NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4

Lesson 3
Objective: Identify, define, and draw perpendicular 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)

 Multiply Mentally 4.NBT.4 (3 minutes)
 Identify Two-Dimensional Figures 4.G.1 (4 minutes)
 Physiometry 4.G.1 (5 minutes)

Multiply Mentally (3 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews the Concept Developments from Grade 4 Module 3 Lessons 34─38.
T: (Write 34 × 2.) Say the multiplication sentence.
S: 34 × 2 = 68.
T: (Write 34 × 2 = 68. Below, write 34 × 20 = .) Say the multiplication sentence.
S: 34 × 20 = 680.
T: (Write 34 × 20 = 680. Below, write 34 × 22 = .) On your personal white board, solve 34 × 22.
S: 748.
Continue with the following possible sequence: 23 × 2, 23 × 30, NOTES ON
and 23 × 32. MULTIPLE MEANS
OF REPRESENTATION:
Identify Two-Dimensional Figures (4 minutes)
The Identify Two-Dimensional Figures
Materials: (S) Personal white board fluency activity provides English
language learners and other students a
Note: This fluency activity reviews terms learned in Lessons 1─2. valuable opportunity to speak and
review meanings and representations
T: (Project a line 𝐴𝐴𝐴𝐴. Trace line 𝐴𝐴𝐴𝐴.) Write the symbol
of recently introduced geometry terms.
for what I’m pointing to.
If necessary, allow extra time for
S: ⃖����⃗ .
𝐴𝐴𝐴𝐴 students to respond.

Lesson 3: Identify, define, and draw perpendicular lines.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4

T: (Point to point 𝐴𝐴.) Say the term.

S: Point 𝐴𝐴.
T: (Point to point 𝐵𝐵.) Say the term.
S: Point 𝐵𝐵.
T: ⃖����⃗ .
On your board, draw 𝐶𝐶𝐶𝐶
S: (Draw a line with points 𝐶𝐶 and 𝐷𝐷 on the line.)
Continue with the following possible sequence: ���� ����⃑ .
𝐸𝐸𝐸𝐸 , ∠𝐺𝐺𝐺𝐺𝐺𝐺, and 𝐽𝐽𝐽𝐽
T: (Project a right angle 𝐿𝐿𝐿𝐿𝐿𝐿.) Name the angle.
S: ∠𝐿𝐿𝐿𝐿𝐿𝐿.
T: What type of angle is it?
S: Right angle.
T: (Project an acute angle 𝑂𝑂𝑂𝑂𝑂𝑂.) Name the angle.
S: ∠𝑂𝑂𝑄𝑄𝑄𝑄.
T: Is it greater than or less than a right angle?
S: Less than.
T: What’s the term for an angle that’s less than a right angle?
S: Acute angle.
T: (Project an obtuse angle 𝑅𝑅𝑅𝑅𝑅𝑅.) Name the angle.
S: ∠𝑅𝑅𝑅𝑅𝑅𝑅.
T: Is it greater than or less than an acute angle?
S: Greater than.
T: Is it greater than or less than a right angle?
S: Greater than.
T: What’s the term for an angle greater than a right angle but less than a straight angle?
S: Obtuse angle.

Physiometry (5 minutes)
Note: Kinesthetic memory is strong memory. This fluency activity reviews terms from Lessons 1─2.
T: Stand up.
S: (Stand up.)
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 line.
S: (Extend arms straight so that they are parallel with the floor. Open both hands and point at side
walls.)
T: Model a point.
S: (Clench one hand in a fist and extend arm forward.)

Lesson 3: Identify, define, and draw perpendicular lines.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4

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
point with a finger on the other hand.)
T: Model a ray pointing in the other direction.
S: (Clench open hand, and open clenched hand. Point with a finger on the open hand.)
T: (Stretch one arm up directly at the ceiling. Stretch the other arm directly toward a wall parallel to
the floor.) What type of angle do you think I’m modeling with my arms?
S: Right angle.
T: Model a right angle with your arms.
S: (Stretch one arm up directly at the ceiling. Stretch another arm directly toward a wall parallel to the
floor.)
T: (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.) Model another 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.)
T: Model an obtuse angle.
S: (Model an obtuse angle with arms.)
Next, move between figures with the following possible sequence: right angle, ray, line segment, acute angle,
line, obtuse angle, point, and right angle.

Application Problem (6 minutes)

Materials: (S) Straightedge

a. Use a straightedge to draw and label 𝐴𝐴𝐴𝐴, 𝐶𝐶𝐶𝐶, and 𝐸𝐸𝐸𝐸 as modeled on the board.
b. Estimate to draw point 𝑋𝑋 halfway up ����
𝐴𝐴𝐴𝐴 .
c. Estimate point 𝑌𝑌 halfway up 𝐶𝐶𝐶𝐶.
d. Draw horizontal line segment 𝑋𝑋𝑋𝑋. What word do the
segments create?
e. Erase segment 𝑋𝑋𝑋𝑋. Draw segment 𝐶𝐶𝐶𝐶. What word do the
segments create?
Note: This Application Problem reviews Lessons 1’s introduction to
and application of points and line segments. This Application Problem
also transitions into today’s lesson, during which students discover
types of lines or line segments present in letters of the English
alphabet.

