SPED392 UNIT OF STUDY

Standards of What Students Need to Learn

CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular
lines, or the presence or absence of angles of a specified size. Recognize right triangles as a
category, and identify right triangles.
CCSS MATH.CONTENT.4.G.A.3
Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that
the figure can be folded along the line into matching parts. Identify line-symmetric figures and
draw lines of symmetry1/4 of the area of the shape.
Standards of Where Students Pre-Knowledge Should Be.
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the
whole. For example, partition a shape into 4 parts with equal area, and describe the area of each
part as CCSS.

Question
1. Draw a shape that is NOT a quadrilateral, in
the space below:
Answer: Any shape drawn that does NOT
have four straight sides.
Standard
CCSS.MATH.CONTENT.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.
2. Draw a shape that is a quadrilateral in the
space below:
Answer: Any shape that has four straight
sides.
3. Partition the square into four equal parts.
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal
areas. Express the area of each part as a
unit fraction of the whole. For example,
partition a shape into 4 parts with equal
area, and describe the area of each part
as 1/4 of the area of the shape.

Answer: Square has to be split

into four equal parts

4. How much area of the rectangle is shaded? CCSS.MATH.CONTENT.3.G.A.2

Partition shapes into parts with equal
areas. Express the area of each part as a
unit fraction of the whole. For example,
partition a shape into 4 parts with equal
area, and describe the area of each part
as 1/4 of the area of the shape.

a.
b.
c.1/3
d.
Answer:
5. What name best describes the relationship CCSS.MATH.CONTENT.4.G.A.1
between the two lines shown below: Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two-dimensional figures.
 a. perpendicular lines
b. intersecting lines
c. engrailed lines
d. parallel lines
Answer: Perpendicular Lines
6. Draw a set of parallel lines in the space CCSS.MATH.CONTENT.4.G.A.1
below: Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two-dimensional figures.
7. What name best describes the relationship CCSS.MATH.CONTENT.4.G.A.1
of these two lines? Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two-dimensional figures.

a. Parallel lines
b. Engrailed lines
c. Perpendicular lines
d. Intersecting lines
Answer: Intersecting lines
8. Name two lines that are parallel lines from CCSS.MATH.CONTENT.4.G.A.1
the image below: Draw points, lines, line segments, rays,
Answer: CD and FG angles (right, acute, obtuse), and
a. CD and FG perpendicular and parallel lines. Identify
b. CD and AB these in two-dimensional figures.
c. AB and LE
d. BA and EL
 CCSS.MATH.CONTENT.4.G.A.1
9. Name two lines that are perpendicular from Draw points, lines, line segments, rays,
the image above: angles (right, acute, obtuse), and
a. CD and FG perpendicular and parallel lines. Identify
b. CD and AB these in two-dimensional figures.
c. AB and LE
d. BA and EL
Answer: CD and AB
10. What type of triangle has ALL equal sides? CCSS.MATH.CONTENT.4.G.A.2
a. Equilateral triangle Classify two-dimensional figures based
b. Isosceles triangle on the presence or absence of parallel or
c. Scalene triangle perpendicular lines, or the presence or
d. Obtuse triangle absence of angles of a specified size.
Answer: Equilateral triangle Recognize right triangles as a category,
and identify right triangles.

11. How many pairs of parallel sides does a CCSS.MATH.CONTENT.4.G.A.2

trapezoid have? Classify two-dimensional figures based
a. 1 on the presence or absence of parallel or
b. 2 perpendicular lines, or the presence or
c. 3 absence of angles of a specified size.
d. 4 Recognize right triangles as a category,
Answer: 1 and identify right triangles.

