Objective
Identify and draw parallel lines.
Common Core Standards
Core Standards
The core standards covered in this lesson
4.G.A.1— Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Geometry
4.G.A.1— Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Foundational Standards
The foundational standards covered in this lesson
3.G.A.1
Geometry
3.G.A.1— Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Criteria for Success
The essential concepts students need to demonstrate or understand to achieve the lesson objective
- Understand that parallel lines are lines that will never intersect, even if they are extended infinitely.
- Determine whether two lines are parallel or intersecting (even if they are not visibly intersecting) using a straightedge and right-angle tool (MP.5).
- Draw two parallel lines using a straightedge and right-angle tool (MP.5, MP.6).
- Use correct notation to denote parallel lines, e.g., $$\overline{AB}\parallel\overline{CD}$$, and draw arrows on corresponding parallel sides in a figure.
Tips for Teachers
Suggestions for teachers to help them teach this lesson
Right-angle tools were constructed in Lesson 2 Anchor Task #1 from blank paper.
Lesson Materials
- Right-angle tool (1 per student) — These were constructed in Lesson 2 using blank pieces of paper
- Ruler (1 per student) — This can be any tool used to draw a straight line, e.g., a straightedge, a ruler, etc.
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Anchor Tasks
Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
Problem 1
Sit back-to-back with a partner.
- Partner A: Tell your partner how to draw the following shape (without using the word “trapezoid”).
- Partner B: draw the shape your partner describes to you.
- Compare Partner A’s shape to Partner B’s drawing of it.
Guiding Questions
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Problem 2
Are these line segments parallel? Be as precise as possible.
a.
b.
Guiding Questions
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References
EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic A > Lesson 4—Concept Development Problem 2
Grade 4 Mathematics > Module 4 > Topic A > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 USlicense.Accessed Dec. 2, 2016, 5:15 p.m..
Modified by Fishtank Learning, Inc.
Problem 3
Draw parallel line segments as precisely as possible.
Guiding Questions
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References
EngageNY Mathematics Grade 4 Mathematics > Module 4 > Topic A > Lesson 4—Concept Development Problem 3
Grade 4 Mathematics > Module 4 > Topic A > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 USlicense.Accessed Dec. 2, 2016, 5:15 p.m..
Modified by Fishtank Learning, Inc.
Problem Set
15-20 minutes
Problem Set
Answer Keys
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Discussion of Problem Set
- In #1, how could your right-angle tool serve as a guide for identifying parallel lines?
- How do you know if two lines are parallel (#2)?
- In #3, do you agree or disagree with Ms. Glynn? Why? Are there other line segments that are parallel in the figure? How do you know?
- Which shapes in #5 had parallel lines? Are opposite sides always parallel?
- How do parallel lines differ from perpendicular lines?
- Two segments that don’t intersect must be parallel. True or false? Explain.
Target Task
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
Problem 1
Determine whether the following pairs of lines are parallel, perpendicular, or intersecting.
a.
b.
c.
d.
Student Response
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Problem 2
Draw an additional example of parallel line segments below.
Student Response
An example response to the Target Task at the level of detail expected of the students.
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Additional Practice
The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Extra Practice Problems
Extra Practice Problems
Answer Keys
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Word Problems and Fluency Activities
Word Problems and Fluency Activities
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Lesson 3
Lesson 5
