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 90âˆ˜ and that angle measure is additive.
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)
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.
USBE Core Guide (4G2)
This core guide was developed by USBE and Utah educators.
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 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.
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
- DIANA SUDDRETH .
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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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