Curriculum  /  Math  /  4th Grade  /  Unit 8: Shapes and Angles  /  Lesson 4

Shapes and Angles

Lesson 4

Math

Unit 8

4th Grade

Lesson 4 of 18

Objective

Identify and draw parallel lines.

Common Core Standards

Core Standards

  • 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.

Foundational Standards

  • 3.G.A.1

Criteria for Success

  1. Understand that parallel lines are lines that will never intersect, even if they are extended infinitely.
  2. Determine whether two lines are parallel or intersecting (even if they are not visibly intersecting) using a straightedge and right-angle tool (MP.5).
  3. Draw two parallel lines using a straightedge and right-angle tool (MP.5, MP.6).
  4. Use correct notation to denote parallel lines, e.g., $$\overline{AB}\parallel\overline{CD}$$, and draw arrows on corresponding parallel sides in a figure.

Tips for Teachers

  • Right-angle tools were constructed in Lesson 2 Anchor Task #1 from blank paper. 

Lesson Materials

  • Right-angle tool (1 per student) — These were constructed in Lesson 2 using blank pieces of paper
  • Ruler (1 per student) — This can be any tool used to draw a straight line, e.g., a straightedge, a ruler, etc.
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Anchor Tasks

25-30 minutes

Problem 1

Sit back-to-back with a partner. 

  • Partner A: Tell your partner how to draw the following shape (without using the word “trapezoid”).

  • Partner B: draw the shape your partner describes to you. 
  • Compare Partner A’s shape to Partner B’s drawing of it.

Guiding Questions

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Student Response

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Problem 2

Are these line segments parallel? Be as precise as possible.

a.   

b.   

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic A > Lesson 4 — Concept Development Problem 2

Grade 4 Mathematics > Module 4 > Topic A > Lesson 4 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 3

Draw parallel line segments as precisely as possible.

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic A > Lesson 4 — Concept Development Problem 3

Grade 4 Mathematics > Module 4 > Topic A > Lesson 4 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

15-20 minutes

Discussion of Problem Set

  • In #1, how could your right-angle tool serve as a guide for identifying parallel lines?
  • How do you know if two lines are parallel (#2)?
  • In #3, do you agree or disagree with Ms. Glynn? Why? Are there other line segments that are parallel in the figure? How do you know? 
  • Which shapes in #5 had parallel lines?  Are opposite sides always parallel?
  • How do parallel lines differ from perpendicular lines? 
  • Two segments that don’t intersect must be parallel.  True or false?  Explain.

Target Task

5-10 minutes

Problem 1

Determine whether the following pairs of lines are parallel, perpendicular, or intersecting.

a.   

b.   

c.   

d.   

Student Response

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Problem 2

Draw an additional example of parallel line segments below.

Student Response

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Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Use iteration with one physical nonstandard unit to measure benchmark angles.

Lesson 5
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Lines and Angles

Topic B: Measures of Angles

Topic C: Measures of Adjacent Angles

Topic D: Shapes and Lines of Symmetry

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