Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Unit 08: Geometry (15 days)
Possible Lesson 01 (4 days)
Possible Lesson 02 (6 days)
Possible Lesson 03 (5 days)
POSSIBLE LESSON 01 (4 days)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with districtapproved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time
frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please
find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis:
Students identify and describe types of lines and angles.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard
that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit.
The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148
4.8
Geometry and spatial reasoning.. The student identifies and describes attributes of geometric figures using formal geometric language.
The student is expected to:
4.8A
Identify and describe right, acute, and obtuse angles....
Supporting Standard
4.8B
Identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models.
Supporting Standard
Underlying Processes and Mathematical Tools TEKS:
4.14
Underlying processes and mathematical tools.. The student applies Grade 4 mathematics to solve problems connected to everyday
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
experiences and activities in and outside of school. The student is expected to:
4.14A
Identify the mathematics in everyday situations.
4.14D
Use tools such as real objects, manipulatives, and technology to solve problems.
4.15
Underlying processes and mathematical tools.. The student communicates about Grade 4 mathematics using informal language. The
student is expected to
4.15A
Explain and record observations using objects, words, pictures, numbers, and technology.
4.15B
Relate informal language to mathematical language and symbols.
4.16
Underlying processes and mathematical tools.. The student uses logical reasoning. The student is expected to:
4.16A
Make generalizations from patterns or sets of examples and nonexamples.
4.16B
Justify why an answer is reasonable and explain the solution process.
Performance Indicator(s):
Grade 04 Mathematics Unit 08 PI 01
Use technology to find a map with city streets drawn and labeled (e.g., a map of the community, amusement park, etc.). Use three different colors to label three different types of
streets: (1) yellow: streets that represent intersecting lines which are not parallel or perpendicular; (2) red: streets that represent parallel lines; and (3) blue: streets that
represent perpendicular lines. Record in a table the streets identified according to the types of lines they represent and justify in writing how the types of lines were determined.
Use green to find and label three new pairs of intersecting streets on the map that form a right, an acute, and an obtuse angle. Record in another table the streets identified
according to the types of angles they represent and justify in writing how the types of angles were determined.
Standard(s): 4.8A , 4.8B , 4.14A , 4.14D , 4.15A , 4.15B , 4.16A , 4.16B ELPS ELPS.c.1C , ELPS.c.2C , ELPS.c.4F
Key Understanding(s):
Lines are one-dimensional figures that can be defined and justified as intersecting, parallel, or perpendicular.
Intersecting lines form angles that can be defined and justified as right, acute, or obtuse.
The attributes of lines and angles can be generalized to examples and non-examples.
Lines and angles occur in architecture, fabric, art, street maps, and many other real world settings.
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Misconception(s):
Some students may think that the size of an angle can be determined by the length of its sides. It may help to show how extending the side of the
angle does not change the “measure” of the angle. Differently sized angle cutouts (pie shapes) can be used to demonstrate this concept.
Vocabulary of Instruction:
acute
angle
attribute
endpoint
intersecting lines
line
line segment
obtuse
one-dimensional figure
parallel lines
perpendicular lines
point
ray
right
vertex
Materials List:
Bag of Pattern Blocks (1 set per 2 students, 1 set per teacher) (previously created in Unit 06 Lesson 01 Explore/Explain 3)
cardstock (optional) (1 sheet per 2 students, 1 sheet per teacher)
geoboard (1 per student, 1 per teacher)
map pencil (1 yellow, 1 red, 1 blue, 1 green) (1 set per student)
math journal (1 per student)
paper (plain) (4 – 5 sheets per teacher)
paper (plain) (4 sheets per student)
plastic zip bag (sandwich sized) (optional) (1 per 2 students, 1 per teacher)
rubber band (6 per student, 6 per teacher)
ruler (standard) (1 per student)
scissors (optional) (1 per teacher)
tangrams (1 set per 2 students, 1 set per teacher)
tape (masking) (1 roll per teacher)
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Attachments:
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments
that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Points Lines and Rays Defined
What's My Name SAMPLE KEY
What's My Name
Points Lines and Rays Graphic Organizer SAMPLE KEY
Points Lines and Rays Graphic Organizer
Dot Paper
Angle Notes and Practice KEY
Angle Notes and Practice
Tangram Template
City Map PI
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to
teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using
the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. page 4 of 35 Enhanced Instructional Transition Guide
Suggested
Day
1
Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Points
Lines
Line segments
Rays
Engage 1
Students investigate and define points, lines, line segments, and rays kinesthetically and record the appropriate
name for each representation.
