Shapes and Angles

Lesson 17

Objective

Draw quadrilaterals 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.

Foundational Standards

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

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.

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Anchor Tasks

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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.

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

Guiding Questions

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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 The Match Foundation, Inc.

Problem 2

Draw the following:

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

Guiding Questions

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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 The Match Foundation, 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?

Target Task

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Problem 1

Draw a trapezoid that does not have any right angles on the following grid. 

References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic D > Lesson 16Exit Ticket, Question #1

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 The Match Foundation, Inc.

Problem 2

Draw a shape that has no right angles and two pairs of equal sides on the following grid.

Problem 3

What is the mathematical name for the shape you drew in Problem 2?

Mastery Response

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Additional Practice

Unit Practice

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