Reading Tests: Questioning Lessons

Earlier this week, I shared my Thinking Through Reading Tests materials, including Reading Question Sorts for Grades 3-8th based on the NC ELA Released Test. (Since the test questions are Common Core aligned, I believe the sorts will be useful to many other states as well).

What’s the purpose of having students sort questions independent of reading the text?
Allowing students to closely analyze questions helps them to make generalizations about the types of questions they can predict will be on the test and that they can expect for specific genres. Yes, you can do the sort for them and hand them a list of questions, but allowing them to come up with generalizations about the test questions takes your “test prep” from teacher-centered to student centered and considers testing a “genre” or “type of text” rather than an unpredictable “test.”

Today I wanted to share how our questioning lessons are going.
Day 1:  I had students work in partners to sort the questions into categories that made sense to them. It was interesting (and telling) to see what kind of categories students came up with on their own. I went around from group to group listening to their ideas and pushing them to reconsider some of the questions they had placed in different categories. (We completed this sort prior to the kids reading the text--based on my experience, you can decide what kind of question MOST of them are without reading the text yet.)

Day 2: I gave students a copy of my Question-Answer-Relationship handout. I went through each type of question (which was review from last year) and then had them meet with their partner again to sort the questions into these four categories. Now, not having read the text, there are a few questions that fall between two of the types of questions.

Day 3: During minilesson,  I gave each student two of the question cards and decided to start the lesson with the ones I had leftover. (Totally random, no strategic planning here). I called out one of my questions and we discussed where we would place it~"Right There/There and There," "Inferencing," "Overalls," or "Apply Prior Knowledge." Then, I asked students to raise their hands and share if they had a question like the one we had just categorized. Students read their questions one-by-one and we decided as a class if it fit the category. We continued until we had grouped and classified all questions. You can see our findings in the picture below. Each of these categories helps students tap into what skills and strategies they should use to answer the questions given. For example, if I have an overall question, I am going to pull from the beginning, middle, and end of the text (or a specific paragraph).

Here's how our questions fell into the categories:
"Right There/There and There"
* Literal Questions-We can go right back to the text and put our fingers on these.
Example: "Based on the selection, how did Roberto get to see the game?"
* Compare/Contrast Questions (need us to use information in two different places in the text)
Example: "How are butterflies and mosquitoes different?"; "Which statement shows a way some insects are similar to spiders?"

"Inferencing"
* Interpreting Figurative Language questions, using context clues for unknown words, and comprehension questions that go beyond the literal
Examples: "In paragraph 19, what is meant by 'Roberto's heart was in his stomach"?; "In the selection, what can be inferred about how the people viewed the old man?"; "What does the word shabbily mean as it is used in the text?"

"Overalls"
* Main idea, summary, theme, generalizing, author's point of view, etc.
Examples: "Which statement summarizes the theme of the selection?"; "What main ideas are supported by the selection?"

"Apply Prior Knowledge"
NONE!
***We talked about how none of the questions on our test would be true "prior knowledge" questions and that all of the questions were text-dependent. Now, when we take our SCIENCE EOG, ALLLLLLLLLLLL of the questions will fall under "prior knowledge." Interesting findings!

What are some ways I can use the questions for sorting?
• I think all sorts should be completed with partners or in small groups to encourage students to discuss what they are noticing and negotiate the categories.
• Allow students to sort the questions into any categories they see and then discuss as a group. (This would work well before you have introduced any of your Question-Answer-Relationship lessons and your “how to answer questions” lessons)
•After teaching your QAR lesson, have students re-sort the questions into the 4 categories (“Right There/There and There,” “Inferencing,” “Overall,” and “Apply Prior Knowledge.”) Within the 4 categories for QAR, see if you can come up with different types of each category. For example, “overall” questions include main idea, summarizing, theme, etc. while “inferencing” questions also include context clue questions because you use the text and your mind to infer word meaning.

My full Thinking Through Reading Questions Bulletin Board/Minilesson/Questioning Strategy Materials can be found here! 