12. What type of triangle is this? CCSS.MATH.CONTENT.4.G.A.2

Classify two-dimensional figures based
on the presence or absence of parallel or
perpendicular lines, or the presence or
absence of angles of a specified size.
Recognize right triangles as a category,
and identify right triangles.
a. Equilateral triangle
b. Scalene triangle
c. Obtuse triangle
d. Isosceles triangle
 Answer: isosceles triangle
13. What type of angle does this triangle have? CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based
on the presence or absence of parallel or
perpendicular lines, or the presence or
absence of angles of a specified size.
a. Right angle
Recognize right triangles as a category,
b. Acute angle and identify right triangles.
c. Obtuse angle
d. Scalene angle

14. How many pairs of parallel sides does a CCSS.MATH.CONTENT.4.G.A.2

parallelogram have? Classify two-dimensional figures based
e. 1 on the presence or absence of parallel or
f. 2 perpendicular lines, or the presence or
g. 3 absence of angles of a specified size.
h. 4 Recognize right triangles as a category,
Answer: 2 and identify right triangles.
15. Draw a line of symmetry through the star CCSS.Math.Content.4.G.A.3
below: Recognize a line of symmetry for a two-
dimensional figure as a line across the figure
such that the figure can be folded along the
line into matching parts. Identify line-
symmetric figures and draw lines of symmetry

Answer: Line drawn through star, where

both sides are symmetrical.
Name__________________________________________
Pre-Assessment: 4th Grade Geometry

1. In the space below, draw a shape that is NOT a quadrilateral.

2. In the space below, draw a shape that is a quadrilateral.

3. Partition the square into four equal parts

4. How much area of the rectangle is shaded?

a. 1/5
b. 1/4
c. 1/3
d. 4/1
5. What name best describes the relationship between the two lines shown
below:

a. perpendicular lines
b. intersecting lines
c. engrailed lines
d. parallel lines
6. Draw a set of parallel lines in the space below:

7. What name best describes the relationship of these two lines?

a. Parallel lines
b. Engrailed lines
c. Perpendicular lines
d. Intersecting lines
Using the picture given, answer questions 8 and 9 below.

C L

A
A E F B

D G

8. Using the image above, name two lines that are parallel
a. line CD and line FG
b. line CD and line AB
c. line AB and line LE
d. line BA and line EL

9. Using the same image above, name two lines that are perpendicular
a. line CD and line FG
b. line CD and line AB
c. line AB and line LE
d. line BA and line EL

10. What type of triangle has ALL equal sides?

a. Equilateral triangle
b. Isosceles triangle
c. Scalene triangle
d. Obtuse triangle
11. How many pairs of parallel sides does a trapezoid have?
a. 1
b. 2
c. 3
d. 4

12. What type of triangle is this?

a. Equilateral triangle
b. Scalene triangle
c. Obtuse triangle
d. Isosceles triangle

13. What type of angle does this triangle have?

a. Right angle
b. Acute angle
c. Obtuse angle
d. Scalene angle
14. How many pairs of parallel sides does a parallelogram have?
a. 1
b. 2
c. 3
d. 4

15. Draw a line of symmetry through the star below:

 Fourth Grade Geometry Lesson-Day 1
Name: Lindsay Crandall
Date: 3/20/2017
Standard: CCSS.MATH.CONTENT.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.
Topic: Points, Lines, Line Segments, Rays, Angles (right, acute, obtuse),
perpendicular, parallel lines (identifying all of these in two-dimensional
figures).
Goal: The goal is to help students learn the math standard 4.G.A.1, so that
they can perform well on their upcoming math test, and be prepared to build
onto their knowledge of Geometry in the future.
Objective: The students will learn how to draw points, line segments, rays,
angles (right, acute, obtuse), and perpendicular and parallel lines, and then
identify what they have learned in two-dimensional figures.
Teach/Model:
1. Teach different types of angles: Right Angles are ONLY 90 degrees.
Acute angles are less than 90 degrees. Obtuse angles are greater than
90 degrees but less than 180 degrees. You wanna know why obtuse
angles have to be less than 180 degrees? Thats because a straight
line measures 180 degrees.
Independent Practice
1. Have students practice measuring angles with protractors to help them
determine whether or not an angle is obtuse, acute, or right. (Link for
worksheets:https://www.mathworksheets4kids.com/angles/classify/id
entifying-types-large.png)
Teach/Model:
1. Shown students what parallel, perpendicular, and intersecting lines
look like. Ask what is the difference between perpendicular and
intersecting? Intersecting lines are lines that meet at a point. When
two lines intersect, it looks like a V all around. Perpendicular lines are
lines that intersect at one point and form a 90 angle. Parallel lines are
lines that never intersect. The distance between the two lines is fixed
and the two lines are going in the same direction.
 Independent practice:
1. Have each student pick a card at random. Cards have either parallel,
perpendicular, or intersecting lines on them. Have each student go
around and tell the group which type of pair of lines they have and
what proof they have that it is that type of line. Help out students if
needed.
Teach/Model:
1. Hand out chart for Lines, Line Segments, and Rays. Chart:
(https://www.mathworksheets4kids.com/line-ray-segment.php) Explain
lines, line segments, points, and rays. I draw each of them line, line
segments, rays then they draw. Take turns picking and drawing on
whiteboard.
Independent Practice:
1. Have students pick out a word (word could be either point, line, line
segment, or ray) from a baggie. Student has to draw on
whiteboard. Have student show group the drawing and re-explain
why it is drawn that one and help student if needed.
2.

