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1 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 4 Name Date 1. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw. c. Draw a new point that is not on. Label it. d. Draw. e. Draw a point not on or. Call it. f. Construct. g. Use the points you ve already labeled to name one angle. 2. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw. c. Draw a new point that is not on. Label it. d. Draw. e. Draw a new point that is not on or on the line containing. Label it. f. Construct. g. Identify by drawing an arc to indicate the position of the angle. h. Identify another angle by referencing points that you have already drawn. Lesson 1: Identify and draw points, lines, line segments, rays, and angles. Recognize them in various contexts and familiar figures. 24

2 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 4 3. a. Observe the familiar figures below. Label some points on each figure. b. Use those points to label and name representations of each of the following in the table below: ray, line, line segment, and angle. Extend segments to show lines and rays. 0 1 Clock Die Number line Ray Line Line segment Angle Extension: Draw a familiar figure. Label it with points, and then identify rays, lines, line segments, and angles as applicable. Lesson 1: Identify and draw points, lines, line segments, rays, and angles. Recognize them in various contexts and familiar figures. 25

3 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 4 4 Name Date 1. Use the right angle template that you made in class to determine if each of the following angles is greater than, less than, or equal to a right angle. Label each as greater than, less than, or equal to, and then connect each angle to the correct label of acute, right, or obtuse. The first one has been completed for you. a. b. Less than c. d. Acute e. f. Right g. Obtuse h. i. j. Lesson 2: Use right angles to determine whether angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute angles. 38

4 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework Use your right angle template to identify acute, obtuse, and right angles within this painting. Trace at least two of each, label with points, and then name them in the table below the painting. Acute angle Obtuse angle Right angle Lesson 2: Use right angles to determine whether angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute angles. 39

5 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework Construct each of the following using a straightedge and the right angle template that you created. Explain the characteristics of each by comparing the angle to a right angle. Use the words greater than, less than, or equal to in your explanations. a. Acute angle b. Right angle c. Obtuse angle Lesson 2: Use right angles to determine whether angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute angles. 40

6 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 4 Name Date 1. On each object, trace at least one pair of lines that appear to be perpendicular. 2. How do you know if two lines are perpendicular? 3. In the square and triangular grids below, use the given segments in each grid to draw a segment that is perpendicular. Use a straightedge. Lesson 3: Identify, define, and draw perpendicular lines. 53

7 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 4 4. Use the right angle template that you created in class to determine which of the following figures have a right angle. Mark each right angle with a small square. For each right angle you find, name the corresponding pair of perpendicular sides. (Problem 4(a) has been started for you.) a. b. A B H I C D D c. d. J K G O X e. f. O N P Y Z M g. h. S T U P V U T Z R Q X Y W Lesson 3: Identify, define, and draw perpendicular lines. 54

8 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 4 5. Use your right angle template as a guide, and mark each right angle in the following figure with a small square. (Note: A right angle does not have to be inside the figure.) How many pairs of perpendicular sides does this figure have? 6. True or false? Shapes that have no right angles also have no perpendicular segments. Draw some figures to help explain your thinking. Lesson 3: Identify, define, and draw perpendicular lines. 55

9 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework Name Date 1. On each object, trace at least one pair of lines that appear to be parallel. 2. How do you know if two lines are parallel? 3. In the square and triangular grids below, use the given segments in each grid to draw a segment that is parallel using a straightedge. Lesson 4: Identify, define, and draw parallel lines. 68

10 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 4. Determine which of the following figures have sides that are parallel by using a straightedge and the right angle template that you created. Circle the letter of the shapes that have at least one pair of parallel sides. Mark each pair of parallel sides with arrows, and then identify the parallel sides with a statement modeled after the one in 4(a). a. b. A B H I C D D c. d. J K G O X e. f. O N P Y Z g. h. M S T U P V U T Z R Q X Y W Lesson 4: Identify, define, and draw parallel lines. 69

11 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 5. True or false? All shapes with a right angle have sides that are parallel. Explain your thinking. 6. Explain why and are parallel, but and are not. F H A B E C D G 7. Draw a line using your straightedge. Now, use your right angle template and straightedge to construct a line parallel to the first line you drew. Lesson 4: Identify, define, and draw parallel lines. 70

12 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 4 Name Date 1. Identify the measures of the following angles. a. b. c. d. Lesson 5: Use a circular protractor to understand a 1-degree angle as of a turn. Explore benchmark angles using the protractor. 85

