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Digital Geometry Activities in Google Slides™

Kristin Kennedy
Grade Levels
3rd - 4th
Resource Type
Formats Included
  • PDF
  • Internet Activities
  • Google Apps™
38 pages
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Kristin Kennedy
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Also included in

  1. Looking for Google Classroom distance learning activities? This bundle includes ALL of my paperless, no prep digital math task cards for grades 3 & 4 offered at a 30% discount. All you need to use this resource is a device, a free Google account (preferably Google Classroom™), and access to the
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These geometry digital task cards are distance learning friendly and require no prep and no paper! All you need is a device, a free Google account and access to the internet. Students type their answers directly on the slides in the provided text boxes. A bonus self-grading Google Forms™ assessment is also included.

To see the task cards up close, please download the preview. You can also check out my original printable version of these task cards (with buyer ratings) HERE.

These task cards are aligned to the Common Core State Standards: 3.G.1, 3.MD.5, 3.MD.7, 3.MD.8, 4.G.1, 4.G.2, 4.G.3, 4.MD.3. The following skills are covered:

Cards 1-8: Identify the polygon (parallelogram, right triangle, octagon, rectangle, hexagon, trapezoid, square, pentagon)

Slides 9-12: Identify the type of angle (acute, obtuse, right, straight)

Slides 13-18: Identify the type of line (line, line segment, ray, parallel/perpendicular/intersecting lines)

Slides 19-24: Find the area/find the length of the missing side

Slides 25-30: Find the perimeter/find the length of the missing side

Slides 31-32: How many lines of symmetry?

***This product is part of a DISCOUNTED TASK CARD MEGA BUNDLE***

Be sure to check out my other digital math task cards for grades 3 & 4 below, organized by domain:

Operations & Algebraic Thinking:

Word Problems (Sports Themed)

Word Problems (School Themed)

Properties of Multiplication

Factors & Multiples

Continuing Number Patterns & Skip Counting

Ways to Show Multiplication

Number & Operations in Base 10:

Place Value: Rounding, Comparing, Ordering, Number Forms

Comparing & Ordering Multi-digit Numbers


Multi-digit Addition & Subtraction

Multiplying by 1 and 2-digit Numbers

Long Division

Number & Operations: Fractions:

Fractions: Identifying, Ordering, Comparing, Equivalence

Fractions on a Number Line

Adding & Subtracting Fractions

Simplifying Fractions

Multiplying Fractions by Whole Numbers

Mixed Numbers & Improper Fractions

Decimals: Identifying, Comparing, Ordering

Measurement & Data:

Measurement Conversions

Measuring Angles with a Protractor

Measuring to the Half & Quarter Inch (With Line Plots)

Line Plots

Telling Time to the Minute

Elapsed Time

Total Pages
38 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
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.
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.


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