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Multiple choice standardized formatted STAAR Task Cards. These task cards are great for review, practice, small group, and test practice! Comes with a TEKS and CCSS Alignment!

In this resource Processing Standards are embedded, items are written specifically to address the TEKS, multi-step problems are included, and purposeful wrong answer choices are used in order to identify possible student misconceptions.

** What’s Included?**

♥20 Multiple Choice Task Cards that address Reporting Category 3 Geometry TEKS (4.6ABCD, 4.7CDE) and CCSS (4.G.A.1, 4.G.A.2, 4.G.A.3, 4.MD.C.5, 4.MD.C.6, 4.MD.C.7)

♥Answer Key Blueprint which codes items by Readiness, Supporting, Processing and Common Core Standards.*This makes it simple to identify skills needing intervention. * Great for RTI!

♥A list of Readiness, Supporting, Processing, and CCSS Standards

♥A Student Recording Sheet

**TEKS INCLUDED:**

** Readiness Standards**

♦4.6(D) 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.

♦4.7(C) Determine the approximate measure of angles in degrees to the nearest whole number using a protractor.

** Supporting Standards**

♦ 4.6(A) Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines.

♦4.6(B) Identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure.

♦4.6(C) Apply knowledge of right angles to identify acute, right, and obtuse triangles.

♦4.7(D) Draw an angle with a given measure.

♦4.7(E) Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.

** Processing Standards**

♦ 4.1(A) Apply mathematics to problems arising in everyday life, society, and the workplace.

♦ 4.1(B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

♦ 4.1(C) Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

♦ 4.1(D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

♦ 4.1(E) Create and use representations to organize, record, and communicate mathematical ideas.

♦ 4.1(F) Analyze mathematical relationships to connect and communicate mathematical ideas.

♦ 4.1(G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

** Common 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.2 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.

♦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.

♦4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

♦4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

♦4.MD.C.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Terms of Use

Copyright ©Catherine Solanik. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use only.

♥ I hope this description helps to clarify!

♥ If you have any questions or would like to contact me feel free to email me at cat@catherinesolanik.com or use the Ask a Question link in my store. Thanks!!

**Visit My Store for More Resources.**

Catherine Solanik

In this resource Processing Standards are embedded, items are written specifically to address the TEKS, multi-step problems are included, and purposeful wrong answer choices are used in order to identify possible student misconceptions.

♥20 Multiple Choice Task Cards that address Reporting Category 3 Geometry TEKS (4.6ABCD, 4.7CDE) and CCSS (4.G.A.1, 4.G.A.2, 4.G.A.3, 4.MD.C.5, 4.MD.C.6, 4.MD.C.7)

♥Answer Key Blueprint which codes items by Readiness, Supporting, Processing and Common Core Standards.

♥A list of Readiness, Supporting, Processing, and CCSS Standards

♥A Student Recording Sheet

♦4.6(D) 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.

♦4.7(C) Determine the approximate measure of angles in degrees to the nearest whole number using a protractor.

♦ 4.6(A) Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines.

♦4.6(B) Identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure.

♦4.6(C) Apply knowledge of right angles to identify acute, right, and obtuse triangles.

♦4.7(D) Draw an angle with a given measure.

♦4.7(E) Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.

♦ 4.1(A) Apply mathematics to problems arising in everyday life, society, and the workplace.

♦ 4.1(B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

♦ 4.1(C) Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

♦ 4.1(D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

♦ 4.1(E) Create and use representations to organize, record, and communicate mathematical ideas.

♦ 4.1(F) Analyze mathematical relationships to connect and communicate mathematical ideas.

♦ 4.1(G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

♦ 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.2 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.

♦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.

♦4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

♦4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

♦4.MD.C.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Terms of Use

Copyright ©Catherine Solanik. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use only.

♥ I hope this description helps to clarify!

♥ If you have any questions or would like to contact me feel free to email me at cat@catherinesolanik.com or use the Ask a Question link in my store. Thanks!!

Catherine Solanik

Total Pages

13 pages

Answer Key

Included

Teaching Duration

N/A

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