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1 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 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. 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. 21

2 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 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. N House Flash drive Compass rose 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. 22

3 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 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 Obtuse g. 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. 34

4 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set Use your right angle template to identify acute, obtuse, and right angles within Picasso s painting Factory, Horta de Ebbo. Trace at least two of each, label with points, and then name them in the table below the painting Estate of Pablo Picasso / Artists Rights Society (ARS), New York Photo: Erich Lessing / Art Resource, NY. 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. 35

5 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 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. 36

6 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Template 4 4 A B C E D G F J I H 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. 41

7 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 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 using a straightedge. Lesson 3: Identify, define, and draw perpendicular lines. 49

8 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 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 J C D L K c. F d. E G e. A f. M Z W F L N g. h. T O U S P Y V R Q X W Lesson 3: Identify, define, and draw perpendicular lines. 50

9 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 4 5. Mark each right angle on 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 at least one right angle also have at least one pair of perpendicular sides. Explain your thinking. Lesson 3: Identify, define, and draw perpendicular lines. 51

10 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 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. 64

11 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 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 arrowheads, and then identify the parallel sides with a statement modeled after the one in 4(a). a. A B b. H I C D J K F c. E d. G A e. f. M Z W F L N g. h. T O U S P Y V R Q X W Lesson 4: Identify, define, and draw parallel lines. 65

12 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 5. True or false? A triangle cannot have sides that are parallel. Explain your thinking. 6. Explain why and are parallel, but and are not. A B C D G H 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. 66

13 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set Name Date 1. Make a list of the measures of the benchmark angles you drew, starting with Set A. Round each angle measure to the nearest 5. Both sets have been started for you. a. Set A: 45, 90, b. Set B: 30, 60, 2. Circle any angle measures that appear on both lists. What do you notice about them? 3. List the angle measures from Problem 1 that are acute. Trace each angle with your finger as you say its measurement. 4. List the angle measures from Problem 1 that are obtuse. Trace each angle with your finger as you say its measurement. Lesson 5: Use a circular protractor to understand a 1-degree angle as of a turn. Explore benchmark angles using the protractor. 82

14 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set 5. We found out today that 1 is of a whole turn. It is 1 out of 360. That means a 2 angle is of a whole turn. What fraction of a whole turn is each of the benchmark angles you listed in Problem 1? 6. How many 45 angles does it take to make a full turn? 7. How many 30 angles does it take to make a full turn? 8. If you didn t have a protractor, how could you reconstruct a quarter of it from 0 to 90? Lesson 5: Use a circular protractor to understand a 1-degree angle as of a turn. Explore benchmark angles using the protractor. 83

15 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Template 4 circular protractor Lesson 5: Use a circular protractor to understand a 1-degree angle as of a turn. Explore benchmark angles using the protractor. 87

16 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Practice Sheet Name Date D C E Lesson 6: Use varied protractors to distinguish angle measure from length measurement. 96

17 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 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. 97

18 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set e. f. g. h. i. j. Lesson 6: Use varied protractors to distinguish angle measure from length measurement. 98

19 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 2. a. Use three different-size protractors to measure the angle. Extend the lines as needed using a straightedge. Protractor #1: Protractor #2: Protractor #3: b. What do you notice about the measurement of the above angle using each of the protractors? 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. C B A F b. E D Lesson 6: Use varied protractors to distinguish angle measure from length measurement. 99

20 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Practice Sheet Name Date Figure 1 Figure 2 W A Y X C Z B Figure 3 Figure 4 D Q R E F S Lesson 7: Measure and draw angles. Sketch given angle measures, and verify with a protractor. 112

21 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 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. 113

22 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set Lesson 7: Measure and draw angles. Sketch given angle measures, and verify with a protractor. 114

23 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set Name Date 1. Joe, Steve, and Bob stood in the middle of the yard and faced the house. Joe turned 90 to the right. Steve turned 180 to the right. Bob turned 270 to the right. Name the object that each boy is now facing. Joe Steve Bob Barn House Yard Fence Tree 2. Monique 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? Beginning End 3. The skater jumped into the air and did a 360. What does that mean? 4. Mr. Martin drove away from his house without his wallet. He did a 180. Where is he heading now? House Store Lesson 8: Identify and measure angles as turns and recognize them in various contexts. 125

24 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 5. John turned the knob of the shower 270 to the right. Draw a picture showing the position of the knob after he turned it. Before After 6. Barb used her scissors to cut out a coupon from the newspaper. How many quarter-turns does she need to turn the paper in order to stay on the lines? 7. How many quarter-turns does the picture need to be rotated in order for it to be upright? 8. Meredith faced north. She turned 90 to the right, and then 180 more. In which direction is she now facing? Lesson 8: Identify and measure angles as turns and recognize them in various contexts. 126

25 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Template clock Lesson 8: Identify and measure angles as turns and recognize them in various contexts. 130

26 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set Name Date 1. Complete the table. a. Pattern block Total number that fit around 1 vertex One interior angle measures Sum of the angles around a vertex 360 = = 360 b. c. + + = 360 d. (Acute angle) e. f. (Obtuse angle) (Acute angle) Lesson 9: Decompose angles using pattern blocks. 154

27 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 2. Find the measurements of the angles indicated by the arcs. a. A Pattern blocks Angle measure Addition sentence b. B C c. D E F H I J 3. Use two or more pattern blocks to figure out the measurements of the angles indicated by the arcs. Pattern blocks Angle measure Addition sentence a. b. L O c. R Lesson 9: Decompose angles using pattern blocks. 155