~Multiplying and Dividing Decimals: House Plans Themed Task Cards~

Do you use my Themed Task Cards in your math classroom? I just made a set of DECIMAL multiplication and division task cards based off of my Multiplying and Dividing FRACTIONS: House Plan themed task cards. Get students to work on accuracy with multiplying and dividing decimals as the work to solve area problems and recreate the given house plan.

Check out the answer key to see the types of problems students will solve.

Thinking through Reading Tests~FINALLY!

 My test prep product is finally ready to share. I have created a "Test-Prep" Minilessons Bulletin Board that I use to review strategies for reading comprehension that I have taught students all year long. This board allows me to move from what students KNOW about reading in general to how that applies to reading for a reading test.

This method considers “test prep passages” as another reading genre that students develop an understanding of how the test/passages are designed. (I’m sure you have done this all year with poetry, nonfiction, realistic fiction, science fiction, fantasy, opinion-based articles, etc.) Together, you and your students discover how a test is put together AND how what you have taught them to do all year as intelligent readers still applies in the setting of “test reading.”

My version of Question-Answer-Relationship is based off of the types of questions on our Reading EOG. All questions can be classified as "Right There"/"There and There," "Inferencing," "Overalls," and "Apply Prior Knowledge." Once studnets realize what question type they are working with, they can then go about the appropriate steps to figure out the right answer. I love these four types because it helps me remind my students that there are questions that ARE NOT directly answered by the text. The test will require them to THINK (at least a little) for themselves and use the knowledge they have learned.

I use a 4 step method to help students when they are finally answering questions. (WE do ALOT of work before we ever touch the questions!) I guide them through learning how to reword the questions (when necessary), mark out the obviously wrong answer (or 2), collect clues for the other answer choices, then make an educated decision (not a guess!) based on the information they have collected. Students are also required to write evidence (for or against) for each of the 4 answer choices. By the time they do this, they have typically figured out the right answer. You may decide to only use one of these questioning strategies (as I have in the past).

We are still in the beginning stages of our test prep because I know what my kiddos were capable of last year. We are still reading our independent books and I am conferring with students during our independent time. I'm sure we will dabble in reading and answering some of the passages this week, but I didn't want to get them started to soon (as 5th graders) and then have them burn out closer and closer to the test. Our first few lessons this week will be analyzing the types of questions they will be asked and talking about how we should think to answer those types of questions. I have typed up all of the Reading EOG questions from 3rd-8th grades for a student sorting lesson. This is included in the test prep download, but I have also uploaded it as a freebie (since I didn't write the questions myself, but made the sort so that we could use the questions in a different way). You may want to check out the grade levels before and after you as you work with students. I was uber surprised that 5th grade had no text-based features types of questions (we have NO NO NO graphics in our released set at all), but looking at 3rd or 4th (can't remember), they did have some text-feature based questions. Of course, I don't want my kiddos to be surprised by anything.

Although I am preparing my students for testing (3 weeks away), I have lived by this ALL (of-my-teaching-career) YEAR!

Sorry if this post is choppy or less-than-explained! But, I spent almost~the~whole~day trying to get this product together (and ready for me to use this week!) so I really wanted to get it shared with you all!

~Writing Riddles for Mini-Research: Minilesson Magic

Common Core requires that students perform mini-research projects throughout the year. The part that I have trouble with is how something can be "mini" while also "meaningful." I tend to dig deep on our writing units. How can we write smaller and make our kids smarter writers at the same time?

Warning: This post is going to be long because my kids' writing riddles are too cute not to share! Check them out, then read about how we got to this point :) 

One of the intents of my plans with our Human Body Systems unit was to have students complete a research project on a disease of interest. My goal was to encourage healthy living as an outgrowth of our Human Body objectives. However, it is the end of the year and we have a LOT left to do. I felt a little lazy making this decision, but I decided not to launch a huge, in-depth research project. But, I did come up with what I think is an AMAZING idea for my classroom because of its ability to meet many common core objectives, to transfer fluidly to a 1-1 classroom environment next year, how it connects with my students' LOVE of celebrating and sharing their writing, and how it capitalizes on our love of task-card-like learning modes. What am I talking about? "Writing Riddles for Mini-Research." It will be ALL-the-RAGE! :) I promise! <3

How did I get my students started? I wanted to use their curiosity about the human body to my advantage. I created a simple "Wonder" sheet. I gave students 4 categories for generating topics: organs and other body parts, habits, diseases, and curiosities. (You can click to catch it for free from my google docs!)

