Math g4 m4 Topic A Lesson 4

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 4•4
Lesson 4
Objective: Identify, define, and draw parallel lines.
Suggested Lesson Structure

Fluency Practice (12 minutes)
Application Problem (6 minutes)
Concept Development (32 minutes)
Student Debrief (10 minutes)
Total Time (60 minutes)
Fluency Practice (12 minutes)

 Divide Mentally 4.NBT.6 (4 minutes)
 Identify Two-Dimensional Figures 4.G.1 (4 minutes)
 Physiometry 4.G.1 (4 minutes)
Divide Mentally (4 minutes)

Note: This activity reviews Grade 4 Module 3 content.
T: (Write 40 ÷ 2.) Say the completed division sentence in unit form.
S: 4 tens ÷ 2 = 2 tens.
T: (To the right, write 8 ÷ 2.) Say the completed division sentence in unit form.
S: 8 ones ÷ 2 = 4 ones.
T: (Above both number sentences, write 48 ÷ 2. Draw a number bond to connect the 2 original
problems to this problem.) Say the completed division sentence in unit form.
S: 4 tens 8 ones ÷ 2 = 2 tens 4 ones.
T: Say the division sentence in standard form.
S: 48 ÷ 2 = 24.
Continue with the following possible sequence: 48 ÷ 3, 96 ÷ 3, and 96 ÷ 4.
Identify Two-Dimensional Figures (4 minutes)

Materials: (S) Personal white board, straightedge
Note: This fluency activity reviews terms learned in Lessons 1─3.

T: (Project ⃑
AB . Trace ⃑
AB .) Name the figure.
S: ⃑
AB .
Lesson 4: Identify, define, and draw parallel lines.

56
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka This work is licensed under a
math.org This file derived from G4-M4-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
T: (Point to point A .) Say the term.

S: Point A .
T: (Point to point B.) Say the term.
S: Point B.
T: Use your straightedge to draw ⃑ CD on your personal white boards.
S: (Draw a ray with points C and D on the ray.)
´ , GH , and acute ∠ IKJ , obtuse
Continue with the following possible sequence: EF
∠ LMN , and right ∠ OQP .
T: What’s the relationship between OQ and PQ?
S: The line segments are perpendicular.
T: ´ .
Draw RS that is perpendicular to TV
S: (Draw a line segment with endpoints R and S. Draw a line with points T and V that is
perpendicular to RS .)
Physiometry (4 minutes)
Note: Kinesthetic memory is strong memory. This fluency activity reviews terms from Lessons 1─3.
T: Stand up.
S: (Stand up.)
T: Model a ray.
S: (Extend arms straight so that they are parallel with the floor. Clench one hand in a fist, and leave the
other hand open, pointing to a side wall.)
T: Model a ray pointing in the other direction.
S: (Open clenched hand, and clench open hand. Point with open hand.)
T: Model a line.
S: (Extend arms straight so that they are parallel with the floor. Open both hands, and point at the side
walls.)
T: Model a point.
S: (Clench one hand in a fist, and extend arm forward.)
T: Model a line segment.
S: (Extend arms straight so that they are parallel with the floor. Clench both hands into fists.)
T: Model a right angle.
S: (Stretch one arm up, directly at the ceiling. Stretch another arm directly toward a wall, parallel to
the floor.)
T: Model a different right angle.
S: (Stretch the arm pointing toward a wall directly up toward the ceiling. Move the arm pointing
toward the ceiling so that it points directly toward the opposite wall.)
T: Model an acute angle.
S: (Model an acute angle with arms.)

57
T: Model an obtuse angle.

S: (Model an obtuse angle with arms.)
Next, move between figures with the following possible sequence: right angle, point, line, obtuse angle, line
segment, acute angle, and right angle.
T: (Stretch one arm up, pointing directly at the ceiling. Stretch another arm directly pointing toward a
wall, parallel to the floor.) Which type of angle do you think I’m modeling?
S: Right angle.
T: What is the relationship of the lines formed by right angles?
S: Perpendicular lines.
T: (Point at a wall to the side of the room.) Point at the walls that run perpendicular to the wall
I’m pointing to.
S: (Point at the front and back walls.)
T: (Point at the back wall.)
S: (Point at the side walls.)
Continue pointing to the other side wall and front wall.
Application Problem (6 minutes)
R E A L
Observe the letters R, E, A, and L.
a. How many lines are perpendicular? Describe them.
b. How many acute angles are there? Describe them.
c. How many obtuse angles are there? Describe them.
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Help learners keep their response to
the Application Problem organized
with a graphic organizer, such as the
table below:
Numbe
Number of Number r of
Letter Perpendicular of Acute Obtuse
Lines Angles Angles
Note: This Application Problem reviews perpendicular and R
intersecting lines from Lesson 3. The problem can be extended E
A
in the Debrief by having students find letters with parallel lines. L

58
Concept Development (32 minutes)
Materials: (T/S) Straightedge, personal white board, square grid paper, right angle template (created in
Lesson 2)
Problem 1: Define and identify parallel lines.