Instructional Procedures:
1. Invite 4 or 5 student volunteers to come up to the front of the classroom. Assign each student
volunteer a letter. Record each letter on a sheet of paper and tape it to the front of each student
volunteer’s shirt. Instruct the student volunteers to stand in a straight row in the front of the
classroom.
ATTACHMENTS
Teacher Resource: Points,
Lines, and Rays Defined (1
per teacher)
Teacher Resource: What’s My
Name? SAMPLE KEY (1 per
teacher)
Handout: What’s My Name? (1
per student)
MATERIALS
paper (plain) (4 – 5 sheets per
teacher)
tape (masking) (1 roll per
teacher)
2. Display only the definition for “point” on teacher resource: Points, Lines, and Rays Defined.
Explain to students that each student volunteer, and the letter on their shirt, represents a point,
and that a point is an exact location in space represented by a dot. Explain to students that to
name a point, only one letter is used such as “point A” or “point B.”
TEACHER NOTE
Remind students that they cannot just say
“AB” or “BA” when naming lines or parts of
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
3. Instruct the student volunteers to hold hands and extend their arms so they are level and parallel
with the floor.
lines, because it would be impossible to
distinguish whether they were describing a
line, line segment, or a ray.
TEACHER NOTE
Grade 4 introduces formal and symbolic
4. Explain to students that these student volunteers are standing in a line, and that they represent a
line where each student (and the letter on his/her shirt) represents a point on the line. Explain
that the arms of the students at the ends represent a line that goes on forever in both directions.
geometric language for lines, line
segments, rays, and angles.
TEACHER NOTE
5. Using the displayed teacher resource: Points, Lines, and Rays Defined, uncover the definition
for “line.” Explain to students that any 2 points on the line can name the entire line, and that the
order of the letters does not matter. However, it is important to say the word line prior to the two
letters. The line can also be recorded according to any 2 points on the line, such as “line AC” or
(with arrows on both ends). A line can be named with one lower case cursive letter, line
such as the following:
Be sure to discuss student answers so that
all students can see all the possible names
for these figures.
,
6. Instruct each student volunteer to use their letter and another letter to name their line. (e.g., if the
student represents point A, and he chooses point D, then he should say, “line AD” or “line DA.” If
the student chooses point B, then he should say, “line AB” or “line BA.”). As each name is listed,
record the verbal description with various line labels for the class to see (e.g., line AC,
, line
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Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
, etc.)
7. Instruct the student volunteers at the ends of the line to drop their free hands down to their sides.
Ask:
How does this change the line? Answers may vary. The line no longer continues in both
directions; the line now stops on both ends; etc.
8. Explain to students that the student volunteers are now representing a line segment.
9. Using the displayed teacher resource: Points, Lines, and Rays Defined, uncover the definition
for “line segment.” Explain to students that a line segment is part of a line between 2 endpoints
and line segments are named using just the endpoints of the line. However, it is important to say
the word line segment prior to the two letters. Line segments can be recorded as "line segment
AC" or
(with no arrows on either end).
10. Instruct a student volunteer to name their line segment. Record the verbal description with
various line segment labels for the class to see (e.g., line segment AD,
, etc.)
11. Prompt the student volunteer representing point D to hold their free hand back up and out to the
side so that it is parallel with the ground.
