lesson 10.1 lines, rays, and angles€¦ · perpendicular lines visual / kinesthetic whole class /...

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76 Grade 4© Houghton Mifflin Harcourt Publishing Company

LESSON 10.1Lines, Rays, and Angles

VisualWhole Class / Small Group

Visual / Kinesthetic Small Group

Materials old magazines, scissors, blank paper, stapler, glue

•Have each student make an eight-page booklet by folding and stapling blank paper.

•Ask students to write one of the following terms on each page: point, line, line segment, ray, right angle, acute angle, obtuse angle, and straight angle.

•Then let students look through magazines for examples of each term. Students can cut and glue the example on the page with the term that it models.

•Have students write a description of their examples, such as, “The leg of a table and the table top appear to form a right angle.”

•Students can share their booklets with each other when done.

Materials drinking straws, tape, paper

•Have students use straws to model angles: right angle, acute angle, obtuse angle, and straight angle.

•Tell students that two rays or line segments that share the same endpoint form an angle. Ask students to give some examples of where they may see angles in everyday life.

•Discuss each type of angle one at a time with students. Help them model the angle and then tape and label it on a sheet of paper.

•Have students describe their angles. Tell me about this angle. Possible answer: it is a right angle. It forms a square corner like the corner of the sheet of paper.

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LESSON 10.2Classify Triangles

by Angles

Visual / KinestheticSmall Group


Materials 1-Inch Grid Paper (see eTeacher Resources), scissors, large paper

•Have students draw and cut out one right, one acute, and one obtuse triangle from graph paper.

•On a large sheet of paper, draw and label a Venn diagram with three circles labeled: Right Triangles, Acute Triangles, Obtuse Triangles.

•Place the cutout triangles in a box. Have students take turns picking one triangle and placing it in the appropriate circle in the Venn diagram.

•Ask students to justify their choice of circle for each triangle. Why did you place the triangle in this circle? Answers will vary.

Materials straws, scissors, tape, paper

•Review the definitions of right triangle, acute triangle, and obtuse triangle with students.

•Have students use straws to model each type of triangle.

•Then have students tape their triangles on paper and label each one.

4_10_MNLAETE591810_19A.aiSam Valentino2.25.111st pass

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E F“right triangle DEF”


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Perpendicular

4_10_MNLAETE591810_9A.aiSam Valentino2.25.113rd pass


LESSON 10.3Parallel Lines and

Perpendicular Lines

Visual / KinestheticWhole Class / Small Group


Materials paper, color pencils

•Have students fold a sheet of paper in half and then in half again in the same direction.

•Have students open the paper and describe the lines created by the folds. parallel lines

•Then have students fold the paper in half in the other direction and open the paper. How is the line created by the new fold related to the previous folds? Possible answer: it is perpendicular.

•Have students color and label the lines they created.

Materials straws, tape, paper

•Have students use straws to model perpendicular lines.

•How can you use straws to show a pair of perpendicular lines? Possible answer: I can cross the straws to make four right angles.

•Have students tape their straws to a sheet of paper and label them.

•Repeat for parallel lines.

•How can you use straws to show a pair of parallel lines? Possible answer: I can line up the straws in the same direction so that they are the same distance apart.

•Have students tape their straws to a sheet of paper and label them.


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square


LESSON 10.4Classify Quadrilaterals

AuditoryWhole Class / Small Group


•Draw a quadrilateral (with no right angles and no pairs of parallel sides), a trapezoid (with only 1 pair of parallel sides), a parallelogram (with no right angles), a rhombus (with no right angles), a rectangle, and a square on the board. Label each figure with its name.

•Use the following questions to lead students to identify a figure that can be classified as a rhombus.

•I am thinking of one of the figures. My figure has two pairs of parallel sides. Now point to each figure and ask students if that figure can be your figure. If students say “yes,” keep the figure. If students say “no,” erase the figure. Erase the quadrilateral and trapezoid.

