Download File

OAS – Unit 6
MCC4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional
figures.
1.
Which of the following lines appears to be perpendicular to
2. Identify an obtuse angle from the picture below.
?
3. Greg drew a shape. The shape had multiple sides. All of the interior angle of the shape had a
different measurement. Two of the sides were parallel. Which of these shapes could Greg have
drawn?
triangle
rhombus
pentagon
trapezoid
4.
How many acute angles appear to be in this figure?
4
3
2
1
5. How many obtuse angles does this figure have?
6
4
2
1
6. The diagram below shows a group of pipes in a basement. Which two pipes appear to
be parallel?
Pipes 1 and 3
Pipes 2 and 3
Pipes 1 and 4
Pipes 2 and 4
OAS – Unit 6
MCC4.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.
7. This triangle is a(n) _________ triangle.
scalar
scalene
isosceles
equilateral
8. This triangle appears to be
equilateral.
isosceles.
scalene.
right.
9. Six different triangles are shown.
Which statement is true about the triangles?
Triangles 3 and 5 are right triangles because they each have 1 right angle.
Triangles 2 and 4 are acute triangles because they each have 1 acute angle.
Triangles 1 and 6 are obtuse triangles because they each have 3 obtuse angles.
Triangles 1, 2, 5, and 6 are acute triangles because they each have at least 2 equal angles.
10. Randall drew the lines of symmetry for the 2 figures shown.
He stated that any figure with an even number of sides always has at least 1 line of symmetry.
Which figure shows why Randall’s statement is not correct?
OAS Task – G.1
Students in Mr. Kingston’s class are learning about the attributes of two-dimensional figures. He
put up the display shown so the students could study the figures.
Use the figures in Mr. Kingston’s display to answer the following questions.
Part A
List the figures that have at least one set of perpendicular lines. Explain your answer.
Part B
List the figures that have only acute angles. Explain your answer.
Part C
List the figures that have at least one set of parallel lines. Explain your answer.
Part D
Mr. Kingston had his students draw and name a shape that has more than two lines of symmetry
and is not one of the shapes shown above. Draw and name a shape, not shown above, that has
more than two lines of symmetry. Draw in the lines of symmetry of your shape and explain your
answer.
OAS Task – G.1, G.2, G.3
Megan drew a quadrilateral and labeled the angles X , Y , W , and Z .
Part A
Identify which angles in the quadrilateral are acute, obtuse, and right angles. Explain your
answers.
Part B
What type of quadrilateral did Megan draw? Explain your answer using what you know about
perpendicular or parallel lines.
Part C
How many lines of symmetry does the quadrilateral have? Explain your answer.
Part D
Megan drew a new quadrilateral where each of the angles measure
quadrilateral and draw all the lines of symmetry.
Draw the new
OAS Task – G.1, G.2, G.3
The figure shows the front view of a door. A large glass window covers most of the top half of
the door.
Part A
Marissa says the shaded figures in the window are rhombi because they each have 2 sets of
parallel lines. Did Marissa classify the shaded figures correctly? Explain your answer.
Part B
Based on the angles, what type of triangle is shown in the glass window on the door? Explain
your answer.
Part C
Can a line of symmetry be drawn on the door? Explain why or why not.
Part D
The width of the door is 3 feet, and the height is
in inches? Show how you got your answers.
feet. What are the dimensions of the door
OAS Task – G.1, G.2, G.3
The students in a classroom are measuring the angle of a figure. The figure being measured is
shown.
Part A
What is the measure of angle
protractor.
Explain how you found the measure of the angle using the
Part B
Tell whether each of the three angles in the figure is acute, right, or obtuse. Explain how you
know.
Part C
Amy said that the figure is a triangle. Juan said the figure is a right triangle. Based on your
answers from Parts A and B, explain whether or not Amy’s and Juan’s statements are true.
OAS Task – G.1, G.2, G.3
The teacher drew two quadrilaterals on the board.
Part A
What is the special name for the quadrilateral in Figure 1? Explain your answer.
Part B
What is the special name for the quadrilateral in Figure 2? Explain your answer.
Part C
How many line(s) of symmetry do quadrilaterals that are the same type as Figure 1 have?
Prove your answer by drawing two different quadrilaterals that are the same type as Figure 1.
Show the line(s) of symmetry for your quadrilaterals.
Part D
How many line(s) of symmetry do quadrilaterals that are the same type as Figure 2 have?
Prove your answer by drawing two different quadrilaterals that are the same type as Figure 2.
Show the line(s) of symmetry for your quadrilaterals.