4th Grade Fun Geometry Review Project Parallel Perpendicular Intersecting Lines
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Description
This is a Line Design 4th grade Geometry review math activity that focuses on the vocabulary words Parallel, Perpendicular, and Intersecting lines. This math activity will help you meet the common core objective: CCSS.Math.Content.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.
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**NOTE- you can now purchase this pack as part of my 4th grade math mega bundle.
CLICK HERE to see the mega math bundle for 4th grade. Perfect for math centers!**
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I love math project activities that allow for creativity. When this activity popped into my head, I knew I had a winner. Then, after I tried it out with my students and they loved it, I was so pleased. Not only did they have fun making these, but they look really cool hanging out in the hall.
This can be used as a math workshop activity, math center, whole class activity, partner activity, and more. You may use it in your classroom however you would like.
More specific directions are included, but here is the short version of how it works:
In this activity, I have made strips that are labeled with letters. I have also made a little direction sheet that is passed out to the kids. It tells them out to color the strips and also tells them how they need to glue the strips down after they are colored. For example, it may say that A and B need to be parallel to each other. Q and R must be perpendicular. The fun part is that the kids can put them anywhere on the large piece of paper to create a design as long as they line them up like the directions say. In addition, they may overlap them.
Your kids are sure to have fun! Also, despite the fact that it is a math art activity, it is super easy to grade. Just look at each child's lines to see if they followed the direction for each of the paired strips.
For more creative lesson ideas, click on 'elementary lesson plans' by my picture above.
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