•My figure has four sides of equal length. Again point to each figure and ask students if it can be your figure. Erase the parallelogram, and rectangle; only the rhombus and square remain.

•My figure has no right angles. What is my figure? rhombus

•Play again choosing a different figure.

Materials Dot Paper (overall, 1 cm apart) (see eTeacher Resources)

•Have students draw models of quadrilaterals, trapezoids, parallelograms, rhombuses, rectangles, and squares on dot paper.

•Begin by describing each figure for students. Draw a square. It has four sides of equal length. It has two pairs of parallel sides. It has four right angles.

•Have students draw and label each figure.

•After students have drawn one example of each quadrilateral, ask them to describe their quadrilaterals. What type of quadrilateral is this? How do you know? Answers will vary.


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LESSON 10.5Line Symmetry

Kinesthetic / Visual Whole Class / Small Group

Spatial / Kinesthetic Small Group

Materials Pattern Block Patterns (see eTeacher Resources)

•Provide students with a set of cut-out pattern block patterns.

•Encourage students to choose a shape they think has a line of symmetry and then fold it to check if the two parts match exactly. Invite students to describe their results.

•Remind students that a shape can look symmetrical but, when folded, have parts that do not match exactly.

•Repeat the activity using a similar process for other shapes until students have explored several shapes.

Materials 1-Centimeter Grid Paper (see eTeacher Resources), scissors

•Review that a shape has line symmetry if it can be folded on a line and the two parts match exactly.

•Have students fold a piece of paper in half and trace a shape that begins and ends on the fold. Then have them cut out the tracing and unfold it.

•Describe the parts on either side of the fold. The two parts match exactly.

•Have students draw a line along the fold. Is the line you have drawn a line of symmetry? yes

•How can you check whether the line is a line of symmetry? Fold the shape along the line to check if the two halves match.


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LESSON 10.6Find and Draw Lines

of Symmetry

Kinesthetic / Visual Whole Class / Small Group

Spatial / Kinesthetic Small Group

Materials Polygons (quadrilaterals) (see eTeacher Resources), Plane Shapes (see eTeacher Resources), scissors

•Have students cut out the quadrilaterals and other polygons.

•Have them fold each figure to find how many lines of symmetry each figure has.

•Discuss students’ results. Which shape has the most lines of symmetry? Explain. The octagon; it has 8 lines of symmetry because I can fold it 8 different ways and both parts match. Do all the shapes have at least one line of symmetry? No; one of the parallelograms and one of the trapezoids have no lines of symmetry.

Materials pattern blocks, scissors, mirror

•Have students pick the square pattern block and trace it on a sheet of paper three times. They should then cut out each tracing.

•Have students work with a partner to fold the first cut-out in half vertically, the second horizontally, and the third diagonally. Remind students that if both parts of the shape match exactly, it has symmetry.

•Ask students to record each line of symmetry by marking the fold on their cutouts with a pencil.

•Finally, show students how to use a mirror to verify lines of symmetry.


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LESSON 10.7Problem Solving • Shape

Patterns

Auditory / Visual Whole Class / Small Group

Kinesthetic / Spatial Small Group

Materials pattern blocks

•Have each student select 2–4 pattern blocks and then draw a pattern by tracing the blocks on paper, repeating their pattern unit at least three times.

•Then have students within a group exchange patterns.

•Ask students to describe the pattern and draw the next shape in the pattern.

•Have groups check that the pattern is correct.

•Repeat the activity with other geometric patterns, including color, size, and position. Discuss the different patterns.

•Draw this pattern on the board.

•The first nine squares in this pattern are shown. If I continue the pattern, what will the next three squares be? Possible description: large square, medium square, small square

•Describe the pattern. Possible description: large square, medium square, small square, repeat

•Repeat with different patterns.


lesson 10.1 lines, rays, and angles€¦ · perpendicular lines visual / kinesthetic whole class /...

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