 After brainstorming, students circled their top two choices (or wrote them in the bottom block on the worksheet). I then went through each one and approved their topics. I just wanted to make sure everyone studied something different. Next, we spent one day in the lab researching and one day in the lab typing. Here's a sample of my favorite Writing Riddle paragraphs:

What is "Progeria"? 

What are "the kidneys"?

What is "the brain"?

What is "ear wax"?

 What is "motion sickness"?

What is "eczema"?

What is "the appendix"?

What is a "muscle cramp"?

What is a "heart attack"?

What's a Writing Riddle? 

After reading those great examples, I'm sure you've got it, but basically, students write paragraphs  in a riddle-like format. (For once, I encouraged my students to be a little vague!) Once the paragraphs were drafted (we use a wikispace as a writing portfolio), I went into our wikispace and cut and pasted all of the paragraphs into powerpoint slides. Then I added cute frames to make the paragraphs a little more jazzy (but in a rush, you could just pick a cute font and move on!). I also included a number on each slide (you could also do this by just writing a number on each if you don't have time for a huge production).

How will we share our writing riddles? After printing all of the slides, I will set up an around-the-room task-card like reading/writing celebration. Students receive a worksheet with all of the questions listed. As students move around the room reading each card, they decide which question the riddle paragraph answers. For example, if I read #8 and know it is describing a heart attack, I would write #8 beside of the question "What is a 'heart attack'?"

Writing riddles...why I love it:
I was perplexed by the idea of "short research" called for by the common core. I mean, I get that it can be done and that what we often do in science or social studies (using our textbooks) can be considered "short research." However, I also interpret short research to mean short-term research projects that still culminate in some type of product created by the students. Short research should still be purposeful and have a sharing component. (See why I was perplexed? I can rarely do something small-scale and feel like it was meaningful to students). Wow! In our "Writing Riddles" project, I got all of that and more. In total, it took students about one day to research, one day to type, and it may take us two days to have enough time for everyone to read most of the riddle paragraphs. I can't wait to do this next year~~more often and with more topics. How much better will my students be at synthesizing researched information and turning it into interesting pieces of writing?!?!?! (You can already see some of the creativity coming out in some of the examples above.)


W5.2 Write informative/explanatory pieces to examine a topic and convey ideas and information clearly.
W5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W5.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills.
W5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
L5.1-3 All Conventions of Standard English and Knowledge of Language Standards are included in this activity
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, additoin, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition.

Room to Grow Objectives (Future Minilessons): 
W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2e Provide a concluding statement or section related to the information or explanation presented. (Some students concluded in interesting ways, like the one who wrote about car sickness).

Next year when we are 1-1, it might make sense to have students post their Writing Riddles on our classroom blog. This would allow them to include other aspects in their research, like multi-media components, images, and diagrams from a web-based source. I'm thinking, students could have the Writing Riddle Post set up with their paragraph, the reader could make their guess, then have a video and/or image link to click on in order to reveal the answer and learn more.
* SL5.5 Include multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Anyone else SUPER EXCITED about the possibilities of this little idea? (I can't wait to use it a million times next year and see how it evolves!)

Since this is a new idea that I have tried with my class, I am linking up with Tried  it Tuesday. Hop on over to check out more new ideas from other great teacher blogs.