T: Partners, lay your two straightedges on your desk. NOTES ON
The straightedges cannot touch each other. Work with MULTIPLE MEANS
your partner to position your two straightedges like OF REPRESENTATION:
two roads that will never intersect. Students have learned a significant
T: Are your straightedges touching? amount of new vocabulary and math
symbols in a short amount of time.
S: No! Support English language learners and
T: If a car continued down your straightedge road, would others by providing tools such as a
it ever be on your partner’s straightedge road? word wall or dictionaries (in first and
second languages in addition to
S: No!
pictures and symbols) that students
T: What do you notice? can refer to throughout the lesson.
S: Our straightedges are lined up perfectly.  Our Include bolded words, as well as
straightedges are not perpendicular because they familiar words, such as horizontal.
don’t make right angles. They don’t make any angles
because they don’t touch!
T: You’ve discovered parallel lines. Two lines that never touch no
matter how far you extend them are parallel.
T: Look on your desk. Can you find parallel lines?
S: The opposite sides of my personal white board, desk, and book
are parallel.
T: In our classroom, can you find parallel lines?
S: The repeating ridges in the heater are parallel.  The shelves of the
bookcase are parallel.
T: (Project the letter N. Trace and label with arrowheads parallel segments.)
Are these segments of letter N parallel?
S: Yes!
T: (Project AB and CD as pictured to the right.) Are these segments parallel?
S: No!
T: Why not? I don’t see an intersection?
S: If you made each one longer, they’d run into each other off to the right.
T: (Project EF and GH as pictured to the right.) Are these segments
parallel?
S: Yes!
T: (Project IJ and KL as pictured to the right.) Are these segments parallel?
S: No!

59
Problem 2: Identify parallel lines using a right angle template.

T: Partner 1, position your straightedge flat on your desk any
way you like—horizontal, vertical, slanted to the right,
slanted to the left. Partner 2, place your straightedge
parallel to your partner’s. Switch roles, and try again.
T: Use the word parallel in a sentence that describes your
observations.
S: Parallel lines look like train tracks.  Parallel lines are side
by side without touching.  Two lines that do not touch
each other and are the same distance from each other at
every point are parallel.  Parallel lines are not
perpendicular.
T: (Project parallel segments WV and YZ .) Are these
segments parallel? They look parallel, but to be precise, we
measure with a right angle template.
1. First, place a straightedge perpendicular across both
segments.
2. Then, slide the right angle template along the
straightedge to check the alignment.
T: Are these segments parallel?
S: Yes!
Repeat activity with a set of non-parallel lines following the process
above.
Problem 3: Represent parallel lines with symbols.

T: On your grid paper, use your straightedge to draw rectangle
ABCD like mine. (Model drawing rectangle ABCD .Write AB
on the board.)
When modeling, point out ways to confirm the lines are correctly drawn,
without inferring parallelism yet, such as AB moves across three
columns and up one row, as well as DC . AD and BC move down six
rows and across two columns. Segments can be extended and erased as
needed.
T: Do you see a segment that is parallel to AB? Use symbols to
record your answer.
S: (Show DC .) Segment DC !
T: Let’s check with our right angle template. (Model.)
S: (Check alignment using right angle template.)
T: (Assist as needed.) Are AB and DC parallel?
S: Yes.
T: (Write AB∥ CD ). AB is parallel to CD .) Use symbols like mine to

60
record another parallel pair in the rectangle.