Lesson 3: Identify, define, and draw perpendicular lines.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4

Concept Development (32 minutes)

Materials: (T/S) Straightedge, right angle template (created in Lesson 2), paper, Problem Set

Problem 1: Define perpendicular lines.

T:
(Draw perpendicular lines using the right angle template and a
straightedge.) What do you see?
S: A right angle!  Two line segments and four right angles.  A cross.
 The lowercase letter t.  A plus sign.
T: (Label central point 𝐸𝐸 and endpoints 𝐴𝐴, 𝐵𝐵, 𝐶𝐶, and 𝐷𝐷.) 𝐴𝐴𝐴𝐴 and 𝐸𝐸𝐸𝐸 make
right angles. (Mark a right angle.) With your partner, list two more
segments that form a right angle.
S: 𝐴𝐴𝐴𝐴 and 𝐵𝐵𝐵𝐵.  𝐸𝐸𝐸𝐸 and 𝐸𝐸𝐸𝐸.  𝐸𝐸𝐸𝐸 and 𝐸𝐸𝐸𝐸.  𝐴𝐴𝐴𝐴 and 𝐵𝐵𝐵𝐵.
T: Can you find examples of right angles in the room?
S: Yes! In my square grid paper!  In the heating grate!  I see them in
the floor tiles.
T: (Point to perpendicular lines.) These lines are perpendicular.
They intersect to make right angles. (Draw an X.) Are these lines
perpendicular? Share your thoughts with your partner.
S: Those lines cross, but they don’t make right angles. They’re not
perpendicular.
T: No, they are not perpendicular. They are intersecting lines. (Point to
an acute angle). What type of angle?
MP.6
S: Acute.
T: (Point to an obtuse angle). What type of angle?
S: Obtuse.
T: (Draw the capital letters T, L, and V.) Discuss with your partner
whether the segments in these letters are perpendicular.
S: The lines of T and L meet to make a right angle.  The segments in T and L are perpendicular.
 Letter V doesn’t have a right angle. So, those lines are not perpendicular.
Use the right angle template to verify student responses.
T: List three more capital letters of the alphabet with perpendicular lines.
S: H, F, E.

Problem 2: Identify perpendicular lines by measuring right angles with a right angle template.
T: Hold up your right angle template, and trace the right angle with your finger. (Model.) Let’s use this
right angle to find perpendicular lines in our room. On your desk, which objects have perpendicular
lines?
S: My personal white board, rectangular eraser, straightedge, and the blank paper all have
perpendicular lines.  My nametag, iPad screen, and the edges of my desk have perpendicular
lines.

Lesson 3: Identify, define, and draw perpendicular lines.

45

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4

T: On our classroom wall, which objects have perpendicular lines?

S: Our rules poster, the calendar, the white board, the door, and the windows have perpendicular lines.
T: Take a look at Problem 4(b) on your Problem Set. Place your right angle edge on the lines of the
shape. Do they match up? Does this pentagon have perpendicular lines?
S: No. The lines form obtuse angles. The lines cross, but they do not make right angles. They are not
perpendicular lines.

Problem 3: Recognize and write symbols for perpendicular

segments. NOTES ON
T: Take a look at Problem 4(a) on the Problem Set. Trace LINES IN THE REAL
your finger across 𝐴𝐴𝐴𝐴. (Write 𝐴𝐴𝐴𝐴.) Tell your partner WORLD:
the name of two segments that are perpendicular to Challenge students to search for
segment 𝐴𝐴𝐴𝐴. upright and diagonal perpendicular
lines in their natural and man-made
S: 𝐴𝐴𝐴𝐴 is perpendicular to 𝐴𝐴𝐴𝐴. 𝐶𝐶𝐷𝐷 is also perpendicular to environments. This activity may best
𝐴𝐴𝐴𝐴. be prepared beforehand with
T: (Write 𝐴𝐴𝐴𝐴 ⊥ 𝐴𝐴𝐴𝐴 and point.) 𝐴𝐴𝐴𝐴 is perpendicular to photographs of examples. Prompt
𝐴𝐴𝐴𝐴. Use symbols to write 𝐶𝐶𝐶𝐶 is perpendicular to 𝐴𝐴𝐴𝐴. observation, analysis, and discovery
with the following questions:
S: 𝐶𝐶𝐶𝐶 ⊥ 𝐴𝐴𝐴𝐴.
Are perpendicular lines found in
Problem 4: Draw perpendicular line segments. nature? Intersecting lines?
How are upright perpendicular lines
T: A line can be drawn in any direction. (Draw.) Here is a used by people? Diagonal
diagonal 𝐴𝐴𝐴𝐴. I can use my right angle template to perpendicular lines? Intersecting lines?
draw a line perpendicular to 𝐴𝐴𝐴𝐴. (Model.)