PS: Those super cute polka-dot frames are from. Graphics From the Pond: http://frompond.blogspot.com

Minilesson Magic: Helmet Law Debate (Interpreting and Comprehending Data in an Article)

Back to reality! And boy was it a great day! I was prepared (did you catch yesterday's post of my week's plans?) Monday is also my day that my team covers recess and lunch for my kiddos, so I got triple planning time with that and my after school time~no meetings, yay! Needless to say, I still have things to think about...remember my "I'm a 3-day planner" confession. I have a problem with OVER-THINKING things, especially in science and social studies. Maybe it's because we have so little time for these subjects but sooooooo many ideas that we could do. It's hard to weed it all out and make decisions (and then have time cut even shorter and have to re-adjust).

ANY-who. I decided to check in today to share my reading minilesson. Since I shared my plans with, I spent the whole day thinking, man, I should take a picture of that or blog about that to share what exactly I did and how it went. So, this week we are focusing on the human body systems during reading and writing (research, science, nonfiction reading, all rolled into one topic). Then, in our regular science time, we are studying Force and Motion, but I didn't just want to jump right in with that on our first day back, so I planned something that connects all of this, but my little babes barely knew it today. (They will see the connections throughout the rest of our week). Let's call today an ENGAGE. :)

We spent ALL--ALL--ALL last quarter working on opinion based essays and while we are not going to have TONS of time this quarter for a large writing project, I want to continue developing students' ability to write about their opinions and to structure an essay paragraph using PEEL (free download from Tracee Orman--we have used this method to the max this year!). They have grown so much, but ya know, "Ya use it or lose it."

In walks the NC Helmet Law Repeal Debate. Should motorcyclists be forced to wear helmets? Should our state (or yours) repeal their helmet requirements? (I used the word 'forced' instead of required because it's a strong sounding opinion-e word.) Some states require motorcyclists to wear helmets, others do not. Now, I am not a motorcyclists and do not plan to be. I may never be on one in my entire life (although I would have LOVED a helmet while at Carowinds last week :) But, this topic might just stir up some excitement for my kiddos and they can connect to wearing a helmet (or not) while riding a bicycle (meanwhile, I can teach them the importance of protecting their craniums and their brain--a key part of the nervous system).

Long story short, I quickly chose three articles for them to read today, made copies, etc. Then, I read them Sunday and thought WHOA buddy. I cannot send them loose on this article, "North Carolina Motorcycle Helmet Repeal Bill Passes First Mile Marker."  So, I quickly decided to turn this into a guided lesson where we interpret the information in the article. I decided not to give students the article at all (yet) and just work from the 6 excerpts I pulled out. For each snippet of the text, I wrote a question or two.

Most of the questions focus on interpreting what point the person quoted is trying to make or "talking back" to the text. Talking back to the text is something we learned to do last quarter. (When you are reading an opinion-based text, you often want to talk back to the text with your ideas. Critical readers should be talking back to opinion based texts because we know the author is trying to get us to agree with them and may be leaving out important information).

To get their little minds engaged,  I started with a bicycling questionnaire just to see where their thinking was before we talked about the issue.

After a quick sharing of our survey answers, I explained the issue at hand and then we went through the excerpts from the article one at a time. I read aloud from the smartboard and then had students try to interpret the info or talk back. Next, we shared, I helped interpret/explain when necessary, then we moved on to the next excerpt. It sounds boring or too teacher directed, but they actually seemed to get a lot out of it and wanted to talk about their opinions the WHOLE time! My~smart~little~thinkers :)

If you would like to do this lesson, I am linking the google presentation I made, the questionnaire and worksheet, and the article so that you can implement it PRESTO! Magic! :)

In my students article packet, I also included two others articles that have a heavy opinion that motorcyclists should have the freedom to choose, but we didn't get to those today.
Helmet Law Hypocrisy from ncrider.com (I only pulled a few paragraphs from this; while I don't agree, I thought it was a good example of strong opinion and something students could "talk back" to)
The Twisting of Data in Helmet Safety Studies from bikersrights.com

If you would like the packet I made (straight copy and pasted the articles above into a packet for the kids, shoot me an email and I will send it to you. I just don't feel comfy sharing that on the web). Also, these are not 'pretty,' but they are down and dirty minilesson materials that get the job done.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI5.3 Explain the relationships or interactions between two or more (ideas) based on information in the text.
RI5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 
Hope you can use this, if not now, next year!

lifeloveliteracy@gmail.com

~FREE Planning Template~Standards for Math Practices

Looking for a way to plan your math lessons through the Common Core Standards for Mathematical practices?