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Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
Ask:
How does this change the line segment? Answers may vary. There is a line with only one
endpoint; the line only continues in one direction; etc.
12. Explain to students that the student volunteers are now representing a ray.
13. Using the displayed teacher resource: Points, Lines, and Rays Defined, uncover the definition
for “ray.” Explain to students that a ray is part of the line that has an endpoint, and the other part
continues in one direction without end. Explain that rays are named with the endpoint of the ray
as the “first name” for the ray and another point on the ray as the “last name” for the ray.
Facilitate a class discussion about naming rays.
Ask:
What is the name of our ray if “A” is our endpoint? (ray AD)
Could this model be named ray AB? Ray AC? Explain. (yes) Answers may vary. Since the
ray begins with A and the line extends through points B & C, the ray could be referred to as
ray AD, ray AB, or ray AC; etc.
Could the model be named ray DA? DC? CA? BA? Explain. (no) Answers may vary.
When naming a ray, you must begin with the endpoint. The model represents the endpoint as
A and none of the above rays begin with A; etc.
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
14. Explain to students that rays can be recorded as ray AD or
Notes for Teacher
(with an arrow on the right side).
15. Instruct the student volunteers to return to their desks.
16. Place students in pairs. Distribute handout: What’s My Name? to each student. Instruct student
pairs to name each line or part of the line using appropriate labels. Continue to display teacher
resource: Points, Lines, and Rays Defined so that students may refer to it while working on the
new handout. Allow time for students to complete the activity. Monitor and assess student pairs to
check for understanding. Facilitate a class discussion to debrief student solutions.
Topics:
Points
Lines
Line segments
Rays
Explore/Explain 1
Students create graphic organizers to formally define point, line, line segment, and ray.
Instructional Procedures:
1. Distribute 4 plain sheets of paper to each student. Instruct students to fold a sheet of paper twice
(one horizontal fold and one vertical fold) to divide the paper into fourths, and then fold the
center corner of their paper (still folded into fourths) towards the center of the paper to form a
triangle.
ATTACHMENTS
Teacher Resource: Points,
Lines and Rays Graphic
Organizer SAMPLE KEY (1
per teacher)
Teacher Resource: Points,
Lines and Rays Graphic
Organizer (1 per teacher)
Handout (optional): Points,
Lines and Rays Defined (1
per student)
MATERIALS
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Day
Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
paper (plain) (4 sheets per
student)
2. Instruct students to unfold the paper and draw lines along the folds created as shown by the
dotted lines below.
TEACHER NOTE
Handout (optional): Points, Lines, and Rays
Defined may be provided to students to
assist in defining each term.
3. Instruct students to repeat the process for their remaining 3 sheets of paper. Allow time for
students to complete the activity.
4. Display teacher resource: Points, Lines, and Rays Graphic Organizer. Facilitate a class
discussion about each section of the graphic organizer. Instruct students to complete a graphic
organizer for each of the following terms: point, line, line segment, and ray. Allow students to
complete the assignment as homework, if needed.
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Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Parallel lines
Perpendicular line
Intersecting lines
Explore/Explain 2
Students define and identify parallel, perpendicular, and intersecting lines using pattern blocks.
Instructional Procedures:
1. Facilitate a class discussion to debrief the previously assigned graphic organizers from teacher
resource: Points, Lines, and Rays Graphic Organizers.
2. Explain to students that they will be investigating different types of lines, including intersecting
lines. Facilitate a class discussion about types of lines.
Ask:
MATERIALS
ruler (standard) (1 per student)
Bag of Pattern Blocks (1 set per
2 students, 1 set per teacher)
(previously created in Unit 06
Lesson 01 Explore/Explain 3)
math journal (1 per student)
TEACHER NOTE
Grade 4 introduces identifying and
describing parallel and intersecting
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
(perpendicular) lines.
What do you think the words “cross street” or “intersection” mean? Answers may
vary. The place where two (or more) streets meet or cross; etc.
