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.
♥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
♦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.
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.
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