Unit 4

Addition and Subtraction of Angle Measurements on Planar Figures

Unit Summary
Students create and explore points, lines, planes, line segments, rays and angles. Students will classify two dimensional figures based on lines. Students
recognize special two dimensional shapes and lines of symmetry. Students understand angles and unit angles and can measure and solve addition and
subtraction problems to find unknown angles in the real world.

Learning target of I can classify two-dimensional figures based on lines and angles.
unit

Essential understandings Overarching essential questions

All shapes and objects of the world have geometric properties. How can you describe the world geometrically?

Summative 1. Four angles are shown below. One angle measures 60 degrees. Which angle is it?
Assessment

Describe what
students will do
and produce to
develop evidence
that will be
evaluated using the
scoring criteria

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2. Look at the pentagon marked 1. Which of the phrases listed below correctly describe that figure? Check all that
apply.
_____ at least one acute angle
_____ at least one obtuse angle
_____ at least one right angle
_____ at least one pair of parallel sides
_____ at least one pair of perpendicular sides

Group A Group B

Ian’s teacher gave him the six pentagons shown and asked him to classify them. He put figures 1, 2, and 6 in group A and
figures 3, 4, and 5 in group B. Describe how the figures in Group A are different from the figures in Group B.

Describe a different way that Ian could have classified the figures.

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 Evidence of student learning
Criteria for assessment
Concept Sorting /describing by attributes. Use knowledge of unit fractions and apply to angle measurement.
Identify type of angle within a shape based on displayed patterns in geometric shapes. .
Multiplication and
Division Identify type of angle within a shape based on displayed patterns in geometric shapes.
Identify lines of symmetry by using relationships between shapes.
Problem solving / Determine what a problem is asking them to do before they begin in terms of lines, angles, symmetry, etc..
modeling
Vocabulary and important words will assist students in making sense of problems.
use hands-on activities as concrete examples.
draw rays, lines, or angles to represent given information in a problem.
Create angles using a vertex and rays. Use constructed visual models to make thinking evident.
Visual organizers can assist with classification. Grid paper, dot paper, ruler, and protractor assist with creating and measuring
angles.
Rulers or straight edges are used for straight lines..
Communicate construct arguments using objects, pictures, or drawing.
reasoning
think aloud and engage in conversation about intended solution paths to include the critiquing of thought processes.
Justify thinking by using geometric attributes.
Connection between the hands of the clock and measure of angles is an example of reasoning.
Justify thinking by using geometric attributes. Use knowledge of fractions to find angle measures.
Measurements are made with protractors for angle creation.
Lines are delineated from line segments by appropriate arrows or end points.
identify and use prefixes appropriately to describe shapes (quad- = four; penti- = five).
Clear, precise mathematical language is used when communicating ideas.

Prior Knowledge At end of Grade 3, Students should be able to

• Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based
on the number of sides and the presence or absence of square corners. (3.G.1)

• Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares. (3.G.1)

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 Progression of learning

See Prior Knowledge

I can classify two-
dimensional figures
based on lines and
determine the
angles.
describe and lines of
use the additive
classify various symmetry in a
property of angle
polygons based on plane figure.
identify and find angle measure to find
their sides and
describe points, measures using use a protractor unknown angle .
angles.
lines, and angles unit angles and to measure and measures.
using geometric draw angles. I can explain
fractions of a
terms. what symmetry
circle.
I can describe is.
I can decompose parallel and
I can measure an an angle perpendicular lines. I can identify
I can describe an angle using a measurement. and draw lines
I can identify
angle. protractor. I can classify two- of symmetry.
points, lines, line
I can recognize dimensional shapes
segments, rays, I can describe an I can explain how angle using parallel
angles, parallel angle's orientation measurement as and/or
lines, and relationship to a doesn't affect an the additive of perpendicular line What defines a
perpendicular circle. angle the decomposed segments. line of
lines. measurement.
I can explain how angle. symmetry?
I can classify
I can draw to measure an I can sketch I can solve shapes by their
points, lines, line angle. angles when given problems involving angles (right angles
segments, rays, a measurement. 4.G.3
unknown angles. and non-right
angles, parallel
angles).
lines, and I can use a I can write an
How are a circle
perpendicular protractor to equation with a I can classify
and an angle
lines. create an angle symbol for an triangles by their
related?
with a given unknown angle angles.
measurement.
measure.
I can classify
How do I use
triangles by their
points, lines, line 4.MD.5a,b
segments, rays, How can side lengths.
benchmark angles How can angles
angles, parallel
be useful when be combined to
lines, and
estimating angle create other
perpendicular
angles? How can angle
lines to identify measures?
measures and
two-dimensional
side measures
figures? help when
4.MD.6 4.MD.7 classifying?

4.G.1

4.G.2

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Learning Intention 1 Identify and describe points, lines, and angles using geometric terms.
Standard 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in
two-dimensional figures.

Common Formative 1. Why do you think points, lines, line segments, rays, angles, parallel lines, and perpendicular lines are considered to be
Assessment the building blocks of geometry?

2. Where in life might you find parallel lines? Where might you find perpendicular lines?
3. Using one rubber band on a geoboard, create a square using the corner pegs. If you were to only move one of the
corners, what other shapes could you make? How many different shapes can you make using one rubber band on the
geoboard?
4. Show what you know by color coding the figures below according to the key.

