NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 2
Name Date
1. Identify the number of sides and angles for each shape. Circle each angle as you
count, if needed.
a. b. c.
sides sides sides
angles angles angles
d. e. f.
sides sides sides
angles angles angles
g. h. i.
sides sides sides
angles angles angles
Lesson 1: Describe two-dimensional shapes based on attributes.
22
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 2
2. Study the shapes below. Then, answer the questions.
A B C D E F
a. Which shape has the most angles?
b. Which shape has 4 more angles than shape F?
c. Which shape has 5 fewer sides than shape D?
d. How many more angles does shape A have than shape B?
e. Which of these shapes have the same number of sides and angles?
3. Josephs teacher said to make shapes with
6 sides and 6 angles on his geoboard. Shade
the shapes that share these attributes, and
circle the shape that does not belong. Explain
why it does not belong.
_______________________________________________________________
_______________________________________________________________
Lesson 1: Describe two-dimensional shapes based on attributes.
23
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 2 8
Name Date
1. Count the number of sides and angles for each shape to identify each polygon.
The polygon names in the word bank may be used more than once.
Hexagon Quadrilateral Triangle Pentagon
a. b. c.
d. e. f.
g. h. i.
j. k. l.
Lesson 2: Build, identify, and analyze two-dimensional shapes with specified
attributes. 35
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 2 8
2. Draw more sides to complete 2 examples of each polygon.
Example 1 Example 2
a. Quadrilateral
For each example, ___ lines were added.
A quadrilateral has ___ total sides.
b. Pentagon
For each example, ___ lines were added.
A pentagon has ___ total sides.
c. Triangle
For each example, ___ line was added.
A triangle has ___ total sides.
d. Hexagon
For each example, ___ lines were added.
A hexagon has ___ total sides.
3. Explain why both polygons A and B are pentagons.
____________________________________
4. Explain why both polygons C and D are triangles.
Lesson 2: Build, identify, and analyze two-dimensional shapes with specified
attributes. 36
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 2 8
Name Date
1. Use a straightedge to draw the polygon with the given attributes in the space to
the right.
a. Draw a polygon with 4 angles.
Number of sides:
Name of polygon:
b. Draw a six-sided polygon.
Number of angles:
Name of polygon:
c. Draw a polygon with 3 angles.
Number of sides:
Name of polygon:
d. Draw a five-sided polygon.
Number of angles:
Name of polygon:
Lesson 3: Use attributes to draw different polygons including triangles,
quadrilaterals, pentagons, and hexagons. 53
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 2 8
2. Use your straightedge to draw 2 new examples of each polygon that are different
from those you drew on the first page.
a. Quadrilateral
b. Hexagon
c. Pentagon
d. Triangle
Lesson 3: Use attributes to draw different polygons including triangles,
quadrilaterals, pentagons, and hexagons. 54
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 2 8
Name Date
1. Identify each polygon labeled in the tangram as
precisely as possible in the space below. b.
a.
a. ______________________
b. ______________________ c.
c. ______________________
2. Use the square and the two smallest triangles of your tangram pieces to make the
following polygons. Draw them in the space provided.
a. A triangle with 1 square corner. b. A quadrilateral with 4 square
corners.
c. A quadrilateral with no square d. A quadrilateral with only 1 pair of
corners. parallel sides.
Lesson 6: Combine shapes to create a composite shape; create a new shape
from composite shapes. 94
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 2 8
Name Date
1. Solve the following puzzles using your tangram pieces. Draw your solutions in the
space below.
a. Use the two largest triangles to b. Use the two smallest triangles to
make a square. make a square.
c. Use the two smallest triangles to d. Use the two smallest triangles to
make a parallelogram with no square make one larger triangle.
corners.
e. How many equal shares do the f. How many halves make up the
larger shapes in Parts (ad) have? larger shapes in Parts (ad)?
2. Circle the shapes that show halves.
Lesson 7: Interpret equal shares in composite shapes as halves, thirds, and
fourths. 105
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 2 8
3. Examine the trapezoid.
a. How many equal shares does the trapezoid have? ________
b. How many thirds are in the trapezoid? _______
4. Circle the shapes that show thirds.
5. Examine the parallelogram.
a. How many equal shares does the shape have? ________
b. How many fourths are in the shape? _______
6. Circle the shapes that show fourths.
Lesson 7: Interpret equal shares in composite shapes as halves, thirds, and
fourths. 106
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 2 8
Name Date
1. Name the pattern block used to cover half the rhombus. __________________
Sketch the 2 pattern blocks used to cover both halves of the rhombus.
