Geometry Hedbanz Game Why this game?

: Its a fun way to summarize and

by Sierra Gentry
Mathematical Concepts: Points, lines (parallel,
perpendicular), line segments, rays, angles (acute,
obtuse, right, straight, reflex), two-dimensional
shapes (different triangles included), lines of
symmetry
Grade Level: 4th Grade
Objective: Students interpret answers to
descriptive questions in order to identify geometry
terms.
Materials:
Geometry term cards
What Do I Say? cards
Multiple headbands for holding cards (can
be made or taken from a Hedbanz game)
Instructions to the game
Source of Idea: Fancy Geometry Ideas. (2016,
June 05). Retrieved January 21, 2017, from
http://fancyfreein4th.com/fancy-geometry-ideas/
review a unit on geometry, and it covers many
topics.
Instructions (for Students):
1. Get a headband and put it on so the card
holder is in the middle of your forehead.
2. Each player draws a card. Do not look at it.
Put it on your headband. Ask a friend for
help if you need it.
3. Everyone takes turns asking yes or no
questions in order to find out what their card
is. Look at the What Do I Say? card for
question ideas. (When its not your turn, you
get to answer the questions the other
players ask.)
4. When you guess your card, pick another
one, and keep going. The person with the
most cards at the end of the game wins.
Extensions: Younger grades could include the
words and pictures on the cards.
Older grades can include three-dimensional objects
or can have a certain time length (such as thirty
seconds) each round to ask questions.

TEKS: Grade 4. (b)(1) Mathematical process standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy,
determining a solution, justifying the solution, and evaluating the problem-solving process and the
reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and
techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations,
including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in
written or oral communication.
Grade 4. (b)(6) Geometry and measurement. The student applies mathematical process standards to analyze
geometric attributes in order to develop generalizations about their properties. The student is expected to:
(A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;
(B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;
(C) apply knowledge of right angles to identify acute, right, and obtuse triangles; and
(D) 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.