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Learning Intention Find angle measures using unit angles and fractions of a circle.
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Standard 4.MD.5a,b Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand
concepts of angle measurement:
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.
B. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
Common Formative 1. Show an obtuse and an acute angle. What are the possible measurements of the two angles?
Assessment
2. How many angles can you find in our classroom? Estimate the size of at least three of the angles that you found.
3. Tara is thinking of an obtuse angle that is less than 115 degrees. What angle could she be thinking of?
4. What types of angles can you see in this roller coaster?
5. Plans for a new roller coaster include a drop of 86 degrees (with 90 degrees being straight down, perpendicular to the
ground). However, due to safety regulations, the drop needs to be reduced. What could the angle of the changed drop
be?
Learning Intention Use a protractor to measure and draw angles.
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Standard 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

Common Formative 1. Explain to someone who has never used a protractor, how to use the protractor. How do you know which set of numbers
Assessment to use on a protractor

2. Jake measured an angle at 110 degrees, but realized that it was an acute angle, what could Jake have done wrong?
3. What angle could you draw that is greater than 46 degrees but less than 90 degrees? Sketch your angle.
4. Using a ruler, draw any triangle on your paper. Now measure the three angles using a protractor. Compare your angles
with a neighbor’s angles. What do you notice if you both find the sum of your three angles?

5. A local restaurant wants to build a ramp for special needs customers to use to get up 6 stairs (see image). John says
that a longer ramp would allow the angle to be smaller. Jodi says that the length of the ramp does not affect the
angle. Who is correct and why? What is the connection between the length of the ramp and the degrees of the angle?
Is this always true?

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Learning Intention Use the additive property of angle measure to find unknown angle measures.
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Standard 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the
whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a
diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Common Formative 1. Find three different ways you can decompose 90 degrees and sketch the three examples.
Assessment
2. Kyle has two angles that equal an acute angle when added together. What could his two angles be?
3. Sophia drew an acute angle. Rory drew an angle three times larger than Sophia’s angle. What could the measures of
the two angles be? Find another solution.
4. If 3 angles are placed together so that they create a straight line (180 degrees) and one of the angles is obtuse, what
are possible angle measurements of the other two angles?

5. A ramp must be created next to a flight of stairs so that the building is wheelchair accessible. If there are 4 steps in
the flight of stairs and the stairs rise to 3 feet above the ground, how could you create a ramp to get to the top?
What could be the measurement of the ramp angle? (give students yard sticks, protractors and yarn to help them seek
solutions) What factor changes the angle measurement? (length of the ramp)

Learning Intention Describe and classify various polygons based on their sides and angles.
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Standard 4.G.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

Common Formative 1. Bobby says that all equilateral triangles must also be acute triangles. Is he correct? Justify your answer.
Assessment
2. Can you draw a right triangle with one of the other angles being obtuse? Try it. Why or why not?
3. Do all quadrilaterals have to have two sets of parallel lines? Draw figures that would either prove this to be true or
false.

4. Can you draw a pentagon with two right angles? Can you draw a hexagon with two right angles? Compare your shapes
with a neighbor.

5. What geometric shapes contain parallel lines? What shapes contain perpendicular lines? Draw examples to support your
answers.

6. Is a square a rectangle? Is a rhombus a parallelogram? Is a rhombus always a square? Why or why not?
7. Can you draw a pentagon with two right angles? Can you draw a hexagon with two right angles? Compare your shapes
with a neighbor.

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 8. Do 2 triangles always make a quadrilateral?
9. Using two triangles, how many different polygons can you make? Sketch and name them.
Using the seven tangram pieces, can you make a square? a rectangle? a parallelogram? a trapezoid? a triangle? (all are
possible from using the 7 tangram pieces for each shape)
Learning Intention Determine the lines of symmetry in a plane figure.
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Standard 4.G.3 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.

Common Formative 1. How do you know that a figure is symmetrical?

Assessment
2. What figure can you create that has exactly 2 lines of symmetry? 3 lines of symmetry?
3. How many lines of symmetry are in a regular hexagon? In a circle? (This should lead to a discussion of when there are
an exact number of lines of symmetry and when there could be infinite solutions.)

4. Think about nature, what are three examples of objects with symmetry?
5. In what situation is it important for things to be perfectly symmetrical?
6. Are all polygons symmetrical? All quadrilaterals? All triangles? Sketch examples to show symmetrical as well as non
symmetrical figures.

7. Can you create a design that is made up of three shapes and is still symmetrical? What about with four shapes? Five
shapes? (Pattern blocks and tangrams can be used.)

8. Use 8 or more Pattern Blocks to create a design. What design can you make that has 4 or more lines of
symmetry? Record your design and its line of symmetry, and explain how you know it has at least 4 lines of symmetry.
(from 20 Thinking Questions for Pattern Blocks)

9. Mrs. Sutton challenged her class to find a line of symmetry on a regular pentagon. Below is a table showing the results
from some of her students.

• Which students correctly drew a line of symmetry? (Deanna, Lisa, Charlie, Alex, Josh)

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 • Choose one student who did not draw the line in the correct place. Explain why that student’s line does not show the
symmetry of the pentagon.

• Here is your very own regular pentagon! Draw all of the possible lines of symmetry. How many lines of
symmetry does a regular pentagon have?

Resources NC Tools for Teachers

HCPSS Grade 4

SCUSD Grade 4

Match Fish Tank Grade 4

Utah UEN Resources Grade 4

Reflection