TEACHER NOTE
Lines that meet or cross each other are
3. Place students in pairs. Distribute a ruler to each student and a Bag of Pattern Blocks to each
pair. Instruct students to each select a trapezoid pattern block from their Bag of Pattern Blocks.
4. Display a trapezoid pattern block for the class to see. Instruct students to examine the corners of
the trapezoid.
Ask:
A trapezoid has how many vertices? (4 vertices)
Explain to students that each vertex on the figure represents a point of intersection, where two
lines cross.
intersecting lines.
Perpendicular lines are lines that intersect at
right angles to each other to form square
corners. Lines that lie in the same plane,
never intersect, and are the same distance
apart are parallel lines.
TEACHER NOTE
Many students have difficulty distinguishing
5. Instruct students to trace their figure in their math journal and use a ruler to carefully extend the
lines around the trapezoid. Allow time for students to complete the activity. Monitor and assess
students to check for understanding.
6. Using the displayed trapezoid, model the process of extending the lines around the figure.
between the terms intersecting and parallel.
To help students remember the definitions
of terms, share the following:
The ll’s in parallel can be used
to remind students of how the
lines look.
An intersection is where two
roads meet or cross.
page 12 of 35 Enhanced Instructional Transition Guide
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
Ask:
What happens to the lines that extend above the trapezoid? (They cross; they
intersect.)
Are there any other intersecting lines in this drawing? Explain. (Yes, the lines at each
vertex intersect.)
7. Instruct students to label at least one intersection around the trapezoid as “intersecting lines”
in their math journal.
Ask:
How could you describe the top and bottom horizontal lines on the trapezoid?
Answers may vary. They are the same distance apart; the lines do not touch each other; the
lines appear to be parallel; etc.
What could you do to determine if these lines are indeed parallel? Answers may vary.
8. Instruct students to use their rulers to measure the distance between the top and bottom
horizontal lines in several places. Explain to students that if the distance is the same, then the
lines are parallel.
9. Instruct students to label the set of lines around the trapezoid as “parallel” in their math journal.
10. Display a square pattern block for the class to see. Instruct students to each select a square
pattern block from their Bag of Pattern Blocks.
11. Instruct students to examine the vertices of the square.
Ask:
page 13 of 35 Enhanced Instructional Transition Guide
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
A square has how many vertices? (4 vertices)
Remind students that each vertex represents a point of intersection, where two lines cross.
12. Instruct students to trace their figure in their math journal and to use a ruler to carefully extend
the lines around the square. Allow time for students to complete the activity. Monitor and assess
students to check for understanding.
13. Using the displayed square, model the process of extending the lines around the figure.
Ask:
Are there any intersecting lines in this drawing? Explain. (Yes, the lines at each vertex
intersect.)
How are these intersecting lines different from the intersecting lines of the
trapezoid? (They form right angles (square corners) to each other.)
14. Explain to students that intersecting lines that form square corners are called perpendicular lines.
Instruct students to label at least one intersection around the square as “perpendicular” in their
math journal.
page 14 of 35 Enhanced Instructional Transition Guide
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
Ask:
What happens to the vertical lines that extend above the square? (They continue
without touching and appear to be parallel.)
How could you describe the horizontal top and bottom lines on the square? Answers
may vary. These lines appear to be parallel; etc.
What could you do to determine if these lines are indeed parallel? Answers may vary.
Measure the distance between the lines at several points; etc.
15. Instruct students to use their rulers to measure the distance between the lines in several places
to determine if the lines are parallel, then label at least one set of lines around the square as
“parallel” in their math journal.
16. Display the following sets of lines for the class to see.
Ask:
How would you describe each set of lines? (Set A: When the lines are extended, the
page 15 of 35 Enhanced Instructional Transition Guide
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
lines are intersecting. Set B: When the lines are extended, the lines are parallel.)
