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)
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. Recognize right triangles as a category, and identify right triangles.
An Introduction To Quadrilaterals
In this lesson the student is introduced to parallelograms, rectangles, and trapezoids and practices creating various types of quadrilaterals.
Are These Right?
The purpose of this task is for students to measure angles and decide whether the triangles are right or not.
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 90∘ and that angle measure is additive.
Geometry (4.G) - 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)
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.
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.
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.
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
and see the Mathematics - Elementary website. For
general questions about Utah's Core Standards contact the Director
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
materials may not be published, in whole or part, or in any other
format, without the written permission of the Utah State Board of
Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah