Georgia 3.GSR.6

3.GSR.6 is a Georgia mathematics standard. These are the expectations under it.

• 3.GSR.6.1

  Identify perpendicular line segments, parallel line segments, and right angles, identify these in polygons, and solve problems involving parallel line segments,...

• 3.GSR.6.2

  Classify, compare, and contrast polygons, with a focus on quadrilaterals, based on properties. Analyze specific 3-dimensional figures to identify and describe q...

• 3.GSR.6.3

  Identify lines of symmetry in polygons.

01

What Students Need to Do

Students examine polygons and describe how their sides and angles relate. They identify parallel and perpendicular side pairs, locate right angles, and decide whether a shape has line symmetry.

02

What Mastery Looks Like

Students accurately mark parallel and perpendicular side pairs and identify right angles in varied polygons. They can test a proposed line of symmetry by checking whether both halves match.

03

Common Misconceptions

Students may confuse parallel sides with sides that are simply close together, or label any meeting sides as perpendicular. They may also assume every diagonal is a line of symmetry or that only regular shapes are polygons.

04

How to Assess It

Give students a labeled polygon and ask them to circle right angles, name one parallel pair, name one perpendicular pair, and draw any symmetry lines.

1. 01

   Build polygons with craft sticks, then mark parallel sides, perpendicular pairs, right angles, and any lines of symmetry.

2. 02

   Show a rectangle and a non-square rhombus, then ask students to write how their side relationships, angles, and symmetry compare.

3. 03

   Play Polygon Attribute Bingo using cards labeled with features such as one right angle, parallel sides, or two lines of symmetry.

4. 04

   Photograph polygon shapes around the classroom, trace each shape, and label its right angles, side relationships, and symmetry lines.

• 4.GSR.8.2

  Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or abse...