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1 COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 4 1. Draw a line segment to connect the word to its picture. ray line. line segment point angle 2. How is a line different from a line segment? Lesson 1: : Identify and draw points, lines, line segments, rays, and angles and recognize them in various contexts and familiar figures. 10/16/13 4.A.13

2 COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket 4 1. Fill in the blanks to make true statements using one of the following words: acute, obtuse, right, straight. a. In class we made an angle when we folded paper twice. b. An angle is smaller than a right angle. c. An angle is larger than a right angle but smaller than a straight angle. 2. Look at the following angles. A B C D E F G H a. Which angles are right angles? b. Which angles are obtuse angles? c. Which angles are acute angles? d. Which angles are straight angles? 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. : 10/16/13 4.A.28

3 COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Exit Ticket 4 4 Find all of the pairs of perpendicular lines in each figure. Mark with the right angle symbol then name them. Use your right angle template as a guide. B A D M N O P Lesson 3: Identify, define, and draw perpendicular lines. : 10/16/13 4.A.42

4 COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket Look at the following pairs of lines. Identify if they are parallel, perpendicular, or intersecting. a. b. c. d. Lesson 4: Identify, define, and draw parallel lines. : 10/16/13 4.A.57

5 COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Exit Ticket How many right angles make a full turn? 2. What is the measurement of a right angle? 3. What fraction of a full turn is 1 degree? 4. at least four benchmark angle measurements. Lesson 5: : Use a circular protractor to understand a 1-degree angle as 1/360 of a turn. Explore benchmark angles using the protractor. 10/16/13 4.B.14

6 COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Exit Ticket Use any 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. 10/16/13 4.B.29

7 COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Exit Ticket Construct angles that measure the given number of degrees. Draw an arc to indicate the angle that was measured. a. 75 b. 105 c. 81 d. 99 Lesson 7: : 2013 Common Core, Inc. All rights reserv ed. commoncore.org Measure and draw angles. Sketch given angle measures and verify with a protractor. 10/16/13 4.B.44

8 COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Exit Ticket 4 1. Marty was doing a handstand. Describe how many degrees his body will turn to be upright again. 2. Jeffrey started riding his bike at the. He travelled north for 3 blocks, then turned 90 to the right and rode for 2 blocks. What direction was he headed? Sketch his route on the grid below. Each square unit represents 1 block. N W E S Lesson 8: : 2013 Common Core, Inc. All rights reserv ed. commoncore.org Identify and measure angles as turns and recognize them in various contexts. 10/16/13 4.B.56

9 COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Exit Ticket 4 1. Describe and sketch two combinations of the blue rhombus pattern block that create a straight angle. 2. Describe and sketch two combinations of the green triangle and yellow hexagon pattern block that create a straight angle. Lesson 9 Decompose angles using pattern blocks. : 10/16/13 4.C Common Core, Inc. All rights reserved. commoncore.org

10 COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Exit Ticket 4 4 Write an equation and solve for. is a straight angle. T U V Equation: Lesson 10: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. : 10/16/13 4.C.25

11 COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Exit Ticket 4 4 Write equations using variables to represent the unknown angle measurements. Find the unknown angle measurements numerically. F 66 D A E B C 1. = 2. = 3. = Lesson 11: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. : 10/16/13 4.C.37

12 COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Exit Ticket Is the line drawn a line of symmetry? Circle your choice. Yes No Yes No Yes No 2. Draw as many lines of symmetry as you can find in the figure below. Lesson 12: Recognize lines of symmetry for given two-dimensional figures; identify line-symmetric figures and draw lines of symmetry. : 10/16/13 4.D.13

13 COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Exit Ticket 4 4 Use appropriate tools to solve the following problems. 1. The triangles below have been sorted by shared attributes (side length or angle type). Use the words acute, right, obtuse, scalene, isosceles, or equilateral to label the headings to identify the way the triangles have been sorted. 2. Draw a line to identify each triangle according to angle type and side length. Acute Obtuse Right Isosceles Equilateral Scalene 3. Identify and draw any lines of symmetry in the triangles in Problem 2. Lesson 13: : Analyze and classify triangles based on side length, angle measure, or both. 10/16/13 4.D.28

14 COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Exit Ticket Draw an obtuse isosceles triangle, and then draw any lines of symmetry if they exist. 2. Draw a right scalene triangle, and then draw any lines of symmetry if they exist. 3. Every triangle has at least acute angles. Lesson 14: Define and construct triangles from given criteria. Explore symmetry in triangles. : 10/16/13 4.D.43

15 COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Exit Ticket In the space below, draw a parallelogram. 2. Explain why a rectangle is a special parallelogram. Lesson 15: : Classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size. 10/16/13 4.D.57

16 COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Exit Ticket Construct a parallelogram that does not have any right angles on a rectangular grid. 2. Construct a rectangle on a triangular grid. Lesson 16: Reason about attributes to construct quadrilaterals on square or triangular grid paper. : 10/16/13 4.D.71

