually.


WHY? All students need practice identifying and classifying shapes by the properties of their angles and lines. Language learners will benefit from repeated practice using mathematical language with support from higher proficiency and bilingual peers as they discuss, analyze, and identify properties of shapes.

HOW?
Determine if you want students to work in pairs (recommended) and photocopy as many card sets as you will need (a set includes 12 geometric shape cards and a blank game card). Cut out the cards (or have students do this) and shuffle them. Photocopy a blank game card for each pair (or small group or individual). You may want to slide them into a plastic sleeve or laminate them for durability. Or you can make paper boxes with card stock (see master in the first pages of this unit and affix the category signs to the front of each box) or use sets of small boxes you already have and label them with sticky notes.
Model choosing a geometric shape card and thinking aloud where to put them (for example, acute angle, obtuse angle, or right angle). A document camera or LCD projector can help make the sorting process visually clear.

Direct students to take turns drawing a geometric shape card and talking about why they choose to place it in the category. Offer them the sentence frame, “I put it in _________ because _________.”

Enjoy!

Trish

Sheltering Strategies for Language Learners
The following strategies should be utilized throughout your teaching and will support language learners in understanding the language and content of lessons and during game time.
Common Core State Standards - 4th Grade Math Standard
I can draw and identify lines and angles, and classify shapes by properties of their lines and angles. CCSS.MATH.CONTENT.4.G.A.1, 2, & 3

Key Vocabulary perpendicular lines, parallel lines, acute angle, obtuse angle, right angle, line of symmetry, geometric shape, category, card, draw (as in “pick up a card”), property, category.

Vocabulary Teaching Strategies + When possible, use Google images to connect a new vocabulary word to an image. Many teachers use their LCD projector to review potentially troubling or new vocabulary with the word and a Google image they’ve selected that shows the meaning of the word prior to teaching a lesson. They save the file to use when they teach the lesson again. + Create a math word wall or, even better, a geometry word wall that has the word and a picture of the word and/or an example and remind students to use the word wall as a reference tool throughout the day.

Connecting to Prior Knowledge/Providing Background Information Prior to playing the game direct students identify shapes in the classroom - on the walls, ceiling, desks etc. If possible, use a pointer and bright colored tape to identify angles and lines.

Hands-On Materials Game cards, game sheets, (optional) labelled bins (see bin template at the end of the unit).

Meaningful Practice Students will work together with the cards, game sheet and one another to sort them into 3 categories.

Open-Ended Questions When observing students work on and/or for closure at the end of each game play, ask the following questions to elicit higher-order thinking and understanding of the concepts that are embedded in the math standard:
1) How did you decide place the card in this category?
2) What shape would this be if it had _________ [a pair of parallel lines, a right angle, a line of symmetry etc.)?
3) Can you draw [ shape/angle/line ] with your eyes closed?
4) Can you give an example of a shape with ______ lines and ______ angles?

Constant Assessment Ask open-ended questions related to identifying properties of shapes (see questions above) when assessing students during work time, check ongoing student work in in bins and/or game cards and/or provide constructive feedback whole class, in small groups, or individually on both content and language.
Total Pages
20 pages
Answer Key
Included
Teaching Duration
N/A
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Dr Trish

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