28 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 4 4 Name Date Write an equation, and solve for the measure of. Verify the measurement using a protractor. 1. is a right angle. 2. is a right angle. A E 45 B 45 + = 90 C F 20 + = G = = 3. is a straight angle. 4. is a straight angle. O I 70 J + 70 = 180 K M 83 N + = = = Lesson 10: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. 167

29 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 4 4 Solve for the unknown angle measurements. Write an equation to solve. 5. Solve for the measurement of. 6. Solve for the measurement of. is a straight angle. is a straight angle. V Z U T Q R 36 S U Y 7. In the following figure, is a rectangle. Without using a protractor, determine the measurement of. Write an equation that could be used to solve the problem. C D X B A 27 E 8. Complete the following directions in the space to the right. a. Draw 2 points: and. Using a straightedge, draw. b. Plot a point 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. 168

30 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 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. 179

31 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 4 4 Write an equation, and solve for the unknown angles numerically. 5. is the intersection of and. = = is 160, and is 20. C A O D B 6. is the intersection of and. = = = is 125. R V O T 125 S 7. is the intersection of,, and. = = = is 36. U Z W O 36 X Y Lesson 11: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. 180

32 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 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. 194

33 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 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. The figure below is a circle. How many lines of symmetry does the figure have? Explain. Lesson 12: Recognize lines of symmetry for given two-dimensional figures. Identify line-symmetric figures, and draw lines of symmetry. 195

34 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Template pentagon Lesson 12: Recognize lines of symmetry for given two-dimensional figures. Identify line-symmetric figures, and draw lines of symmetry. 199

35 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Template Figure 1 Figure 2 lines of symmetry Lesson 12: Recognize lines of symmetry for given two-dimensional figures. Identify line-symmetric figures, and draw lines of symmetry. 200

36 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Practice Sheet 4 4 Name Date Sketch of Triangle Attributes (Include side lengths and angle measures.) Classification A B C D E F Lesson 13: Analyze and classify triangles based on side length, angle measure, or both. 208

37 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 4 4 Name Date 1. Classify each triangle by its side lengths and angle measurements. Circle the correct names. Classify Using Side Lengths Classify Using Angle Measurements a. 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. has one line of symmetry as shown. What does this tell you about the measures of and? B A 3. has three lines of symmetry as shown. C E a. How can the lines of symmetry help you to figure out which angles are equal? b. has a perimeter of 30 cm. Label the side lengths. D F Lesson 13: Analyze and classify triangles based on side length, angle measure, or both. 209

38 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set Use a ruler to connect points to form two other triangles. Use each point only once. None of the triangles may overlap. One or two points will be unused. Name and classify the three triangles below. The first one has been done for you. A E G F K B C D I H J Name the Triangles Using Vertices Classify by Side Length Classify by Angle Measurement Scalene Obtuse 5. a. List three points from the grid above that, when connected by segments, do not result in a triangle. b. Why didn t the three points you listed result in a triangle when connected by segments? 6. Can a triangle have two right angles? Explain. Lesson 13: Analyze and classify triangles based on side length, angle measure, or both. 210

39 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

40 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Template 4 4 x A z r y C t triangles s Lesson 13: Analyze and classify triangles based on side length, angle measure, or both. 214

41 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Template 4 4 i j F u k B w v triangles Lesson 13: Analyze and classify triangles based on side length, angle measure, or both. 215

42 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Template 4 4 o p l D q E n m triangles Lesson 13: Analyze and classify triangles based on side length, angle measure, or both. 216

43 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 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. Obtuse and scalene c. Acute and scalene d. Acute and isosceles 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. 223

44 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 4 4 Are the following statements true or false? Explain using pictures or words. 3. If is an equilateral triangle, must be 2 cm. True or False? B 1 cm 4. A triangle cannot have one obtuse angle and one right angle. True or False? A 1 cm C 5. can be described as a right triangle and an isosceles triangle. True or False? E F 6. An equilateral triangle is isosceles. True or False? G Extension: In, a = b. True or False? I H a b J Lesson 14: Define and construct triangles from given criteria. Explore symmetry in triangles. 224

45 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 4 4 Name Date Construct the figures with the given attributes. Name the shape you created. Be as specific as possible. Use extra blank paper as needed. 1. Construct quadrilaterals with at least one set of parallel sides. 2. Construct a quadrilateral with two sets of parallel sides. 3. Construct a parallelogram with four right angles. 4. Construct a rectangle with all sides the same length. Lesson 15: Classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size. 237

46 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set Use the word bank to name each shape, being as specific as possible. Parallelogram Trapezoid Rectangle Square a. b. c. d. 6. Explain the attribute that makes a square a special rectangle. 7. Explain the attribute that makes a rectangle a special parallelogram. 8. 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. 238

47 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 4 4 Name Date 1. On the grid paper, draw at least one quadrilateral to fit the description. Use the given segment as one segment of the quadrilateral. Name the figure you drew using one of the terms below. Parallelogram Trapezoid Rectangle Square Rhombus a. A quadrilateral that has at least one pair of parallel sides. b. A quadrilateral that has four right angles. c. A quadrilateral that has two pairs of parallel side d. A quadrilateral that has at least one pair of perpendicular sides and at least one pair of parallel sides. Lesson 16: Reason about attributes to construct quadrilaterals on square or triangular grid paper. 250

48 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set On the grid paper, draw at least one quadrilateral to fit the description. Use the given segment as one segment of the quadrilateral. Name the figure you drew using one of the terms below. Parallelogram Trapezoid Rectangle Square Rhombus a. A quadrilateral that has two sets of parallel sides. b. A quadrilateral that has four right angles. 3. Explain the attributes that make a rhombus different from a rectangle. 4. Explain the attribute that makes a square different from a rhombus. Lesson 16: Reason about attributes to construct quadrilaterals on square or triangular grid paper. 251

### 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.

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