lesson 4 homework practice polygons and angles

Curriculum  /  Math  /  4th Grade  /  Unit 8: Shapes and Angles  /  Lesson 4

Shapes and Angles

Lesson 4 of 18

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Identify and draw parallel lines.

Common Core Standards

Core standards.

The core standards covered in this lesson

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.

Foundational Standards

The foundational standards covered in this lesson

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.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Understand that parallel lines are lines that will never intersect, even if they are extended infinitely.
• Determine whether two lines are parallel or intersecting (even if they are not visibly intersecting) using a straightedge and right-angle tool (MP.5).
• Draw two parallel lines using a straightedge and right-angle tool (MP.5, MP.6).
• Use correct notation to denote parallel lines, e.g., $$\overline{AB}\parallel\overline{CD}$$ , and draw arrows on corresponding parallel sides in a figure.

Suggestions for teachers to help them teach this lesson

Right-angle tools were constructed in Lesson 2 Anchor Task #1 from blank paper. 

Lesson Materials

• Right-angle tool (1 per student) — These were constructed in Lesson 2 using blank pieces of paper
• Ruler (1 per student) — This can be any tool used to draw a straight line, e.g., a straightedge, a ruler, etc.

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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

Sit back-to-back with a partner. 

• Partner A: Tell your partner how to draw the following shape (without using the word “trapezoid”).

• Partner B: draw the shape your partner describes to you. 
• Compare Partner A’s shape to Partner B’s drawing of it.

Guiding Questions

Are these line segments parallel? Be as precise as possible.

Grade 4 Mathematics > Module 4 > Topic A > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds . © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US  license. Accessed Dec. 2, 2016, 5:15 p.m..

Draw parallel line segments as precisely as possible.

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• In #1, how could your right-angle tool serve as a guide for identifying parallel lines?
• How do you know if two lines are parallel (#2)?
• In #3, do you agree or disagree with Ms. Glynn? Why? Are there other line segments that are parallel in the figure? How do you know? 
• Which shapes in #5 had parallel lines?  Are opposite sides always parallel?
• How do parallel lines differ from perpendicular lines? 
• Two segments that don’t intersect must be parallel.  True or false?  Explain.

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Determine whether the following pairs of lines are parallel, perpendicular, or intersecting.

Student Response

Draw an additional example of parallel line segments below.

An example response to the Target Task at the level of detail expected of the students.

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

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Word Problems and Fluency Activities

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Topic A: Lines and Angles

Identify and draw points, lines, line segments, rays, and angles. 

4.G.A.1 4.MD.C.5

Identify and draw right, obtuse, and acute angles. 

Identify and draw perpendicular lines.

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Topic B: Measures of Angles

Use iteration with one physical nonstandard unit to measure benchmark angles.

4.MD.C.5 4.MD.C.6

Understand that an angle that turns through  $${{1\over360}}$$ of a circle is called a “one-degree angle” and can be used to measure angles. Use a makeshift protractor to measure benchmark angles. 

Measure angles that are less than 180° using a 180° protractor. Distinguish angle measure from other attributes.

Sketch angles of specified measure using a 180° protractor.

Identify and measure angles as turns and recognize them in various contexts.

Topic C: Measures of Adjacent Angles

Decompose angles using pattern blocks.

Solve problems involving the measure of two adjacent angles.

Solve problems involving the measure of more than two adjacent angles.

Measure and sketch angles that are greater than 180°.

4.MD.C.5 4.MD.C.6 4.MD.C.7

Topic D: Shapes and Lines of Symmetry

Analyze and classify triangles based on side length, angle measure, or both.

4.G.A.1 4.G.A.2

Draw triangles from given criteria.

Analyze and classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size.

Draw quadrilaterals from given criteria. 

Identify and draw lines of symmetry in two-dimensional figures. 

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