17. Instruct students to record the definitions for intersecting, parallel, and perpendicular lines
in their math journal. Allow time for students to complete the activity.
Topics:
Right angles
Acute angles
Obtuse angles
Explore/Explain 3
Students identify, describe, and create right, acute, and obtuse angles using dot paper.
Instructional Procedures:
1. Remind students that they already know the names of different pairs of lines, and now they will be
learning the names for different types of angles. Facilitate a class discussion about angles.
Ask:
The hands on a clock meet at a point in the center of the clock. When the hands
move, the size of the opening, or angle, they make also changes. What are some
words you could use to describe the different openings formed by the hands of a
clock? Answers may vary. Big; small; narrow; wide; etc.
ATTACHMENTS
Teacher Resource: Dot Paper
(1 per teacher)
Handout: Dot Paper (1 per
student)
Teacher Resource: Angle
Notes and Practice KEY (1
per teacher)
Handout: Angle Notes and
Practice (1 per student)
MATERIALS
geoboard (1 per student, 1 per
teacher)
rubber band (6 per student, 6
per teacher)
math journal (1 per student)
2. Distribute a geoboard, 6 rubber bands, and handout: Dot Paper to each student.
page 16 of 35 Enhanced Instructional Transition Guide
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
3. Display teacher resource: Dot Paper and a geoboard for the class to see. Demonstrate using 2
rubber bands on the geoboard to stretch outward from the same pin forming 2 line segments.
Instruct students to replicate the model using 2 rubber bands and their geoboard.
Ask:
These two rubber bands share the same pin. What is the geometric name for this
pin? (endpoint or vertex)
Notes for Teacher
TEACHER NOTE
Grade 4 introduces angles and their
descriptions as acute, right, or obtuse.
Grade 6 introduces angle measurements to
classify angles.
TEACHER NOTE
4. Instruct students to adjust their rubber bands to make a square corner with the shared endpoint
on their geoboard. Allow time for students to complete the activity. Monitor and assess students
to check for understanding.
Teachers should take the time to discuss
with students safety and responsibility when
using rubber bands with the geoboards.
Model wrapping the rubber band around one
5. Instruct students to use 2 more rubber bands sharing one endpoint to create an opening smaller
than a square corner. Allow time for students to complete the activity. Monitor and assess
students to check for understanding.
6. Instruct students to use 2 more rubber bands sharing one endpoint to create an opening larger
than a square corner. Allow time for students to complete the activity. Monitor and assess
students to check for understanding.
point on the geoboard and placing an index
finger over the point to prevent it from coming
off.
TEACHER NOTE
If geoboards are not available, search the
Internet for a virtual geoboard.
7. Instruct students to record their work on their handout: Dot Paper and write a description of each
pair of rubber bands. Allow time for students to complete the activity. Monitor and assess
students to check for understanding.
TEACHER NOTE
Many students have difficulty classifying an
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
angle when it does not have a horizontal
side. Allow these students to use a
“moveable” right angle such as the corner of
an index card (or their STAAR Grade 4
Mathematics Reference Materials) to place
the right angle at the vertex of any angle. It
should be easy to see if the angle is less
than, equal to, or greater than a right angle,
refer to the examples on handout: Angle
8. Remind students that a ray is part of a line that has one endpoint and goes on forever in one
direction. Instruct students to pretend that each rubber band on their geoboard continues forever
in one direction away from the endpoint it shares with the other rubber band. Remind students to
draw an arrow at the end of each line on the dot paper drawings.
Ask:
How many rays does each of your rubber band pairs have? (2 rays)
9. Explain to students that when two rays or line segments share a common endpoint, they form an
angle, and that they now have 3 angles created on their geoboard. These angles can be
classified by the measure of the opening between the two rays or line segments.
10. Display the following for the class to see:
Notes and Practice.
TEACHER NOTE
A memory device to help students
remember the difference between types of
angles could include the following:
An acute angle is “a cute little
angle.”