Assessment RIOT: Hold out pictures of shapes and have students help you
recognize the terms they learned in two-dimensional figures. (Look for
pictures at bottom) Handing them each a topic and then they explain what
they learned about it. No one words. Pretend I dont know it, explain it to
me.
 Fourth Grade Geometry Lesson-Day 2
Name: Lindsay Crandall
Date: 3/22/2017
Standard: CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based on the presence or absence of
parallel or perpendicular lines, or the presence or absence of angles of a
specified size. Recognize right triangles as a category, and identify right
triangles.
Objective: The students will be able to demonstrate their ability to recognize
the presence or absence of parallel or perpendicular lines or the presence or
absence of angles of a specified size in two dimensional figures. They will be
able to recognize right triangles.
Attention Getter: Review previous terms learned. Show picture then ask
what it is.
Teach/Model:
1. Talk about Trapezoids. A trapezoid has a pair of parallel sides. Ask are
these lines parallel or are these lines parallel? (Ask them what a pair is
to make they know)
Independent Practice
1. Give everyone a different trapezoid then explain how all of them are a
trapezoid according to the rules.
Teach/Model:
1. Teach the difference between squares and rectangles. With squares,
sides have equal length, and every interior angle is a right angle (90).
Rectangles also have right angles, 4-sided flat shape with straight
sides where all interior angles are right angles (90). Also opposite
sides are parallel and of equal length. A square is a special rectangle
because all sides are equal.
Independent Practice
1. Have students repeat back to you what you just said.
Independent Practice (first): Hand each student a different parallelogram.
How many pairs of parallelogram have? Remind them what pair means.
Teach/Model (second):
 1. Teach rules about parallelograms. Opposite sides are parallel, opposite
sides are equal in length, opposite angles are equal (angles "a" are the
same, and angles "b" are the same), and angles "a" and "b" add up to
180, so they are supplementary angles.
2. See if they can find the ones that are not parallelograms
Assessment RIOT: Will hold up the different shapes as review to see if they
remember the rules about each shape that were taught.
 Fourth Grade Geometry Lesson-Day 3
Name: Lindsay Crandall
Date: 3/27/2017
Standard: CCSS.MATH.CONTENT.4.G.A.3
First state that they need to raise their hand to answer.
Ask students what they see when they look into a mirror.
Allow for responses and discussion.
Ask students if a body was cut down the middle (vertically), would the right
half be the same as the left half. Why or why not?
Allow for responses and discussion.
Introduce Symmetry to the students. Tell students the human body is
mostly symmetric, though not exact.
Ask students now: Why is the body not perfectly symmetric?
Display the image of the butterfly.
Ask the class to share some things they notice about the image. Some
guiding questions you could ask are: What are the colors of the butterfly's
wings? How are the wings shaped?
Once students touch on the idea that the wings match in some way,
introduce the word "symmetry." Explain that something has symmetry if it
can be split into two mirror-image halves. For example, a butterfly is
symmetrical because you can fold a picture of it in half and see that both
sides match.
Be sure students understand that some of the shapes may be folded more
than one time to determine a line of symmetry. (You may choose to make
extra copies of the pages as some of the shapes may become overly folded
by the students.)
(Print out shapes to have them find symmetry)
http://www.mathsisfun.com/activity/shapes-symmetry.html
^have circle also printed out
Recognize a line of symmetry for a two-dimensional figure as a line across
the figure such that the figure can be folded along the line into matching
parts. Identify line-symmetric figures and draw lines of symmetry.
Teach/Model:
1. Ask what is a line of symmetry? Then explain to students, One half
is the reflection of the other half. The "Line of Symmetry" (shown here
in white) is the imaginary line where you could fold the image and
have both halves match exactly.
2. Ask what is asymmetry (no lines of symmetry) give examples of
those.
Independent Practice
1. Hand everyone different shapes and have them fold them to see if
their shapes have symmetry. Have them tell you if their shapes were
symmetrical or not.
2. Hand out shapes that can have multiple lines of symmetry and have
them tell you how many lines of symmetry they have. Students will
each receive a shape that they fold to figure out how many lines of
symmetry there are.
3. Ask, How many lines of symmetry does a circle have? Explain that
its infinite.