T: What do you notice about the angles?

S: I notice there are two right angles. You marked one right angle with a small square.
T: On your blank paper, use your pencil and straightedge to draw 𝐶𝐶𝐶𝐶. Now, use your right angle
template to draw a line perpendicular to 𝐶𝐶𝐶𝐶. Check for perpendicularity with your right angle
template.
S: It’s easier to draw a line perpendicular to a horizontal line.  When you drew the diagonal line, I
thought it would be hard to draw a perpendicular line. So, I turned the paper to make the diagonal
line horizontal to me.

Lesson 3: Identify, define, and draw perpendicular lines.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4

T: When you’re drawing or using the right angle

template to identify perpendicular lines, you can
turn the paper for ease, if you want. What’s
another helpful tip?
S: Steady the straightedge, and hold the right angle
template still while you’re drawing.

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
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Identify, define, and draw

perpendicular 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.
 How did your knowledge of right angles prepare
you to identify perpendicular lines in the figures
for Problem 1?
 How can you tell if two lines are perpendicular
(Problem 2)?
 In Problem 3, what was your strategy for drawing
the segments perpendicular to the given
segments? In what ways did the grids help you?
How were the grids challenging?

Lesson 3: Identify, define, and draw perpendicular lines.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4

 Look at the grid lines in Problem 3. Are the grid

lines perpendicular or intersecting? Or both?
 In Problem 4, which figures had no perpendicular
lines? Explain.
 In Problem 5, I only located eight right angles (on
the interior of the figure). How many more right
angles are there? What did this problem show
you about locating angles on figures?
 How are perpendicular lines related to right
angles? Acute angles? Obtuse angles?
 How might you use your understanding of
perpendicular lines to solve a problem in real
life? How might you use perpendicular lines
when building something, for example?
 As you search for lines in your environment,
notice if you find perpendicular or intersecting
lines in nature. Analyze upright perpendicular
lines, diagonal perpendicular lines, and
intersecting lines as used by human beings.

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.

Lesson 3: Identify, define, and draw perpendicular lines.

48

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 4

Name Date

1. On each object, trace at least one pair of lines that appear to be perpendicular.

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

3. In the square and triangular grids below, use the given segments in each grid to draw a segment that is
perpendicular using a straightedge.

Lesson 3: Identify, define, and draw perpendicular lines.

49

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 4

4. Use the right angle template that you created in class to determine which of the following figures have a
right angle. Mark each right angle with a small square. For each right angle you find, name the
corresponding pair of perpendicular sides. (Problem 4(a) has been started for you.)

a. b.
I
A B
����
𝐴𝐴𝐴𝐴 ⊥ ����
𝐵𝐵𝐵𝐵
H J

C D

L K

c. F d.

e. A f. M

Z
W

L N
F

g. h. U
T O

Y V
S P

R Q X W

Lesson 3: Identify, define, and draw perpendicular lines.

50

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 4

5. Mark each right angle on the following figure with a small square. (Note: A right angle does not have to
be inside the figure.) How many pairs of perpendicular sides does this figure have?

6. True or false? Shapes that have at least one right angle also have at least one pair of perpendicular sides.
Explain your thinking.

Lesson 3: Identify, define, and draw perpendicular lines.

51

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Exit Ticket 4

Name Date

Use a right angle template to measure the angles in the following figures. Mark each right angle with a small
square. Then, name all pairs of perpendicular sides.

1. B A ����
𝐵𝐵𝐵𝐵 ⊥ _______

2. M N �����
𝑀𝑀𝑀𝑀 ⊥ _______

Lesson 3: Identify, define, and draw perpendicular lines.

52

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 4

Name Date

1. On each object, trace at least one pair of lines that appear to be perpendicular.

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

3. In the square and triangular grids below, use the given segments in each grid to draw a segment that is
perpendicular. Use a straightedge.

Lesson 3: Identify, define, and draw perpendicular lines.

53

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 4

4. Use the right angle template that you created in class to determine which of the following figures have a
right angle. Mark each right angle with a small square. For each right angle you find, name the
corresponding pair of perpendicular sides. (Problem 4(a) has been started for you.)

a. b.
A B
H I
���� ⊥ 𝐴𝐴𝐴𝐴
𝐶𝐶𝐶𝐶 ����

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

Lesson 3: Identify, define, and draw perpendicular lines.

54

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 4

5. Use your right angle template as a guide, and mark each right angle in the following figure with a small
square. (Note: A right angle does not have to be inside the figure.) How many pairs of perpendicular
sides does this figure have?

6. True or false? Shapes that have no right angles also have no perpendicular segments. Draw some figures
to help explain your thinking.

Lesson 3: Identify, define, and draw perpendicular lines.

55

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