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Subject: Math
Grade Level: 4th
Unit Title: Geometry/Lines
Big Idea/Theme:
Understandings: Shaping Up
Essential Questions:
 How is geometry used in the real world?
 What is the difference of a line and a line segment?
 How are points, rays, line segments, lines, and
angles related?
 How are geometric figures constructed?
 How can we classify shapes by different
Timeframe Needed for Completion: 1 week
Grading Period: 4th nine weeks
Curriculum Goals/Objectives (to be assessed at the end of
the unit/quarter)
Geometric measurement: Understanding concepts of
angles and measure angles.
4.MD.5 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.
4.MD.6 Measure angles in whole-number degrees using a
protractor. Sketch angles of specified measure.
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.
Draw and identify lines and angles, and classify shapes by
properties of their lines and angles.
4.G.1 Draw points, lines, line segments, rays, angles (right,
acute, obtuse), and perpendicular and parallel lines. Identify these
in two-dimensional figures.
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
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.
Essential Skills/Vocabulary:
 Students will understand that perpendicular lines
intersect to form right angles in the same plane.
 Students will understand that parallel lines do not
intersect and two parallel lines are always the same
distance apart and in the same plane.
 Students will recognize that angles are geometric shapes
formed whenever two rays share a common endpoint.
 Students will understand that angles are measured in
reference to a circle.
 Students will be able to measure angles in whole number
degrees using a protractor.
 Students will be able to recognize angles as additive.
 Students will understand that a given line can be parallel
to one line and perpendicular to another line at the same
Assessment Tasks:
Formative assessments
Textbook materials
Examine View Generator
Materials Suggestions:
Envision math – Topics 9 and 19
Investigation math – Units 4 and 7
Accelerated Math
time in the same plane.
Students will be able to draw points. Lines, line segments,
rays, angles, perpendicular and parallel lines.
 Students will be able to classify two dimensional figures
based on the presence or absence of parallel or
perpendicular line, or various angles.
 Students will be able to recognize a line of symmetry for a
two dimensional figure.
 Vertical
 Ray
 Vertex/Vertices
 Line
 Line Segment
 Right Angle
 Degrees
 Angles
 Obtuse angle
 Acute angle
 Intersecting
 Perpendicular
 Plane
Right triangle
Line of symmetry
Half circle
Quarter circle