Curriculum  /  Math  /  4th Grade  /  Unit 8: Shapes and Angles  /  Lesson 15

Shapes and Angles

Lesson 15

Math

Unit 8

4th Grade

Lesson 15 of 18

Objective

Draw triangles from given criteria.

Common Core Standards

Core Standards

  • 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

  • 3.G.A.1

Criteria for Success

  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) (optional) (MP.3).

Tips for Teachers

Lesson Materials

  • Ruler (1 per student) — This can be any tool used to verify equal lengths, e.g., the edge of a piece of paper, etc.
  • 180° Protractor (1 per student)
Fishtank Plus

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Anchor Tasks

25-30 minutes

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.

a.   How can you classify your triangle?

b.   What attributes does your triangle have that led you to that classification?

c.   What tools did you use to help you draw your triangle and classify it?

Guiding Questions

Create a free account or sign in to access the Guiding Questions for this Anchor Problem.

Student Response

Upgrade to Fishtank Plus to view Sample Response.

References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic D > Lesson 14 — Application 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 Fishtank Learning, Inc.

Problem 2

Draw an example of each of the following shapes or explain why it’s not possible to draw one.

a.   Right isosceles triangle

b.   Acute scalene triangle

c.   Obtuse equilateral triangle

Guiding Questions

Create a free account or sign in to access the Guiding Questions for this Anchor Problem.

Student Response

Upgrade to Fishtank Plus to view Sample Response.

References

EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic D > Lesson 14 — Concept 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 Fishtank Learning, Inc.

Problem Set

15-20 minutes

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?

Target Task

5-10 minutes

Problem 1

Draw a right scalene triangle.

Student Response

Upgrade to Fishtank Plus to view Sample Response.

Problem 2

Draw an acute isosceles triangle.

Student Response

Upgrade to Fishtank Plus to view Sample Response.

Problem 3

True or false: all triangles have at least 2 acute angles. 

Student Response

Upgrade to Fishtank Plus to view Sample Response.

Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Analyze and classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size.

Lesson 16
icon/arrow/right/large

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Lines and Angles

Topic B: Measures of Angles

Topic C: Measures of Adjacent Angles

Topic D: Shapes and Lines of Symmetry

Request a Demo

See all of the features of Fishtank in action and begin the conversation about adoption.

Learn more about Fishtank Learning School Adoption.

Contact Information

School Information

What courses are you interested in?

ELA

Math

Are you interested in onboarding professional learning for your teachers and instructional leaders?

Yes

No

Any other information you would like to provide about your school?

We Handle Materials So You Can Focus on Students

We Handle Materials So You Can Focus on Students

We've got you covered with rigorous, relevant, and adaptable math lesson plans for free