# 5 Geometry Sorts: Geometry Lessons and Activities for Grades 3-5

3rd - 5th
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
46 pages

#### Also included in

1. Interested in helping your students develop their deep math understanding and "math talk"? Are you familiar with math sorts? These ready-to-print, low ink lessons are perfect to reach all the math practice standards! New to math sorts? Full directions and suggestions for use are included complet
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### Description

Geometry is one of the hardest topics for many teachers to teach--and textbooks rarely get at the deep thinking needed to help student master basic geometry skills as well as the thinking and reasoning needed to be proficent. This resource is a low ink, ready-to-print set of quality geometry math sorts with full color pictures and directions!

So what are concept sorts? Many people use "sorts" with their spelling or word work programs, but sorting and categorizing can be extremely effective learning strategies for MANY areas! I have found sorts to be particularly effective in my math instruction, and I am excited to offer some of these sorts to you! If you are unfamiliar with how sorts are used, I have included a full blog post with photos to help get you started!

So...what's included in THIS geometry edition?

1. Everything you need to do 5 different sorts related to geometry concepts. The concepts covered are:

• “Is it a polygon? (This sort focuses on getting students to recognize the characteristics of polygons)

• *Is it a line? What kind of line? (This sort helps students sort lines that are parallel, perpendicular, intersecting, and “other”)

• *Quadrilaterals (This sort asks students to classify quadrilaterals by properties. It can be done multiple times in multiple ways!)

• *Symmetry (This sort asks students to identify shapes by the number of lines of symmetry.)

• *Triangle Types (This sort asks students to classify triangles by their angle size)

2. The blog post with photos that explains EXACTLY how I completed a sort with my own students. Feel free to get creative and try different approaches—but I have given one highly effective and efficient way to do this. This method can be used for ANY of my math sorts.

3. A “Show What You Know” sheet that follows the rule of the sort. Use as independent practice or as an assessment after you have done a sort to see what the students know and what they still need to learn. Many of these also ask students to explain their thinking—a key part of the CCSS!

4. A page of blank cards if you wish to extend the learning by having students create MORE examples that go in each category. This is a great way to differentiate for more capable learners! See each sort for other differentiation hints!

5. No answer key. Why? The important part about doing these sorts is the discussion rather than making sure every answer is instantly correct. Let the students discuss, prove their ideas, and develop understanding!

6. A CCSS alignment sheet to show how these sorts align to the grades 4-5 CCSS.

I hope you find the resource thorough, relevant, and engaging--and that it will push your students to increase the depth of their understanding and their mathematical practices as well.

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What sets of concept sorts are available in my store?

Fraction Concepts

Angle Studies

Geometry Sorts

Multiplication Concepts

Algebra Thinking Concepts

A Bundle of ALL FIVE!

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All rights reserved by ©The Teacher Studio. Purchase of this resource entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

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### Standards

to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
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.
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. Recognize right triangles as a category, and identify right triangles.