An obtuse angle is more “open”
than a right angle (obtuse and
open both start with the letter
“o”).
page 18 of 35 Enhanced Instructional Transition Guide
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
TEACHER NOTE
The point at either end of a line segment, or
the beginning point of a ray, is called an
endpoint. A vertex is the common endpoint of
Ask:
What type of angle is a square corner? (right angle)
What type of angle is smaller than a square corner? (acute angle)
What type of angle is larger than a square corner? (obtuse angle)
How could you compare a right angle with an acute angle? (The measure of a right
angle is greater than the measure of an acute angle.)
How could you compare a right angle with an obtuse angle? (The measure of a right
angle is less than the measure of an obtuse angle.)
Can a right angle have shorter rays than an acute angle? Explain. (yes) Answers may
vary. The length of the rays does not determine the measure of the angle; etc.
two rays that form an angle.
TEACHER NOTE
It is customary to name an angle with a
single capital letter or an interior number
when there is no possibility of confusion.
Angles can also be named with three letters
with the middle letter representing the vertex
of the referenced angle.
11. Display the following angle for the class to see. Instruct students to replicate the angle in their
math journal.
Angle B can be referenced as angle B,
,
, or
.
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Enhanced Instructional Transition Guide
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
12. Explain to students that angles can be named in at least 2 different ways. Demonstrate recording
the “angle” symbol to name the displayed angle as "angle B" and
. Instruct students to
replicate these recordings in their math journal.
Ask:
What do you notice about the vertex when naming the angle? (It is always the single
letter that names the angle.)
What do you know about an angle if you are only told that its name is
? (Point S is
its vertex.)
Provide more examples if time allows.
13. Display the following angle for the class to see. Instruct students to replicate the angle in their
math journal.
Explain to students that angles can also be named with a number. Demonstrate recording the
“angle” symbol to name the displayed angle as angle 2 and
. Instruct students to replicate
these recordings in their math journal.
14. Distribute handout: Angle Notes and Practice to each student as independent practice and/or
homework.
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3
Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Parallel lines
Perpendicular lines
Intersecting lines
Right angles
Acute angles
Obtuse angles
ATTACHMENTS
Class Resource (optional):
Tangram Template (1 per 4
students, 1 per teacher)
Elaborate 1
Students locate and identify parallel, perpendicular, and intersecting lines and right, acute, and obtuse angles on a
tangram.
Instructional Procedures:
1. Prior to instruction, if tangrams are unavailable, create a set of tangrams for every 2 students
and a set of tangrams for each teacher by copying class resource: Tangram Template for every
4 students on cardstock, cutting apart, and placing in a plastic zip bag.
2. Facilitate a class discussion to debrief the previously assigned handout: Angle Notes and
Practice.
3. Place students in pairs and distribute a set of tangrams to each pair. Instruct student pairs to
trace the 7 tangram pieces in their math journal. Allow time for students to complete the activity.
4. Instruct students to identify right, obtuse, and acute angles on the traced tangram pieces by
labeling all the angles of each piece accordingly in their math journal. Instruct students to also
MATERIALS
tangrams (1 set per 2 students,
1 set per teacher)
cardstock (optional) (1 sheet
per 4 students, 1 sheet per
teacher)
scissors (optional) (1 per
teacher)
plastic zip bag (sandwich sized)
(optional) (1 per 2 students, 1
per teacher)
math journal (1 per student)
TEACHER NOTE
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Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Notes for Teacher
identify parallel, perpendicular, and intersecting lines on the traced tangram pieces by labeling
each pair of lines accordingly in their math journal. Allow time for students to complete the
activity. Monitor and assess student pairs to check for understanding. Facilitate a class
For students who need to be challenged,
discussion to debrief student solutions by displaying a tangram piece and labeling each angle
and pair of lines appropriately.
from paper.
search the Internet for directions on how
students may make their own tangram set
TEACHER NOTE
A tangram is a Chinese puzzle consisting of
a square cut into five triangles, a square,
and a rhombus, to be reassembled into
different figures.