13 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 4 2. If you didn t have a protractor, how could you construct one? Use words, pictures, or numbers to explain in the space below. Lesson 5: Use a circular protractor to understand a 1-degree angle as of a turn. Explore benchmark angles using the protractor. 86

14 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework Name Date 1. Use a protractor to measure the angles, and then record the measurements in degrees. a. b. c. d. Lesson 6: Use varied protractors to distinguish angle measure from length measurement. 101

15 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework e. f. g. h. i. j. Lesson 6: Use varied protractors to distinguish angle measure from length measurement. 102

16 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 2. Using the green and red circle cutouts from today s lesson, explain to someone at home how the cutouts can be used to show that the angle measures are the same even though the circles are different sizes. Write words to explain what you told him or her. 3. Use a protractor to measure each angle. Extend the length of the segments as needed. When you extend the segments, does the angle measure stay the same? Explain how you know. a. B A C b. F D E Lesson 6: Use varied protractors to distinguish angle measure from length measurement. 103

17 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework Name Date Construct angles that measure the given number of degrees. For Problems 1 4, use the ray shown as one of the rays of the angle with its endpoint as the vertex of the angle. Draw an arc to indicate the angle that was measured Lesson 7: Measure and draw angles. Sketch given angle measures, and verify with a protractor. 116

18 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework Lesson 7: Measure and draw angles. Sketch given angle measures, and verify with a protractor. 117

19 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework Name Date 1. Jill, Shyan, and Barb stood in the middle of the yard and faced the barn. Jill turned 90 to the right. Shyan turned 180 to the left. Barb turned 270 to the left. Name the object that each girl is now facing. Jill Shyan House Barb Barn Fence Yard 2. Allison looked at the clock at the beginning of class and at the end of class. How many degrees did the minute hand turn from the beginning of class until the end? Tree Beginning End 3. The snowboarder went off a jump and did a 180. In which direction was the snowboarder facing when he landed? How do you know? 4. As she drove down the icy road, Mrs. Campbell slammed on her brakes. Her car did a 360. Explain what happened to Mrs. Campbell s car. Lesson 8: Identify and measure angles as turns and recognize them in various contexts. 128

20 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 5. Jonah turned the knob of the stove two quarter-turns. Draw a picture showing the position of the knob after he turned it. Before After 6. Betsy used her scissors to cut out a coupon from the newspaper. How many total quarter-turns will she need to rotate the paper in order to cut out the entire coupon? 7. How many quarter-turns does the picture need to be rotated in order for it to be upright? 8. David faced north. He turned 180 to the right, and then 270 to the left. In which direction is he now facing? Lesson 8: Identify and measure angles as turns and recognize them in various contexts. 129

21 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework Name Date Sketch two different ways to compose the given angles using two or more pattern blocks. Write an addition sentence to show how you composed the given angle. 1. Points,, and form a straight line. A B C A B C 180 = 180 = 2. = 90 D D E F E F 90 = 90 = Lesson 9: Decompose angles using pattern blocks. 157

22 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 3. = 120 G G H I H I 120 = 120 = 4. =270 L L J K J K 270 = 270 = 5. Micah built the following shape with his pattern blocks. Write an addition sentence for each angle indicated by an arc and solve. The first one is done for you. H G F a. = = 210 I E b. = J = K A B C D c. = = Lesson 9: Decompose angles using pattern blocks. 158

23 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 4 4 Name Date Write an equation, and solve for the measurement of. Verify the measurement using a protractor. 1. is a right angle. 2. is a right angle. D F B 35 C G 62 H + 35 = 90 = + = = 3. is a straight angle. 4. is a straight angle. P 16 L Q 145 K R J = = = = Lesson 10: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. 170

24 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 4 4 Write an equation, and solve for the unknown angle measurements. 5. Solve for the measurement of. 6. Solve for the measurement of. is a straight angle. is a straight angle. O R S T L P 73 W M 72 U N 7. In the following figure, is a rectangle. Without using a protractor, determine the measurement of GEF. Write an equation that could be used to solve the problem. D 74 E H G F 8. Complete the following directions in the space to the right. a. Draw 2 points: and. Using a straightedge, draw. b. Plot a point S somewhere between points and. c. Plot a point, which is not on. d. Draw. e. Find the measure of and. f. Write an equation to show that the angles add to the measure of a straight angle. Lesson 10: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. 171

25 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 4 4 Name Date Write an equation, and solve for the unknown angle measurements numerically = = 360 = = = + + = = = Lesson 11: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. 182

