# Identifying Angles and Lines

Students will apply their knowledge of geometric attributes by identifying acute, obtuse, and right angles and parallel, intersecting, and perpendicular lines in historic photographs. Students will extend their understanding that the world is built out of geometric figures.

### Standards & Objectives

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...
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...
CCSS.Math.Content.4.MD.C.5
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
CCSS.Math.Content.4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
CCSS.Math.Content.4.MD.C.7
Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle...
GLE 0306.4.1
Describe, compare, and analyze properties of polygons.
GLE 0306.4.3
Understand and use attributes of 2- and 3-dimensional figures to solve problems.
GLE 0406.4.1
Understand and use the properties of lines, segments, angles, polygons, and circles.
SPI 0306.4.1
Recognize polygons and be able to identify examples based on geometric definitions.
SPI 0406.4.1
Classify lines and line segments as parallel, perpendicular, or intersecting.
SPI 0406.4.4
Identify acute, obtuse, and right angles in 2-dimensional shapes.
SPI 0406.4.5
Identify attributes of simple and compound figures composed of 2- and 3- dimensional shapes.
TSS.Math.3.G.A.1
Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses,...
TSS.Math.4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse, straight, reflex), and perpendicular and parallel lines. Identify these in ...
TSS.Math.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...
TSS.Math.4.MD.C.5
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
TSS.Math.4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
TSS.Math.4.MD.C.7
Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures...

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Learning objectives:
• Given photographs, students will collaboratively identify angles and lines in the photographs.
• Using a projector, student groups will describe their photographs in terms of lines and angles and receive peer feedback.
• Given a photograph, students will correctly identify at least one example of each type of angle and line set independently by the end of  class: “I can identify lines and angles in a historical photograph by the end of class today.”
Essential and guiding questions:

How is our world built out of lines and angles?

### Lesson Variations

Blooms taxonomy level:
Understanding
Extension suggestions:
• Unused images can be used during math centers as an extended learning opportunity.
• Send students on a scavenger hunt in the room, in the cafeteria, or in the playground, looking for lines and angles in their immediate context.
• In class or collaboration with the art teacher, prompt students to draw pictures that include angles and lines.
• Invite students to bring pictures, books with pictures, or photographs from home to share that include angles and lines.
• Assign students a homework task to identify angles or lines at home or at their afterschool programs and to journal about their findings to share the next day.
• Challenge students to make self-portraits using only angles and lines. Then, have students “write to talk” about why they chose the angles and lines that they did to exhibit their different features.