Shapes and Angles

Objective

Draw triangles from given criteria.

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 triangles using a protractor and ruler on grid paper (MP.1, MP.2, MP.5, MP.6).
2. Draw triangles using a protractor and ruler on blank paper (MP.1, MP.2, MP.5, MP.6).
3. Analyze statements regarding the classification of triangles (e.g., a right triangle is always scalene) (MP.3).

Tips for Teachers

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• The following materials are needed for today's lesson: Protractor rulers

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Problem 1

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

1. How can you classify your triangle?
2. What attributes did you look at to classify the triangle?
3. What tools did you use to help draw your triangle and classify it?

Guiding Questions

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References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic D > Lesson 14Application Problem

Grade 4 Mathematics > Module 4 > Topic D > Lesson 14 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 The Match Foundation, Inc.

Problem 2

Draw an obtuse isosceles triangle.

Guiding Questions

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References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic D > Lesson 14Concept Development Problem 1

Grade 4 Mathematics > Module 4 > Topic D > Lesson 14 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 The Match Foundation, Inc.

Problem 3

Draw a right scalene triangle.

Guiding Questions

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References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic D > Lesson 14Concept Development Problem 2

Grade 4 Mathematics > Module 4 > Topic D > Lesson 14 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 The Match Foundation, Inc.

Problem Set & Homework

Discussion of Problem Set

• In #3, explain why you answered true or false.
• Discuss your answer to #5. How are these two triangles closely related?
• In #1 and #2, which of the triangles was most challenging to draw? Why?
• In #1, when did you need to use your ruler to make sure side lengths were or were not the same length? When was it not necessary to use a ruler?
• When you were drawing a triangle that had two attributes, how did you determine what to draw first—the side length or the angle measure?
• Why is it important to verify our triangles’ attributes after we have drawn them?

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1. Draw an acute isosceles triangle.
2. Draw an obtuse scalene triangle.
3. Every triangle has at least ____ acute angles.

References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic D > Lesson 14Exit Ticket

Grade 4 Mathematics > Module 4 > Topic D > Lesson 14 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 The Match Foundation, Inc.

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