S: AD ∥ BC .
T: What do you notice about sides of a rectangle and parallel lines?
S: Opposite sides of the rectangle are parallel.
T: Is this true for all rectangles? With your partner, draw rectangles of different sizes and shapes. Use
your right angle template to check for parallel segments.
MP.3
S: (Draw and verify.)
T: Does the length of the opposite sides of a rectangle change the fact that they are parallel?
S: No. Opposite sides of all rectangles are parallel.
T: As you work on the Problem Set, consider if this is true for other shapes.
Problem 4: Draw parallel lines.
T: Use your straightedge to draw horizontal line XY .
S: (Draw.)
T: We found that opposite sides of all rectangles are parallel. We also discovered in Lesson 2 that
rectangles also have four right angles using our right angle template. We can use right angles to
help us draw parallel lines.
T: (Model a step at a time, checking on student progress.)
1. First, place your right angle template on XY ´ .
2. Second, align your straightedge along the template.
3. Next, slide your right angle template down the straightedge.
4. Align the straightedge against the other straight side of your template, and draw a line parallel
´ .
to XY
5. Lastly, label it as ST´ .
T: Use the parallel symbol to write a statement about these two lines. Draw arrowheads on each line
to signify these two lines are parallel to each other.
T: Partner 1, draw a straight line—horizontal, vertical, slanted to the right, or slanted to the left.
Partner 2, draw a line parallel to your partner’s. Remember to draw arrowheads on the parallel lines
to signal that they are, in fact, parallel. Switch roles and try again.
S: (Draw.)
T: What do you notice?
S: Parallel lines are the same distance from each other at every point.  It’s tricky to draw a line that is
parallel to a slanted line.  Turn the paper so the line is horizontal or vertical, and it’s easier to draw
a parallel line.
Problem Set (10 minutes)
Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach

61
used for Application Problems.
Student Debrief (10 minutes)
Lesson Objective: Identify, define, and draw parallel lines.

The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to lead the discussion.
 In Problem 1, how could your right angle template serve as a guide for identifying parallel lines?
 How do you know if two lines are parallel
(Problem 2)?
 In Problem 3, the given line segments were not drawn on gridlines. What challenge did this pose in
drawing lines parallel to the segments? What patterns did you find in the grids to help you analyze if
your lines were, in fact, parallel?
 Which shapes in Problem 4 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.

62
Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

63
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 4•4
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.

64
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. b.
H I
A B
AB∥ CD
C D
J K
F
c. E d.
G
A M
e. f.
Z
W
L N
F
U
g. h.
T O
S P
Y V
R Q X W

65
5. True or false? A triangle cannot have sides that are parallel. Explain your thinking.
6. Explain why AB and CD are parallel, but EF and GH are not.
F
A B
E
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.

66
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket 4•4
Name Date
Look at the following pairs of lines. Identify if they are parallel, perpendicular, or intersecting.
1. ____________________ 2. ____________________
3. ____________________ 4. ____________________

67
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 4•4
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.

68
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
J K
D
c. d.
O
G
X
e. f. O
M
Y Z
g. h.
T U U
T Z
S
P
V
R Q X Y
W

69
5. True or false? All shapes with a right angle have sides that are parallel. Explain your thinking.
6. Explain why AB and CD are parallel, but EF and GH 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.

70

Math g4 m4 Topic A Lesson 4

Uploaded by

Copyright:

Available Formats

Math g4 m4 Topic A Lesson 4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math g4 m4 Topic A Lesson 4

Uploaded by

Copyright:

Available Formats

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 4•4

Suggested Lesson Structure

Fluency Practice (12 minutes)

Divide Mentally (4 minutes)

Identify Two-Dimensional Figures (4 minutes)

Note: This fluency activity reviews terms learned in Lessons 1─3.

Lesson 4: Identify, define, and draw parallel lines.

T: (Point to point A .) Say the term.

Lesson 4: Identify, define, and draw parallel lines.

T: Model an obtuse angle.

Application Problem (6 minutes)

Lesson 4: Identify, define, and draw parallel lines.

Concept Development (32 minutes)

Problem 1: Define and identify parallel lines.

Lesson 4: Identify, define, and draw parallel lines.

Problem 2: Identify parallel lines using a right angle template.

Problem 3: Represent parallel lines with symbols.

Lesson 4: Identify, define, and draw parallel lines.

record another parallel pair in the rectangle.

Lesson 4: Identify, define, and draw parallel lines.

used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Identify, define, and draw parallel lines.

Lesson 4: Identify, define, and draw parallel lines.

Exit Ticket (3 minutes)

Lesson 4: Identify, define, and draw parallel lines.

2. How do you know if two lines are parallel?

Lesson 4: Identify, define, and draw parallel lines.

Lesson 4: Identify, define, and draw parallel lines.

6. Explain why AB and CD are parallel, but EF and GH are not.

Lesson 4: Identify, define, and draw parallel lines.

Lesson 4: Identify, define, and draw parallel lines.

2. How do you know if two lines are parallel?

Lesson 4: Identify, define, and draw parallel lines.

Lesson 4: Identify, define, and draw parallel lines.

6. Explain why AB and CD are parallel, but EF and GH are not.

Lesson 4: Identify, define, and draw parallel lines.

You might also like