26 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 4 4 Write an equation, and solve for the unknown angles numerically. 5. is the intersection of and. = = is 145, and is 35. A C 35 O 145 D B 6. is the intersection of and. = = = is 55. Q T 55 O S R 7. is the intersection of,, and. = = = is 46. X U O 46 V W Y Lesson 11: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. 183

27 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 4 4 Name Date 1. Circle the figures that have a correct line of symmetry drawn. a. b. c. d. 2. Find and draw all lines of symmetry for the following figures. Write the number of lines of symmetry that you found in the blank underneath the shape. a. b. c. d. e. f. g. h. i. Lesson 12: Recognize lines of symmetry for given two-dimensional figures. Identify line-symmetric figures, and draw lines of symmetry. 197

28 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework Half of each figure below has been drawn. Use the line of symmetry, represented by the dashed line, to complete each figure. a. b. c. d. 4. Is there another shape that has the same number of lines of symmetry as a circle? Explain. Lesson 12: Recognize lines of symmetry for given two-dimensional figures. Identify line-symmetric figures, and draw lines of symmetry. 198

29 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework 4 4 Name Date 1. Classify each triangle by its side lengths and angle measurements. Circle the correct names. a. Classify Using Side Lengths Classify Using Angle Measurements Equilateral Isosceles Scalene Acute Right Obtuse b. Equilateral Isosceles Scalene Acute Right Obtuse c. Equilateral Isosceles Scalene Acute Right Obtuse d. Equilateral Isosceles Scalene Acute Right Obtuse 2. a. has one line of symmetry as shown. Is the measure of greater than, less than, or equal to? B A C b. is scalene. What do you observe about its angles? Explain. E D F Lesson 13: Analyze and classify triangles based on side length, angle measure, or both. 212

30 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework Use a ruler to connect points to form two other triangles. Use each point only once. None of the triangles may overlap. Two points will be unused. Name and classify the three triangles below. A D E G F K B I C H J Name the Triangles Using Vertices Classify by Side Length Classify by Angle Measurement 4. If the perimeter of an equilateral triangle is 15 cm, what is the length of each side? 5. Can a triangle have more than one obtuse angle? Explain. 6. Can a triangle have one obtuse angle and one right angle? Explain. Lesson 13: Analyze and classify triangles based on side length, angle measure, or both. 213

31 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 4 4 Name Date 1. Draw triangles that fit the following classifications. Use a ruler and protractor. Label the side lengths and angles. a. Right and isosceles b. Right and scalene c. Obtuse and isosceles d. Acute and scalene 2. Draw all possible lines of symmetry in the triangles above. Explain why some of the triangles do not have lines of symmetry. Lesson 14: Define and construct triangles from given criteria. Explore symmetry in triangles. 226

32 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 4 4 Are the following statements true or false? Explain. 3. is an isosceles triangle. must be 2 cm. True or False? B 1 cm 4. A triangle cannot have both an acute angle and a right angle. True or False? A 2 cm C X 5. can be described as both equilateral and acute. True or False? Y Z 6. A right triangle is always scalene. True or False? Extension: In, x = y. True or False? B A x y C Lesson 14: Define and construct triangles from given criteria. Explore symmetry in triangles. 227

33 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 4 Name Date 1. Use the word bank to name each shape, being as specific as possible. Parallelogram Trapezoid Rectangle Square a. b. c. d. 2. Explain the attribute that makes a square a special rectangle. 3. Explain the attribute that makes a rectangle a special parallelogram. 4. Explain the attribute that makes a parallelogram a special trapezoid. Lesson 15: Classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size. 240

34 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 4 5. Construct the following figures based on the given attributes. Give a name to each figure you construct. Be as specific as possible. a. A quadrilateral with four sides the same length and four right angles. b. A quadrilateral with two sets of parallel sides. c. A quadrilateral with only one set of parallel sides. d. A parallelogram with four right angles. Lesson 15: Classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size. 241

35 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 4 Name Date Use the grid to construct the following. Name the figure you drew using one of the terms in the word box. 1. Construct a quadrilateral with only one set of parallel sides. Which shape did you create? WORD BOX Parallelogram Trapezoid Rectangle Square Rhombus 2. Construct a quadrilateral with one set of parallel sides and two right angles. Which shape did you create? 3. Construct a quadrilateral with two sets of parallel sides. Which shape did you create? Lesson 16: Reason about attributes to construct quadrilaterals on square or triangular grid paper. 253

36 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 4 4. Construct a quadrilateral with all sides of equal length. Which shape did you create? 5. Construct a rectangle with all sides of equal length. Which shape did you create? Lesson 16: Reason about attributes to construct quadrilaterals on square or triangular grid paper. 254

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