4
Evaluate 1
Instructional Procedures:
ATTACHMENTS
Handout: City Map PI (1 per
student)
1. Distribute handout: City Map PI and 1 yellow, 1 red, 1 blue, and 1 green map pencil.
2. Assess student understanding of related concepts and processes by using the Performance
Indicator(s) aligned to this lesson.
MATERIALS
map pencil (1 yellow, 1 red, 1
Performance Indicator(s):
blue, 1 green) (1 set per
page 22 of 35 Enhanced Instructional Transition Guide
Suggested
Day
Grade 4/Mathematics
Unit 08:
Suggested Duration: 4 days
Suggested Instructional Procedures
Grade 04 Mathematics Unit 08 PI 01
Notes for Teacher
student)
Use technology to find a map with city streets drawn and labeled (e.g., a map of the community, amusement
park, etc.). Use three different colors to label three different types of streets: (1) yellow: streets that represent
intersecting lines which are not parallel or perpendicular; (2) red: streets that represent parallel lines; and (3)
blue: streets that represent perpendicular lines. Record in a table the streets identified according to the types of
lines they represent and justify in writing how the types of lines were determined. Use green to find and label
three new pairs of intersecting streets on the map that form a right, an acute, and an obtuse angle. Record in
another table the streets identified according to the types of angles they represent and justify in writing how the
types of angles were determined.
Standard(s): 4.8A , 4.8B , 4.14A , 4.14D , 4.15A , 4.15B , 4.16A , 4.16B ELPS ELPS.c.1C ,
ELPS.c.2C , ELPS.c.4F
04/22/13
page 23 of 35 Grade 4
Mathematics
Unit: 08 Lesson: 01
Points, Lines, and Rays Defined
Point: an exact location in space represented by a dot
Line: a set of points that form a straight path that goes in
opposite directions without ending
Line segment: part of a line between two endpoints
Ray: part of a line that has one endpoint and continues
without end in one direction
©2012, TESCCC
11/08/12
page 1 of 1
Grade 4
Mathematics
Unit: 08 Lesson: 01
What’s My Name? SAMPLE KEY
Answers may vary - Sample answers shown
Use each of these figures to highlight and name a line. Be sure to label each name.
Figure
Name
1.
2.
3.
A
B
C
A
B
C
A
B
C

a
b
c
line AC, AC ,

line CA, CA , or line a

line AB, AB ,

line BA, BA , or line b

line BC, BC ,

line CB, CB , or line c
Use each of these figures to highlight and name a line segment. Be sure to label each name.
Figure
Name
1.
2.
3.
A
B
C
line segment BC, BC ,
line segment CB, or CB
A
B
C
line segment AC, AC ,
line segment CA, or CA
A
B
C
line segment AB, AB ,
line segment BA, or BA
Use each of these figures to highlight and name a ray. Be sure to label each name.
Figure
Name
1.
2.
3.
©2012, TESCCC
A
B
C


ray AC, AC , ray AB, or AB
A
B
C


ray CA, CA , ray CB, or CB
A
B
C
05/13/13

ray BA or BA
page 1 of 1
Grade 4
Mathematics
Unit: 08 Lesson: 01
What’s My Name?
Use each of these figures to highlight and name a line. Be sure to label each name.
Figure
Name
A
B
C
A
B
C
A
B
C
1.
2.
3.
a
b
c
Use each of these figures to highlight and name a line segment. Be sure to label each name.
Figure
Name
A
B
C
A
B
C
A
B
C
1.
2.
3.
Use each of these figures to highlight and name a ray. Be sure to label each name.
Figure
Name
A
B
C
A
B
C
A
B
C
1.
2.
3.
©2012, TESCCC
05/13/13
page 1 of 1
Grade 4
Mathematics
Unit: 08 Lesson: 01
Points, Lines and Rays Graphic Organizer – SAMPLE KEY
Draw It
Read it
A
Define It
point A
Point
An exact location in
space represented
by a dot.
