# Shapes and Angles

## Common Core Standards

### Core Standards

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• 4.G.A.1 — Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

• 4.G.A.2 — 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.

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• 3.G.A.1

## Criteria for Success

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1. Draw quadrilaterals using a protractor and ruler on grid paper (MP.1, MP.2, MP.5, MP.6).
2. Draw quadrilaterals using a protractor and ruler on blank paper (MP.1, MP.2, MP.5, MP.6).
3. Analyze statements regarding the classification of quadrilaterals (e.g., a square is always a rectangle but a rectangle isn’t always a square) (MP.3).

## Tips for Teachers

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### Lesson Materials

• Ruler (1 per student) — This can be any tool used to verify equal lengths, e.g., the edge of a piece of paper, etc.
• 180° Protractor (1 per student)

### Remote Learning Guidance

If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 2 (benefits from worked example). Find more guidance on adapting our math curriculum for remote learning here.

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

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### Problem 1

Draw four points on the grid below so that when connected they form a quadrilateral. Use your straightedge to connect the four points to form a quadrilateral.

• What attributes did you look at to classify the quadrilateral?
• What tools did you use to help draw your quadrilateral and classify it?

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic D > Lesson 16Concept Development Problem 3

Grade 4 Mathematics > Module 4 > Topic D > Lesson 16 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

### Problem 2

Draw the following:

1. Quadrilateral with just one pair of parallel sides
2. Quadrilateral with four equal sides

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic D > Lesson 15Concept Development

Grade 4 Mathematics > Module 4 > Topic D > Lesson 15 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

## Problem Set & Homework

### Discussion of Problem Set

• Did anyone draw the same figure for #1(b) and #1(c)? Why is that possible? What about with #1(c) and #1(d)?
• What shape did you draw in #2(b)? How is it possible for that shape to be a parallelogram, rectangle, and rhombus all at the same time?
• What figure did you draw in #3(a)? Why are there so many different shapes that can be drawn?
• How did the gridlines in #3(b) help you to draw the right angles?
• How are the attributes of a rhombus and a rectangle similar? What two attributes distinguish a rhombus from a rectangle in #4?

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Draw a trapezoid that has no right angles on the following grid.