2. Name the pattern block used to cover half the hexagon. ___________________
Sketch the 2 pattern blocks used to cover both halves of the hexagon.
3. Name the pattern block used to cover 1 third of the hexagon. _______________
Sketch the 3 pattern blocks used to cover thirds of the hexagon.
4. Name the pattern block used to cover 1 third of the trapezoid. _______________
Sketch the 3 pattern blocks used to cover thirds of the trapezoid.
Lesson 8: Interpret equal shares in composite shapes as halves, thirds, and
fourths. 115
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task 2 8
Name Date
Complete the chart. Use the word bank below to identify the name of each shape. Not all of the names will
be used.
a. b. c. d.
__________ sides __________ sides __________ sides __________ sides
__________ angles __________ angles __________ angles __________ angles
Name of shape: Name of shape: Name of shape: Name of shape:
Word Bank
hexagon cube square triangle pentagon quadrilateral
e. Sarah and Henry were asked to draw a hexagon. Sarah believes that only her drawing is correct.
Explain why both shapes are hexagons.
Sarahs Hexagon Henrys Hexagon
Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes
116
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NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task 2 8
1. a. Draw a shape with three sides. Make one of the angles of the shape a square corner. Which shape in
Problem 1 has the same number of angles?
b. Draw a shape with 4 square corners. Which shape in Problem 1 has the same number of angles?
2. Solve the following problems.
a. Draw the shape that is one face of a cube.
b. How many faces are on a cube? ________________
c. How many corners are on a cube? ______________
d. How many edges are on a cube? ________________
4. Complete each statement by circling the correct answer based on the figure below.
a. One small triangle is what portion of the figure?
1 fourth 1 half 1 third
b. One square is what portion of the figure?
1 fourth 1 half 1 whole
c. One rectangle that is not a square is what portion of the figure?
1 half 1 fourth 1 whole
Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes
117
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 2 8
Name Date
1. Circle the shapes that have 2 equal shares with 1 share shaded.
2. Shade 1 half of the shapes that are split into 2 equal shares. One has been done for
you.
a. b. c.
d. e. f.
g. h. i.
Lesson 9: Partition circles and rectangles into equal parts, and describe those
parts as halves, thirds, or fourths. 135
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 2 8
3. Partition the shapes to show halves. Shade 1 half of each.
Lesson 9: Partition circles and rectangles into equal parts, and describe those
parts as halves, thirds, or fourths. 136
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 2 8
Name Date
1. a. Do the shapes below show halves or thirds? _____________
b. Draw 1 more line to partition each shape above into fourths.
2. Partition each rectangle into thirds. Then, shade the shapes as indicated.
2 thirds 1 third 3 thirds
3. Partition each circle into fourths. Then, shade the shapes as indicated.
1 fourth 3 fourths 4 fourths 2 fourths
Lesson 10: Partition circles and rectangles into equal parts, and describe those
parts as halves, thirds, or fourths. 150
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 28
Name Date
1. For Parts (a), (c), and (e), identify the shaded area.
a.
_______ half _______ halves
b. Circle the shape above that has a shaded area that shows 1 whole.
c.
_______ third _______ thirds _______ thirds
d. Circle the shape above that has a shaded area that shows 1 whole.
e.
_____ fourth _____ fourths _____ fourths _____ fourths
f. Circle the shape above that has a shaded area that shows 1 whole.
Lesson 11: Describe a whole by the number of equal parts including 2 halves, 3
thirds, and 4 fourths. 161
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 28
2. What fraction do you need to color so that 1 whole is shaded?
a. b.
c. d.
e. f.
3. Complete the drawing to show 1 whole.
a. This is 1 half. b. This is 1 third. c. This is 1 fourth.
Draw 1 whole. Draw 1 whole. Draw 1 whole.
Lesson 11: Describe a whole by the number of equal parts including 2 halves, 3
thirds, and 4 fourths. 162
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