17 COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson Follow the directions below to draw a figure in the box below. Use a straightedge. a. Draw 2 points. Label one point as A and the other point as B. b. Draw. c. Draw point D that is not on. d. Draw. e. Draw. f. an acute angle. g. an obtuse angle. You may have to draw and label another point. 2. Use your protractor to measure the angle indicated by the arc. Classify each angle as right, acute, or obtuse. Explain how you know each angle s classification. a. Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.1

18 COMMON CORE MATHEMATICS CURRICULUM New York State Common Core Lesson Mid-Module Assessment Task b. c. 3. In the box below, follow the instructions to draw a figure. Using a straightedge, draw a line. Label it. Label a point A on. Using your protractor and ruler, draw a line perpendicular to through point A. Label the perpendicular line. Label a point on, other than point A. Using your protractor and straightedge, draw a line,, perpendicular to through point B. Which lines are parallel in your drawing? Explain why. Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.2

19 COMMON CORE MATHEMATICS CURRICULUM New York State Common Core Lesson Mid-Module Assessment Task 4. Use the clock to answer Parts (a), (b), (c), and (d) below. a. Use a straightedge to draw the hands as they would appear at 3:00. b. What kind of angle is formed by the clock hands at 3:00? c. What time will it be when the minute hand has turned 180? d. How many 90 turns will the minute hand make between 3:00 and 4:00? 5. Use the compass rose to answer Parts (a) and (b) below. a. Maddy faced East. She turned to her right until she was facing North. How many degrees did she turn? b. Quanisha was facing North. She turned toward her right until she faced East. Alisha was facing South. She turned toward her right until she faced West. What fraction of a full turn did each girl complete? Through how many degrees did each girl turn? Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.3

20 COMMON CORE MATHEMATICS CURRICULUM New York State Common Core Lesson Mid-Module Assessment Task 6. The town of Seaford has a large rectangular park with a biking path around its perimeter and two straight-line biking paths that cut across it as shown in the diagram below. F E 138 G N L D K H J a. Find the measure of the following angles using a protractor. FGD: DGK: KGN: b. In the space below, use a protractor to draw an angle with the same measure as. Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.4

21 COMMON CORE MATHEMATICS CURRICULUM New York State Common Core Lesson Mid-Module Assessment Task c. Below is a sign that bikers may encounter while riding in the park. Using the points in the figure below, identify a line segment, a right angle, an obtuse angle, a set of parallel lines, and a set of perpendicular lines in the table below. K L A B C STOP D E F J G H Line Segment Right Angle Obtuse Angle Parallel Lines Perpendicular Lines Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.5

22 COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson Find and draw all lines of symmetry in the following figures. If there are none, write none. a. b. c. d. e. f. g. For each triangle above, state whether it is acute, obtuse, or right and whether it is isosceles, equilateral, or scalene. Triangle a: Triangle c: Triangle e: h. How many lines of symmetry does a circle have? What point do all lines of symmetry for a given circle have in common? Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.15

23 COMMON CORE MATHEMATICS CURRICULUM New York State Common Core Lesson End-of-Module Assessment Task 2. In the following figure QRST is a rectangle. Without using a protractor, determine the measure of RQS. Write an equation that could be used to solve the problem. Q 24 T R S 3. For each part below, explain how the measure of the unknown angle can be found without using a protractor. a. Find the measure of D. b. In this figure, Q, R, and S lie on a line. Find the measure of. Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.16

24 COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson 4 4 c. Q, R, and S lie on a line, as do P, R, and T. Find the measure of PRS. 4. Mike drew some two-dimensional figures. Sketch the figures and answer each part about the figures that Mike drew. a. He drew a four-sided figure with four right angles. It is 4 cm long and 3 cm wide. What type of quadrilateral did Mike draw? How many lines of symmetry does it have? b. He drew a quadrilateral with four equal sides and no right angles. What type of quadrilateral did Mike draw? How many lines of symmetry does it have? c. He drew a triangle with one right angle and sides that measure 6 cm, 8 cm, and 10 cm. Classify the type of triangle Mike drew based on side length and angle measure. How many lines of symmetry does it have? Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.17

25 COMMON CORE MATHEMATICS CURRICULUM New York State Common Core Lesson End-of-Module Assessment Task d. Using the dimensions given, draw the same shape Mike drew in Part (c). e. Mike drew this figure. Without using a protractor, find the sum of FJK, KJH, and HJG. F K G J H f. Points F, J, and H lie on a line. What is the measure of KJH if FJK measures 45 degrees? Write an equation that could be used to determine the measure of KJH. Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.18

26 COMMON CORE MATHEMATICS CURRICULUM New York State Common Core Lesson End-of-Module Assessment Task g. Mike used a protractor to measure ABC as shown below and said the result was exactly 130. Do you agree or disagree? Explain your thinking. C B A h. Below is half of a line-symmetric figure and its line of symmetry. Use a ruler to complete Mike s drawing. Module 4: Angle Measure and Plane Figures : 10/16/13 4.S.19

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