Assessment RIOT: Checking to see if everyone is able to fold their

shapes as lines of symmetry while teaching.
 Fourth Grade Geometry Lesson-Day 4

Name: Lindsay Crandall

Standard: CCSS.MATH.CONTENT.4.G.A.2

Topic: Learning characteristics of trapezoids

Objective: The students will learn the characteristics of a trapezoid

more in depth.

Teach/Model:

Divide students into small groups and give each a few images of
trapezoids. Ask them to list features such as number of sides or
angles. Discuss how each shape is similar and different.

Tell students they will be learning about trapezoids. Label your chart
paper 'Trapezoid'

Independent Practice

Have the students draw examples of trapezoids on the other side of

the chart. Have them also draw non examples of trapezoids then share
with a partner when they are done.

Teach/Model:

Write the definition for trapezoid on your chart paper and allow
students to sketch some triangles and 'chop off' the tops to create
trapezoids. Show students a video on trapezoids saved to computer.
Ask students to share what they noticed makes a trapezoid different
from other shapes.

Independent Practice:

Give the students straws and have the students make trapezoids out
of straws. Provide scissors and tape. Then have each group of students
explain why their shape made out of straws is a trapezoid.
Assessment
Assessment will be through observation and when the groups answer
questions about trapezoids. The students charts they fill out will be
collected.
 Fourth Grade Geometry Lesson-Day 5
Name: Lindsay Crandall
Standard: CCSS.MATH.CONTENT.4.G.A.2
Topic: Learning characteristics of quadrilaterals
Objective: The students will learn the characteristics of quadrilaterals
more in depth.

Teach/Model:

Discuss the meaning of a quadrilateral and name the different types.

Divide the students into groups of four. Give each group a poster with
a Venn diagram on it

Independent Practice

On another sheet of paper they will need to make a chart and list the
characteristics of each quadrilateral that they are assigned to
compare. Then they need to draw a line connecting the characteristics
that are the same in both lists. Explain to them that the ones
connected will be the characteristics that they will place in the middle
section of the Venn diagram. They will complete their Venn diagram by
putting the characteristics that are specific to each quadrilateral in the
diagram and then listing the characteristics that they have in common
in the center section.

Teach/Model:

When students are finished go over their discoveries as a class

discussing these questions:

Can a shape ever fit in more than one category?

Yes, for example: a square is also a rectangle or a rhombus, but
a rhombus or rectangle is not always a square; rectangle, square
and a rhombus are all parallelograms

Which figure is not a parallelogram?

Trapezoid, because parallelograms have two pairs of equal sides and
a trapezoid only has one pair

What is the difference between a rhombus and parallelogram?

