4.G.1 - About the Math, Learning Targets, and Rigor

Grade 4 Geometry

4.G.1

Full Standard

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

**4th Grade Students Learning 4th Grade Standards**
Quarter 1	Quarter 2	Quarter 3	Quarter 4
			Report Card Measurement Topic: Demonstrates understanding of measurement and geometry.

**3rd Grade Students Learning 4th Grade Standards**
Quarter 1	Quarter 2	Quarter 3	Quarter 4
			Report Card Measurement Topic: Demonstrates understanding of measurement, data and geometry.

Learning Target

Identify points, lines, line segments, rays, angles, parallel lines, and perpendicular lines.
Draw points, lines, line segments, rays, angles, parallel lines, and perpendicular lines.

About the Math

Points, lines, segments, rays, and angles are the building blocks of the geometry. Point and line are undefined terms because they do not have definitions. We can understand these terms by thinking of examples of what a point and line might look like. A point can be a tip of a pencil; it has position but no dimension. Euclid described a line by saying that through any two points there is always a line and every line contains at least two points. Line segment is part of a line and it contains two endpoints meaning it has a beginning and endpoints. A line contains an infinite number of points and has no endpoints and goes on and on forever. A ray is part of a line that has one endpoint and extends forever in only one direction. Parallel lines are lines that never cross and are the same distance apart. Perpendicular lines intersect to form right angles. Essential vocabulary for this standard includes: point, line, line segment, ray, parallel lines, perpendicular lines, intersecting lines, and endpoint. Visit the online dictionary Links to an external site. for vocabulary support.

Progression of Standard within Grade 4

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1	Quarter 2	Quarter 3	Quarter 4
			Identify points, lines, line segments, rays, angles, parallel lines, and perpendicular lines. Draw points, lines, line segments, rays, angles, parallel lines, and perpendicular lines.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 3	Grade 5
Attributes and categories of shapes ( 3.G.1 )	Understand attributes of categories of two-dimensional figures (5.G.3)

TASKS

These tasks can be used with small group or whole group instruction.

Define important vocabulary for the standard (see About the Math) on an anchor chart. Provide students with the opportunity to walk around the classroom, building, and/or school grounds to find real-life examples of each of the geometric terms. For example, students may identify dots on the carpet as points or ceiling tracks as parallel/perpendicular lines.
Look at these pictures. (to the right)
- What points, line segments, rays, angles, parallel lines, and perpendicular lines do you see?
- Do you see any two-dimensional figures?
Why do you think points, lines, line segments, rays, angles, parallel lines, and perpendicular lines are considered to be the building blocks of geometry?
Where in life might you find parallel lines? Where might you find perpendicular lines?
Using one rubber band on a geoboard, create a square using the corner pegs. If you were to only move one of the corners, what other shapes could you make? How many different shapes can you make using one rubber band on the geoboard?

SLIDE-BASED TASKS

These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 14 • Geometry and Angles

Additional Tasks

These links provide instructional ideas connected to this standard.

The Geometry of Letters Links to an external site. (Illustrative Math)
What's the Point? Links to an external site. (Illustrative Math)
Geometry Download Geometry
PPT, Geometry Activities Download Geometry Activities
Between the Lines Download Between the Lines
(Lesson Seed)
Figure Riddle Download Figure Riddle
(Lesson Seed)
Traveling with Angles Download Traveling with Angles
(Utah Core Academy Lesson)
Angle Animals Download Angle Animals
(Utah Core Academy Lesson)
Geometry Biomes Download Geometry Biomes
(Utah Core Academy Lesson)
What Makes a Shape? Links to an external site. (Georgia Department of Education, pg. 13-17)
Angle Shape Sort Links to an external site. (Georgia Department of Education, pg. 18-23) ** same file as link above**
Be an Expert! Links to an external site.(Georgia Department of Education, pg. 28-33) ** same file as 2 links above**

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.

Print Resources
Book Title	Grade	Pages
Teaching Student-Centered Mathematics	3-5	Can You Make It?, Activity 8.5, Page 217
Hands on Standards	5-6	60, 76
Brain-Compatible Activities for Mathematics	4-5	82-86
20 Thinking Questions for Geoboards	3-6	2, 14, 22
Super Source Geoboards	5-6	42, 66
Math In Practice Teaching Fourth-Grade Math	4	Module 14