Mathematics Grade 4
Strand: GEOMETRY (4.G.)
Draw and identify lines and angles, as well as classify shapes by properties of their lines and angles (Standards 4.G.1–3)
An Introduction To Quadrilaterals
In this lesson the student is introduced to parallelograms, rectangles, and trapezoids and practices creating various types of quadrilaterals.
This lesson is designed to help students learn about classifying angles by their measure.
Are These Right?
The purpose of this task is for students to measure angles and decide whether the triangles are right or not.
In this lesson, students will explore the area of irregular shapes to find multiple different methods for calculating area
Defining Attributes of Rectangles and Parallelograms
The purpose of this task is for students to identify the defining attributes of rectangles and parallelograms. This task should be completed after students have many experiences sorting shapes by attributes.
Finding an Unknown Angle
The purpose of this task is to give 4th grade students a problem involving an unknown quantity that has a clear visual representation. Students must understand that the four interior angles of a rectangle are all right angles and that right angles have a measure of 90âˆ˜ and that angle measure is additive.
Finding Lines of Symmetry
The purpose of this task is for students to identify figures that have line symmetry and draw appropriate lines of symmetry.
This lesson will help students identify and examine symmetry in geometric figures
as well as describe and classify polygons.
Geometry - Fourth Grade Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Fourth Grade Mathematics - Geometry (4.G)
Geometry of Letters
The purpose of this task is for students to analyze the geometry of letters. Letters provide a good opportunity for students to broaden their understanding of what constitutes a 2-dimensional geometric figure.
Grade 4 Mathematics Module 4: Angle Measure and Plane Figures
This 20-day module introduces points, lines, line segments, rays, and angles, as well as the relationships between them. Students construct, recognize, and define these geometric objects before using their new knowledge and understanding to classify figures and solve problems. With angle measure playing a key role in their work throughout the module, students learn how to create and measure angles, as well as create and solve equations to find unknown angle measures. In these problems, where the unknown angle is represented by a letter, students explore both measuring the unknown angle with a protractor and reasoning through the solving of an equation. Through decomposition and composition activities as well as an exploration of symmetry, students recognize specific attributes present in two-dimensional figures. They further develop their understanding of these attributes as they classify two-dimensional figures based on them.
Grade 4 Unit 6: Geometry (Georgia Standards)
In this unit, students will draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, identify and classify angles and identify them in two-dimensional figures, distinguish between parallel and perpendicular lines and use them in geometric figures and identify differences and similarities among two dimensional figures based on the absence or presence of characteristics such as parallel or perpendicular lines and angles of a specified size.
IXL Game: Geometry: Parallel, perpendicular, intersecting
This game helps fourth graders draw points, lines, line segments, rays, angles, and perpendicular and parallel lines. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use.
Lines of symmetry for circles
This is an instructional task that gives students a chance to reason about lines of symmetry and discover that a circle has an an infinite number of lines of symmetry.
Lines of symmetry for quadrilaterals
This task provides students a chance to experiment with reflections of the plane and their impact on specific types of quadrilaterals.
Lines of symmetry for triangles
This task is intended for instruction, providing the students with a chance to experiment with physical models of triangles, gaining spatial intuition by executing reflections.
The purpose of this task is to gain experience drawing and measuring angles, developing an understanding of the additive structure of angles.
Sets and The Venn Diagram (Beginner)
By introducing students to the idea of a set, this lesson will help students learn about the vocabulary of sets and Venn diagrams, as well as how to arrange things in a Venn diagram.
This lesson and activity will help the student understand how to classify two-dimensional figures based on properties. The student manipulates shapes to create now polygons.
What is a Trapezoid? (part 1)
The purpose of this task is for students to articulate a definition for a trapezoid. After students have articulated definitions for themselves or with a partner, the class should discuss the definition together.
What Shape am I?
In this task, students ultimately use the definitions they are given for three types of quadrilaterals and what they know about parallel sides to identify that a square fits all the definitions and explain why.
What's the Point?
The purpose of this task is to use what students intuitively understand about connecting points or "dots" with lines to generate a discussion about what points are and how they should be represented.
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE Specialist -
and see the Mathematics - Elementary website. For
general questions about Utah's Core Standards contact the Director
- Jennifer Throndsen .
These materials have been produced by and for the teachers of the
State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
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