The Standards for Mathematical Practices "describe the varieties of expertise that mathematics educators at all levels should be developing" in our students. The Standards for Mathematical Practices might seem like the 'unnecessary' icing on the Common Core cake, but I think they are so important.

Because the standards often overlap in a given activity, I wanted to be able to describe one aspect of my math plan and check off multiple practices. This editable template allows you to draft related lessons or units and document the mathematical practices students are engaging in.
The document also includes one math lesson as an example of how you can use the template. (a 5th grade measurement conversion question)

If you have not yet started planning through the mathematical practices, I encourage you to start small. Take a look at the practices. Which ones do you already feel you implement regularly in your classroom? Which math practices do you think 'I know how to do that' or 'I do that in unit xyz"? Which math practices have you perhaps never placed too much of an importance on in your classroom? Of the practices you have rated yourself lower on, which are you most excited about delving more into?

I ask these questions because these are the questions my team has been asking ourselves all year. We knew that our Common Core math conversations had to be different and that a focus on relevancy and the mathematical practices would push us outside of our regular math teaching habits. One of our biggest focuses this year was "Modeling with Mathematics." We have pushed ourselves to consider models in all of our teaching units. (I am not professing that we have hit the mark with our practices, but for a first year implementation of the Common Core, I think we have really prioritized these practices and our students have an idea of what they are...next year can only be better!)

I would love to hear your thoughts, questions, and musings about the mathematical practices. And, if you haven't yet picked up my free Mathematical Practices Summary Document, head on over.

Testing...testing...Ditto Rachel Lynette!

I spent a late night working on a set of multi-step word problems. Yes, it is my spring break, but I have all but decided to discontinue use of my districts adopted textbook. (I just fantasized about moving the stack of textbooks in my storage cabinet to our storage closet when I get back from break). The textbook just isn't engaging and when I use it, I have to send students to so many pages with SO LITTLE practice on the same type of problem that it is futile. I have used it all of 3 times this year I bet, but that's mainly because of the strong love for task cards <3 that I have developed this year.

Yesterday I was reading Rachel Lynette's post about (not) making test prep materials. Rachel says she has quit making task cards specifically for test prepping and I can only applaud her for this tough decision. I personally don't mind testing too much. During 4th quarter, I keep a cool head, prepare questions that look and sound more like the test, and do my best to encourage students. After reading many of the comments on the blog post, I have to be so APPRECIATIVE of my district this year. We have moved away from multiple-choice benchmarks in ELA and Math to open-ended assessments. You know, the kind you might actually design yourself if you had the time and had not been brainwashed by a system of multiple choice (easy to grade) assessment? Our benchmark assessments are created by a team of teachers (not getting paid extra, not trying to make money off of testing kids), not giant test-textbook corporations. And these assessments are constantly going through a revision process so that they will be better next year.

So, Rachel's post put me through a little reflection as my goal was to create some math questions to help my students get ready for the EOG's. Although you can call it test prep, I feel I am really polishing the skills they learned earlier in the year based on Common Core Standards. As "Test the Season" is upon us, my goals remain the same--provide challenging, relevant, fun math work for students. And after years of doing this, I know it comes down to a little bit of skill and a lot of survival strategies.

When I am faced with an EOG problem that makes my eyes go crossed a little (see below):

I can only imagine how my kiddos will feel looking at a problem like this. First of all, too much information, are you trying to trick me into picking 12? (The answer is 15 if I did my math right). This problem catches me off guard a little because I feel like we have been challenging our kids all year with multi-step problems and by creating rigorous unit tests. However, never have we put them in front of 4 hours worth of questions, said "don't ask questions," "don't talk to each other," "don't ask to go to the bathroom unless it's an emergency," and made what feels like almost all of the questions multi-step.

