Lesson Plans (3) | Learning Activities (2) |

View Standards
**Standard(s): **
[MA2015] (4) 23 :

[MA2015] (4) 26 :

[MA2015] (4) 27 :

23 ) Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. [4-MD5]

a. An angle is measured with reference to a circle with its center at the common endpoint of the rays by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through ^{1}/_{360} of a circle is called a "one-degree angle" and can be used to measure angles. [4-MD5a]

b. An angle that turns through *n* one-degree angles is said to have an angle measure of *n* degrees. [4-MD5b]

[MA2015] (4) 26 :

26 ) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

[MA2015] (4) 27 :

27 ) 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. [4-G2]

This lesson allows students to explore their surroundings to locate and prove the presence of perpendicular lines. Students will use the corner of a ruler as a tester to determine right angles contained in classroom items. It can be included in a unit on geometry and measurement.

This is a College- and Career-Ready Standards showcase lesson plan.

View Standards
**Standard(s): **
[MA2015] (1) 20 :

[MA2015] (2) 24 :

[MA2015] (3) 24 :

[MA2015] (4) 26 :

[MA2015] (4) 27 :

[MA2015] (4) 28 :

20 ) Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1-G2]

[MA2015] (2) 24 :

24 ) Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2-G1]

[MA2015] (3) 24 :

24 ) 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. [3-G1]

[MA2015] (4) 26 :

26 ) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

[MA2015] (4) 27 :

27 ) 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. [4-G2]

[MA2015] (4) 28 :

28 ) Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. [4-G3]

Students will make origamis using Japanese paper folding techniques. This lesson will enhance the students ability to understand geometry concepts.

This is a College- and Career-Ready Standards showcase lesson plan.

View Standards
**Standard(s): **
[DLIT] (4) 18 :

[MA2015] (4) 26 :

[TC2] (3-5) 10 :

[TC2] (3-5) 12 :

[DLIT] (4) 6 :

12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[MA2015] (4) 26 :

26 ) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

[TC2] (3-5) 10 :

10 ) Use digital environments to collaborate and communicate.

Examples: publishing online journals, sharing presentations, contributing to online
discussions, communicating with experts

• Producing digital works collaboratively

Examples: developing shared writing projects and group multimedia projects

[TC2] (3-5) 12 :

12 ) Create a product using digital tools.

Examples: products—digital story, podcast, digital artwork

[DLIT] (4) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

In this lesson, students will explore straight, right, acute and obtuse angles. Students will go to the playground to search for angles. The students will use digital cameras to record their findings. They will use their findings to create a PowerPoint to present to the class.

View Standards
**Standard(s): **
[MA2015] (4) 26 : 26 ) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

[DLIT] (4) 27 :

[DLIT] (4) 27 :

21) Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

Through literature, students will identify and take notes on the design process Jack uses as he designs a car for specific purposes. With a partner, students will work through the design process to digitally develop, test, and refine the prototype of a car for a specific user’s needs. Students will use a digital resource such as Sketchup, Paint 3D, Tinkercad, or another free online resource to practice creating the design using points, lines, line segments, and angles.

*This activity was created as a result of the DLCS COS Resource Development Summit.*

View Standards
**Standard(s): **
[MA2015] (4) 26 : 26 ) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

ChatterPix Kids is a fun, kid friendly app for the iPad and iPhone that can be used to enhance a geometry lesson on angles. Students will choose an angle (right, straight, obtuse, or acute), draw the angle on the graph, color it. Students will identify a real-world object with the same angle attributes, take a picture, and draw a line on the picture for a mouth. Then, students will record their voice giving the measurement of their angle and relate their angle to one real-world object identifying common attributes such as; angle size, side length, side relationships. In this activity, students can work collaboratively in pairs or alone.

*This learning activity was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.*