©2012, TESCCC
Real-world Example
Point of a
pencil
11/08/12
page 1 of 1
Grade 4
Mathematics
Unit: 08 Lesson: 01
Points, Lines, and Rays Graphic Organizer
Draw It
Read it
Term
Define It
©2012, TESCCC
11/08/12
Real-world
Example
page 1 of 1
Grade 4
Mathematics
Unit: 08 Lesson: 01
Dot Paper
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©2012, TESCCC
11/08/12
page 1 of 1
Grade 4
Mathematics
Unit: 08 Lesson: 01
Angle Notes and Practice KEY
Angles are classified by the size of the opening between the rays.
Right Angle
A
B
C
Measure is equal to 90o
The square marker shows a
right angle forms a square
corner.
Angle name: angle B, B
R
M
NOTE
Remember that the corner of an index card (or your STAAR Grade 4 Mathematics Reference
Materials) can be used to find right angles. If the corner of the card or chart fits perfectly into the
angle, then the angle is a right angle. However, if the angle is smaller and the corner of the card or
chart overlaps one of the rays of the angle, then the angle is acute. Likewise, if there is space
between the corner of the card or chart and one of the angle rays, then the angle is obtuse. See
examples below.
Use the drawing of the tangram to complete the following:
(1) What kind of angle is 17 ?
1
5
6
7
Right angle
8
11
(2) What kind of angle is 13 ?
4
3
Acute angle
10
12
14
22
13 9
(3) What kind of angle is 8 ?
17
18
Obtuse angle
2
16
19
©2012, TESCCC
15
05/15/13
20
21
23
page 1 of 2
Grade 4
Mathematics
Unit: 08 Lesson: 01
Angle Notes and Practice KEY
Identify and classify each angle by placing it by name into the table provided below. Be sure to
name each angle 2 different ways.
Answers may be in any order within each column—samples shown.
Right Angles
Acute Angles
Obtuse Angles
angle M; M
angle S; S
angle E; E
angle H; H
angle Q; Q
angle G; G
angle N; N
angle Y; Y
angle K; K
©2012, TESCCC
05/15/13
page 2 of 2
Grade 4
Mathematics
Unit: 08 Lesson: 01
Angle Notes and Practice
Angles are classified by the size of the opening between the rays.
Right Angle
A
B
C
Measure is equal to 90o
The square marker shows a
right angle forms a square
corner.
Angle name: angle B, B
R
M
NOTE
Remember that the corner of an index card (or your STAAR Grade 4 Mathematics Reference
Materials) can be used to find right angles. If the corner of the card or chart fits perfectly into the
angle, then the angle is a right angle. However, if the angle is smaller and the corner of the card or
chart overlaps one of the rays of the angle, then the angle is acute. Likewise, if there is space
between the corner of the card or chart and one of the angle rays, then the angle is obtuse. See
examples below.
Use the drawing of the tangram to complete the following:
(1) What kind of angle is 17 ?
1
5
6
7
8
(2) What kind of angle is 13 ?
11
4
3
10
12
14
22
13 9
(3) What kind of angle is 8 ?
17
15
18
2
16
19
©2012, TESCCC
05/15/13
20
21
23
page 1 of 2
Grade 4
Mathematics
Unit: 08 Lesson: 01
Angle Notes and Practice
Identify and classify each angle by placing it by name into the table provided below. Be sure to
name each angle 2 different ways.
Right Angles
©2012, TESCCC
Acute Angles
05/15/13
Obtuse Angles
page 2 of 2
Grade 4
Mathematics
Unit: 08 Lesson: 01
Tangram Template
©2012, TESCCC
11/08/12
page 1 of 1
Grade 4
Mathematics
Unit: 08 Lesson: 01
City Map PI
©2012, TESCCC
11/08/12
page 1 of 1