Rhombus has four equal sides while a parallelogram has two pairs of
equal sides. A parallelogram can be a rhombus but not always, while a
rhombus is always a parallelogram.

What makes a quadrilateral what is?

It is a polygon with four straight sides

Assessment
Students will draw various examples of quadrilaterals. Then they will
list all of the labels possible for each quadrilateral.

Fourth Grade Geometry Lesson-Day 5

Name: Lindsay Crandall
Standard: CCSS.MATH.CONTENT.4.G.A.2
Topic: Learning characteristics of quadrilaterals
Objective: The students will learn the characteristics of quadrilaterals
more in depth.

Teach/Model:
Discuss the meaning of a quadrilateral and name the different
types. Divide the students into groups of four. Give each group a
poster with a Venn diagram on it
Independent Practice
On another sheet of paper they will need to make a chart and
list the characteristics of each quadrilateral that they are assigned to
compare. Then they need to draw a line connecting the characteristics
that are the same in both lists. Explain to them that the ones
connected will be the characteristics that they will place in the middle
section of the Venn diagram. They will complete their Venn diagram by
putting the characteristics that are specific to each quadrilateral in the
diagram and then listing the characteristics that they have in common
in the center section.
Teach/Model:
When students are finished go over their discoveries as a class
discussing these questions:
Can a shape ever fit in more than one category?
yes, for example: a square is also a rectangle or a rhombus, but
a rhombus or rectangle is not always a square; rectangle, square and
a rhombus are all parallelograms
Which figure is not a parallelogram?
Trapezoid, because parallelograms have two pairs of equal sides
and a trapezoid only has one pair
What is the difference between a rhombus and parallelogram?
Rhombus has four equal sides while a parallelogram has two
pairs of equal sides. A parallelogram can be a rhombus but not always,
while a rhombus is always a parallelogram.

What makes a quadrilateral what is?

It is a polygon with four straight sides

Assessment
Students will draw various examples of quadrilaterals. Then they
will list all of the labels possible for each quadrilateral.
 Post-Assessment
Question
16. Draw a shape that is NOT a quadrilateral, in
the space below:
Answer: Any shape drawn that does NOT
have four straight sides.
17. Draw a shape that is a quadrilateral in the
space below:
Answer: Any shape that has four straight
sides.
18. Partition the square into four equal parts.
Answer: Square has to be split
into four equal parts
19. How much area of the rectangle is shaded?
Standard
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal
areas. Express the area of each part as a
unit fraction of the whole. For example,
partition a shape into 4 parts with equal
area, and describe the area of each part
as 1/4 of the area of the shape.
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal
areas. Express the area of each part as a
unit fraction of the whole. For example,
partition a shape into 4 parts with equal
 area, and describe the area of each part
as 1/4 of the area of the shape.

e.
f.
g. 1/3
h.
Answer:
20. What name best describes the relationship CCSS.MATH.CONTENT.4.G.A.1
between the two lines shown below: Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two-dimensional figures.

a. perpendicular lines
b. intersecting lines
c. engrailed lines
d. parallel lines
Answer: Perpendicular Lines
21. Draw a set of parallel lines in the space CCSS.MATH.CONTENT.4.G.A.1
below: Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two-dimensional figures.
22. What name best describes the relationship CCSS.MATH.CONTENT.4.G.A.1
of these two lines? Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two-dimensional figures.

e. Parallel lines
 f. Engrailed lines
g. Perpendicular lines
h. Intersecting lines
Answer: Intersecting lines
23. Name two lines that are parallel lines from CCSS.MATH.CONTENT.4.G.A.1
the image below: Draw points, lines, line segments, rays,
Answer: CD and FG angles (right, acute, obtuse), and
a. CD and FG perpendicular and parallel lines. Identify
b. CD and AB these in two-dimensional figures.
c. AB and LE
d. BA and EL

CCSS.MATH.CONTENT.4.G.A.1
24. Name two lines that are perpendicular from Draw points, lines, line segments, rays,
the image above: angles (right, acute, obtuse), and
a. CD and FG perpendicular and parallel lines. Identify
b. CD and AB these in two-dimensional figures.
c. AB and LE
d. BA and EL
Answer: CD and AB
25. What type of triangle has ALL equal sides? CCSS.MATH.CONTENT.4.G.A.2
e. Equilateral triangle Classify two-dimensional figures based
f. Isosceles triangle on the presence or absence of parallel or
g. Scalene triangle perpendicular lines, or the presence or
h. Obtuse triangle absence of angles of a specified size.
Answer: Equilateral triangle Recognize right triangles as a category,
and identify right triangles.

