Name: _________________________________________

Slide 1: Geometry TEKS in grades 4-6.

Slide 2: TEKS 4(6) Geometry and measurement. The student applies
mathematical process standards to ____________________________ geometric
_____________________________ in order to develop ____________________ about their
_______________________________. The student is expected to:
Slide 3: TEKS 4(6)(A) _____________________________ points, lines, line segments,
rays, angles, and perpendicular and parallel lines
TERM
Points
Lines
Line
Segments

Rays

Angles

Perpendic
ular Lines
Parallel
Lines

PICTURE

DEFINITION
Names an exact ___________________ in
space
A ____________ path of points that
continues without _______ in __________
directions
A part of a line that consists of two
__________________ and contains every
point of the line _______________ them
A part of a line that has _______
endpoint and goes on
___________________ in the
______________________________ direction
Formed by two _________ sharing a
common __________________________
when one ray __________________ away
from the other ray the distance of a
given ___________________
A special type of intersecting line
wherein a ___________ angle is formed
at the point of
_________________________________
Lines that are always the same
__________________ apart and will never
_____________________

Slide 4: TEKS 4(6)(B) _______________________ and ____________________ one or

more lines of ____________________________________, if they exist, for a ______________dimensional figure
Example of a Line of Symmetry: The two parts divided by the line are the ___________
_____________.
Non-example of a Line of Symmetry: The two parts divided by the line __________
_________ the same size.

Name: _________________________________________
Slide 5: Symmetry Video
An object that has symmetry can be _________________ into _________________________
pieces.
When an object has symmetry we say that it is __________________________.
When an object does not have symmetry we say that it is
________________________________.
A square has _______ lines of symmetry.
What type of line (i.e., horizontal, vertical, diagonal) divides a square in half from:
Left to right? ____________________________________________
Top to bottom? __________________________________________
Corner to corner? _________________________________________
Slide 6: TEKS 4(6)(C) apply knowledge of _________________ ____________________
to identify acute, right, and obtuse triangles
An acute triangle has ________________ _________________ ___________________
A right triangle has _________________ _________________ ____________________
Teachers should have students measure right triangles presented in various
_____________________________ to avoid a misconception that right triangles always
point to the ____________________.
An obtuse triangle has ______________ ___________________ ____________________.
*Note: Teachers can provide students with toothpicks to act as the sides of a
triangle.
Can a triangle have ___________ __________________ _______________? ____________
________________ _____________________?
Slide 7: TEKS 4(6)(D) classify two-dimensional figures based on the presence or
absence of _____________________ or ___________________________________ lines or the
presence or absence of __________________________________ of a ____________________
________________.
Matching: Draw a line from the definition to the two-dimensional figure it
describes.

Name: _________________________________________

A quadrilateral with opposite sides

congruent and parallel and opposite
angles congruent
A parallelogram with four congruent
sides
A parallelogram with four congruent
(right) angles
A parallelogram that is a rhombus and
a rectangle (a parallelogram with four
congruent sides and four congruent
angles)
A quadrilateral with exactly one pair
Slide 8: 4(6)(D) Continued
Draw & Label

Define

A triangle with
____________ congruent
___________ and
_______________
congruent
___________________.
A triangle with
____________ congruent
___________ and
_______________
congruent
___________________.
A triangle with
____________ congruent
___________ and
_______________

Name: _________________________________________

congruent
___________________.

Slide 9: TEKS 5(5) Geometry and measurement. The student applies

mathematical process standards to ______________________ _______________dimensional figures by __________________________ and
______________________________. The student is expected to:
Classify two-dimensional figures in a ________________________ of _______________ and
__________________ using graphic _________________________________ based on their
attributes and properties.
Slide 10: TEKS 6(8) Expressions, equations, and relationships. The student
applies mathematical process standards to _________ ________________________ to
represent _____________________________ and _________________________ problems. The
student is expected to:
TEKS 6(8)(A) Extend previous knowledge of triangles and their properties to
include the ____________ of ______________________ of a triangle, the relationship
between the ____________________ of sides and ____________________________ of angles
in a triangle, and determining when three lengths ____________________ a triangle
TEKS 6(8)(B) Model ___________________ ____________________ for parallelograms,
trapezoids, and triangles by ______________________________ and
________________________________ parts of these shapes
TEKS 6(8)(C) Write ____________________________ that
___________________________________ problems related to the area of rectangles,
parallelograms, trapezoids, and triangles and volume of right rectangular
prisms where dimensions are positive rational numbers
TEKS 6(8)(D) Determine _____________________________ for problems
involving the area of rectangles, parallelograms, trapezoids, and triangles and
volume of right rectangular prisms where dimensions are positive rational numbers