Upon closer look at this set of released questions, one would find that not all of the problems are multi-step, but I think that students will be so stressed by the other problems they will hardly breathe a sigh of relief when they get to the easier questions.

Unless...
                          Unless...
                                                 Unless...
 
Combine Rachel's post with word from my new principal that we shouldn't be "test-prepping" as the year winds down, and here I am. Here's what I believe:

* As the adults in the room we HAVE to prepare our students for the future (in the short-term, that means a test in May). Our parents expect it and our students deserve it.
* As the ones with the most experience, we must unlock the secrets of the test and unveil that for students. We must not allow them to sit in a fog of unpreparedness during the week of testing.
* We do not need to cheer for the test. We do NOT need to call it SURVIVING the test. We DO NEED to constantly mention HARDWORK, PERSEVERANCE, BELIEF IN ONESELF, and remind students of how hard they have worked all year and how much they have grown.
* We can teach (most) test-prep skills in a way that is transferable to many environments. 

In many places, testing~failure~ results in re-testing (sometimes 2 more times before the last two weeks are over). When faced with these unfair consequences, I believe we have to ethically do everything in our power to help our students achieve. This includes teaching with a sense of urgency ALL~YEAR~LONG, maintaining an engaging learning environment, and not betraying out students' trust with DRILL-KILL-SNOOZE as we get closer to the test.

If things were different, some of my beliefs might be different. But, the state of testing is not different yet. So while we "teachers in the trenches" keep fighting for it to change, we have to prepare our students for these tests while maintaining our CORE beliefs.

I also believe there is a time and a place for pencil to paper~packets of practice~work, mainly because of the beast of testing that our society enforces on our students, but that mode of reviewing skills does not have to (or need to) happen every day up until the test. So, it hit me (like it's hit me all year in waves), I need to focus my math word problem sets on themes that are relevant to students. I will try my best to make sure the products I am creating for "test-prep" usage are just as engaging as the products I create and use with my students all year long.

Keeping it relevant and fun, I have worked on word problems with a "School Supply" company theme and am working on word problems related to Washington, DC (so my kiddos can relive memories of our field trip through math problems). Here's a sneak peak at my School Supply MULTI-STEP Word Problem Set that is almost finished! Check back later today for an update and explanation of this product.

 

Clip Art/Image Credits:
Coverpage Purple Chevron Background
by Mrs. Dixon @ Teaching Special Thinkers
www.teachingspecialthinkers.blogspot.com
Silly Frames, Crayon Frames, and School Supply Clip Art by the 3AM Teacher
http://www.teacherspayteachers.com/Store/The-3am-Teacher

 

GEOMETRY VOCAB Update

Hi everyone!

Happy Spring...or freezing, cold, windy, whatever this is :) I was pretty excited to see a little sunshine today as cold as it was. I'm on Spring Break! :) WHooo Hooo. One of my goals for break is to update some of my older products. My newest products look pretty snazzy, but my old ones need some of the dust knocked off.

And silly me, I thought updating things would be a fast task, but it's taking a lot to turn something old into something new. The first product I started working on was my Geometry Vocabulary Activities pack. I ended up doubling the size of this packet in my revising. I added a table of contents, common core connections, direction pages, and sample completed pages. (These activities are tried and true, but I added a few things and tried to spice up the look of some of the pages).

Here's a look at what's in the Geometry Vocabulary Pack.

This set of activities is based on the idea that students need multiple exposures to vocabulary in order to master unfamiliar words. While the activities might seem repetitive, using them with a variety of levels of support (whole group, partner, and individual) will allow you to see when students have truly mastered the concepts/definitions and to identify misconceptions that still exist after teaching.

If you have purchased this product before, you can go to your purchases and re-download for the updates.

3RD Grade
CCSS.Math.Content.3.G.A.1 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.
4th Grade
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.
CCSS.Math.Content.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.
CCSS.Math.Content.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.
5th Grade
CCSS.Math.Content.5.G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.