26. How many pairs of parallel sides does a CCSS.MATH.CONTENT.4.G.A.2

trapezoid have? Classify two-dimensional figures based
i. 1 on the presence or absence of parallel or
j. 2 perpendicular lines, or the presence or
k. 3 absence of angles of a specified size.
l. 4 Recognize right triangles as a category,
Answer: 1 and identify right triangles.
27. What type of triangle is this? CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based
on the presence or absence of parallel or
perpendicular lines, or the presence or
absence of angles of a specified size.
Recognize right triangles as a category,
and identify right triangles.
e.Equilateral triangle
f.Scalene triangle
g.Obtuse triangle
h.Isosceles triangle
Answer: isosceles triangle
28. What type of angle does this triangle have? CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based
on the presence or absence of parallel or
perpendicular lines, or the presence or
absence of angles of a specified size.
e. Right angle
Recognize right triangles as a category,
f. Acute angle and identify right triangles.
g. Obtuse angle
h. Scalene angle

29. How many pairs of parallel sides does a CCSS.MATH.CONTENT.4.G.A.2

parallelogram have? Classify two-dimensional figures based
m. 1 on the presence or absence of parallel or
n. 2 perpendicular lines, or the presence or
o. 3 absence of angles of a specified size.
p. 4 Recognize right triangles as a category,
Answer: 2 and identify right triangles.
30. Draw a line of symmetry through the star CCSS.Math.Content.4.G.A.3
below: Recognize a line of symmetry for a two-
dimensional figure as a line across the figure
such that the figure can be folded along the
line into matching parts. Identify line-
symmetric figures and draw lines of symmetry

Answer: Line drawn through star, where

both sides are symmetrical.
Name__________________________________________
Pre-Assessment: 4th Grade Geometry

4. In the space below, draw a shape that is NOT a quadrilateral.

5. In the space below, draw a shape that is a quadrilateral.

6. Partition the square into four equal parts

4. How much area of the rectangle is shaded?

a. 1/5
b. 1/4
c. 1/3
d. 4/1
5. What name best describes the relationship between the two lines shown
below:

a. perpendicular lines
b. intersecting lines
c. engrailed lines
d. parallel lines
6. Draw a set of parallel lines in the space below:

10.What name best describes the relationship of these two lines?

e. Parallel lines
f. Engrailed lines
g. Perpendicular lines
h. Intersecting lines
Using the picture given, answer questions 8 and 9 below.

C L

A
A E F B

D G

11.Using the image above, name two lines that are parallel
a. line CD and line FG
b. line CD and line AB
c. line AB and line LE
d. line BA and line EL

12.Using the same image above, name two lines that are perpendicular
a. line CD and line FG
b. line CD and line AB
c. line AB and line LE
d. line BA and line EL

10. What type of triangle has ALL equal sides?

a. Equilateral triangle
b. Isosceles triangle
c. Scalene triangle
d. Obtuse triangle
11. How many pairs of parallel sides does a trapezoid have?
a. 1
b. 2
c. 3
d. 4

12. What type of triangle is this?

a. Equilateral triangle
b. Scalene triangle
c. Obtuse triangle
d. Isosceles triangle

13. What type of angle does this triangle have?

a. Right angle
b. Acute angle
c. Obtuse angle
d. Scalene angle

14. How many pairs of parallel sides does a parallelogram have?

a. 1
b. 2
c. 3
d. 4

15. Draw a line of symmetry through the star below: