A Story of Units®

Eureka Math™
Grade 4, Module 4

Student File_A
Contains copy-ready classwork and homework
as well as templates (including cut outs)

Published by the non-profit Great Minds.

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whole or in part, without written permission from Great Minds. Non-commercial use is licensed pursuant
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of Great Minds.
Printed in the U.S.A.
This book may be purchased from the publisher at eureka-math.org
10 9 8 7 6 5 4 3 2 1
 A STORY OF UNITS Lesson 1 Problem Set 4

Name Date

1. Use the following directions to draw a figure in the box

to the right.

a. Draw two points: 𝐴𝐴 and 𝐵𝐵.

�����⃑ .
b. Use a straightedge to draw 𝐴𝐴𝐴𝐴
�����⃑ . Label it 𝐶𝐶.
c. Draw a new point that is not on 𝐴𝐴𝐴𝐴
d. Draw ����
𝐴𝐴𝐴𝐴 .
�����⃑ or 𝐴𝐴𝐴𝐴
e. Draw a point not on 𝐴𝐴𝐴𝐴 ���� . Call it 𝐷𝐷.

f. ⃖����⃗ .
Construct 𝐶𝐶𝐶𝐶
g. Use the points you’ve already labeled to name one
angle. ____________

2. Use the following directions to draw a figure in the box

to the right.

a. Draw two points: 𝐴𝐴 and 𝐵𝐵.

����.
b. Use a straightedge to draw 𝐴𝐴𝐴𝐴
c. Draw a new point that is not on ����
𝐴𝐴𝐴𝐴. Label it 𝐶𝐶.
d. Draw �����⃑
𝐵𝐵𝐵𝐵 .
���� or 𝐵𝐵𝐵𝐵
e. Draw a new point that is not on 𝐴𝐴𝐴𝐴 �����⃑ .

Label it 𝐷𝐷.

f. ⃖����⃗.
Construct 𝐴𝐴𝐴𝐴
g. Identify ∠𝐷𝐷𝐷𝐷𝐷𝐷 by drawing an arc to indicate the
position of the angle.
h. Identify another angle by referencing points that
you have already drawn. _____________

Lesson 1: Identify and draw points, lines, line segments, rays, and angles. 1
Recognize them in various contexts and familiar figures.

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 A STORY OF UNITS Lesson 1 Problem Set 4

3. a. Observe the familiar figures below. Label some points on each figure.
b. Use those points to label and name representations of each of the following in the table below: ray,
line, line segment, and angle. Extend segments to show lines and rays.

House Flash drive Compass rose

Ray

Line

Line segment

Angle

Extension: Draw a familiar figure. Label it with points, and then identify rays, lines, line segments, and angles
as applicable.

Lesson 1: Identify and draw points, lines, line segments, rays, and angles. 2
Recognize them in various contexts and familiar figures.

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 A STORY OF UNITS Lesson 1 Homework 4

Name Date

1. Use the following directions to draw a figure in the

box to the right.

a. Draw two points: 𝑊𝑊 and 𝑋𝑋.

�������⃑.
b. Use a straightedge to draw 𝑊𝑊𝑊𝑊

c. Draw a new point that is not on �������⃑

𝑊𝑊𝑊𝑊. Label it 𝑌𝑌.
d. Draw �����
𝑊𝑊𝑊𝑊.
�������⃑ or 𝑊𝑊𝑊𝑊
e. Draw a point not on 𝑊𝑊𝑊𝑊 �����. Call it 𝑍𝑍.

f. Construct ⃖���⃗
𝑌𝑌𝑌𝑌.
g. Use the points you’ve already labeled to name
one angle. ____________

2. Use the following directions to draw a figure in the

box to the right.

a. Draw two points: 𝑊𝑊 and 𝑋𝑋.

�����.
b. Use a straightedge to draw 𝑊𝑊𝑊𝑊
c. Draw a new point that is not on �����
𝑊𝑊𝑊𝑊. Label it 𝑌𝑌.

d. Draw �������⃑
𝑊𝑊𝑊𝑊.
�������⃑ or on the line
e. Draw a new point that is not on 𝑊𝑊𝑊𝑊
�����. Label it 𝑍𝑍.
containing 𝑊𝑊𝑊𝑊
f. Construct ⃖�����⃗
𝑊𝑊𝑊𝑊.
g. Identify ∠𝑍𝑍𝑍𝑍𝑍𝑍 by drawing an arc to indicate the
position of the angle.
h. Identify another angle by referencing points that
you have already drawn. ____________

Lesson 1: Identify and draw points, lines, line segments, rays, and angles. 3
Recognize them in various contexts and familiar figures.

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 A STORY OF UNITS Lesson 1 Homework 4

3. a. Observe the familiar figures below. Label some points on each figure.

b. Use those points to label and name representations of each of the following in the table below: ray,
line, line segment, and angle. Extend segments to show lines and rays.

0 1

Clock Die Number line

Ray

Line

Line segment

Angle

Extension: Draw a familiar figure. Label it with points, and then identify rays, lines, line segments, and angles
as applicable.

Lesson 1: Identify and draw points, lines, line segments, rays, and angles. 4
Recognize them in various contexts and familiar figures.

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 A STORY OF UNITS Lesson 2 Problem Set 4 4

Name Date

1. Use the right angle template that you made in class to determine if each of the following angles is greater
than, less than, or equal to a right angle. Label each as greater than, less than, or equal to, and then
connect each angle to the correct label of acute, right, or obtuse.
The first one has been completed for you.

a. b.

Less than

c. d.

Acute

e. f.
Right

Obtuse
g. h.

i. j.

Lesson 2: Use right angles to determine whether angles are equal to, greater 5
than, or less than right angles. Draw right, obtuse, and acute angles.

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 A STORY OF UNITS Lesson 2 Problem Set 4 4

2. Use your right angle template to identify acute, obtuse, and right angles within Picasso’s painting Factory,
Horta de Ebbo. Trace at least two of each, label with points, and then name them in the table below the
painting.

© 2013 Estate of Pablo Picasso / Artists Rights Society (ARS), New York
Photo: Erich Lessing / Art Resource, NY.

Acute angle

Obtuse angle

Right angle

Lesson 2: Use right angles to determine whether angles are equal to, greater 6
than, or less than right angles. Draw right, obtuse, and acute angles.

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 A STORY OF UNITS Lesson 2 Problem Set 4 4

3. Construct each of the following using a straightedge and the right angle template that you created.
Explain the characteristics of each by comparing the angle to a right angle. Use the words greater than,
less than, or equal to in your explanations.

a. Acute angle

b. Right angle

c. Obtuse angle

Lesson 2: Use right angles to determine whether angles are equal to, greater 7
than, or less than right angles. Draw right, obtuse, and acute angles.

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 A STORY OF UNITS Lesson 2 Homework 4 4

Name Date

1. Use the right angle template that you made in class to determine if each of the following angles is greater
than, less than, or equal to a right angle. Label each as greater than, less than, or equal to, and then
connect each angle to the correct label of acute, right, or obtuse. The first one has been completed for
you.

a. b.

Less than
c. d.

Acute

e. f.

Right

g. Obtuse h.

i. j.

Lesson 2: Use right angles to determine whether angles are equal to, greater 8
than, or less than right angles. Draw right, obtuse, and acute angles.

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 A STORY OF UNITS Lesson 2 Homework 4 4

2. Use your right angle template to identify acute, obtuse, and right angles within this painting.
Trace at least two of each, label with points, and then name them in the table below the painting.

Acute angle

Obtuse angle

Right angle

Lesson 2: Use right angles to determine whether angles are equal to, greater 9
than, or less than right angles. Draw right, obtuse, and acute angles.

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 A STORY OF UNITS Lesson 2 Homework 4 4

3. Construct each of the following using a straightedge and the right angle template that you created.
Explain the characteristics of each by comparing the angle to a right angle. Use the words greater than,
less than, or equal to in your explanations.

a. Acute angle

b. Right angle

c. Obtuse angle

Lesson 2: Use right angles to determine whether angles are equal to, greater 10
than, or less than right angles. Draw right, obtuse, and acute angles.

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 A STORY OF UNITS Lesson 2 Template 4 4

A B

angles

Lesson 2: Use right angles to determine whether angles are equal to, greater 11
than, or less than right angles. Draw right, obtuse, and acute angles.

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 A STORY OF UNITS 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. 12

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 A STORY OF UNITS 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. 13

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 A STORY OF UNITS 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. 14

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 A STORY OF UNITS 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. 15

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 A STORY OF UNITS 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
𝐶𝐶 ����

𝐶𝐶
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. 16

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 A STORY OF UNITS 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. 17

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 A STORY OF UNITS Lesson 4 Problem Set

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.

Lesson 4: Identify, define, and draw parallel lines. 18

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 A STORY OF UNITS Lesson 4 Problem Set

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
���� ����
𝐴𝐴𝐴𝐴 ∥ 𝐶𝐶𝐶𝐶

C D
J K

F
c. E d.

G
A M
e. f.

Z
W

L N
F

g. h. U
T O

S P
Y V

R Q X W

Lesson 4: Identify, define, and draw parallel lines. 19

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 A STORY OF UNITS Lesson 4 Problem Set

5. True or false? A triangle cannot have sides that are parallel. Explain your thinking.

6. Explain why ���� ���� are parallel, but ����

𝐴𝐴𝐴𝐴 and 𝐶𝐶𝐶𝐶 ���� are not.
𝐸𝐸𝐸𝐸 and 𝐺𝐺𝐺𝐺

A B

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.

Lesson 4: Identify, define, and draw parallel lines. 20

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 A STORY OF UNITS Lesson 4 Homework

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.

Lesson 4: Identify, define, and draw parallel lines. 21

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 A STORY OF UNITS Lesson 4 Homework

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
����
𝐴𝐴 ∥ ����

𝐴𝐴
𝐵𝐵𝐵𝐵
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 4: Identify, define, and draw parallel lines. 22

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 A STORY OF UNITS Lesson 4 Homework

5. True or false? All shapes with a right angle have sides that are parallel. Explain your thinking.

6. Explain why ���� ���� are parallel, but ����

𝐴𝐴𝐴𝐴 and 𝐶𝐶𝐶𝐶 ���� are not.
𝐸𝐸𝐸𝐸 and 𝐺𝐺𝐺𝐺

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.

Lesson 4: Identify, define, and draw parallel lines. 23

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 A STORY OF UNITS Lesson 5 Problem Set

Name Date

1. Make a list of the measures of the benchmark angles you drew, starting with Set A.
Round each angle measure to the nearest 5°. Both sets have been started for you.

a. Set A: 45°, 90°,

b. Set B: 30°, 60°,

2. Circle any angle measures that appear on both lists. What do you notice about them?

3. List the angle measures from Problem 1 that are acute. Trace each angle with your finger as you say its
measurement.

4. List the angle measures from Problem 1 that are obtuse. Trace each angle with your finger as you say its
measurement.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a 24
360
turn. Explore benchmark angles using the protractor.

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 A STORY OF UNITS Lesson 5 Problem Set

1 2
5. We found out today that 1° is of a whole turn. It is 1 out of 360°. That means a 2° angle is of a
360 360
whole turn. What fraction of a whole turn is each of the benchmark angles you listed in Problem 1?

6. How many 45° angles does it take to make a full turn?

7. How many 30° angles does it take to make a full turn?

8. If you didn’t have a protractor, how could you reconstruct a quarter of it from 0° to 90°?

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a 25
360
turn. Explore benchmark angles using the protractor.

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 A STORY OF UNITS Lesson 5 Homework 4

Name Date

1. Identify the measures of the following angles.

a. b.

c. d.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a 26
360
turn. Explore benchmark angles using the protractor.

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 A STORY OF UNITS Lesson 5 Homework 4

2. If you didn’t have a protractor, how could you construct one? Use words, pictures, or numbers to explain
in the space below.

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a 27
360
turn. Explore benchmark angles using the protractor.

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 A STORY OF UNITS Lesson 6 Practice Sheet

Name Date

Lesson 6: Use varied protractors to distinguish angle measure from length 28

measurement.

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 A STORY OF UNITS Lesson 6 Problem Set

Name Date

1. Use a protractor to measure the angles, and then record the measurements in degrees.

a. b.

c. d.

Lesson 6: Use varied protractors to distinguish angle measure from length 29

measurement.

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A STORY OF UNITS Lesson 6 Problem Set

e. f.

g. h.

i. j.

Lesson 6: Use varied protractors to distinguish angle measure from length 30

measurement.

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 A STORY OF UNITS Lesson 6 Problem Set

2. a. Use three different-size protractors to measure the angle. Extend the lines as needed using a
straightedge.

Protractor #1: ________ °

Protractor #2: ________ °

Protractor #3: ________ °

b. What do you notice about the measurement of the above angle using each of the protractors?

3. Use a protractor to measure each angle. Extend the length of the segments as needed. When you extend
the segments, does the angle measure stay the same? Explain how you know.

C
a.

A F

E
b.

Lesson 6: Use varied protractors to distinguish angle measure from length 31

measurement.

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 A STORY OF UNITS Lesson 6 Homework

Name Date

1. Use a protractor to measure the angles, and then record the measurements in degrees.

a. b.

c. d.

Lesson 6: Use varied protractors to distinguish angle measure from length 32

measurement.

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A STORY OF UNITS Lesson 6 Homework

e. f.

g. h.

i. j.

Lesson 6: Use varied protractors to distinguish angle measure from length 33

measurement.

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 A STORY OF UNITS Lesson 6 Homework

2. Using the green and red circle cutouts from today’s lesson, explain to someone at home how the cutouts
can be used to show that the angle measures are the same even though the circles are different sizes.
Write words to explain what you told him or her.

3. Use a protractor to measure each angle. Extend the length of the segments as needed. When you extend
the segments, does the angle measure stay the same? Explain how you know.

a.

B C
A

b. F

Lesson 6: Use varied protractors to distinguish angle measure from length 34

measurement.

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 A STORY OF UNITS Lesson 7 Practice Sheet

Name Date

Figure 1 Figure 2

W
A

X
Y

Z B

Figure 3 Figure 4

Q R

E F
S

Lesson 7: Measure and draw angles. Sketch given angle measures, and verify 35
with a protractor.

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 A STORY OF UNITS Lesson 7 Problem Set

Name Date

Construct angles that measure the given number of degrees. For Problems 1–4, use the ray shown as one of
the rays of the angle with its endpoint as the vertex of the angle. Draw an arc to indicate the angle that was
measured.

1. 30° 2. 65°

3. 115° 4. 135°

Lesson 7: Measure and draw angles. Sketch given angle measures, and verify 36
with a protractor.

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 A STORY OF UNITS Lesson 7 Problem Set

5. 5° 6. 175°

7. 27° 8. 117°

9. 48° 10. 132°

Lesson 7: Measure and draw angles. Sketch given angle measures, and verify 37
with a protractor.

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 A STORY OF UNITS Lesson 7 Homework

Name Date

Construct angles that measure the given number of degrees. For Problems 1–4, use the ray shown as one of
the rays of the angle with its endpoint as the vertex of the angle. Draw an arc to indicate the angle that was
measured.

1. 25° 2. 85°

3. 140° 4. 83°

Lesson 7: Measure and draw angles. Sketch given angle measures, and verify 38
with a protractor.

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 A STORY OF UNITS Lesson 7 Homework

5. 108° 6. 72°

7. 25° 8. 155°

9. 45° 10. 135°

Lesson 7: Measure and draw angles. Sketch given angle measures, and verify 39
with a protractor.

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 A STORY OF UNITS Lesson 8 Problem Set

Name Date

1. Joe, Steve, and Bob stood in the middle of the yard and faced the house. Joe turned 90° to the right.
Steve turned 180° to the right. Bob turned 270° to the right. Name the object that each boy is now
facing.

Joe ____________________ House

Steve __________________
Barn Fence
Bob ___________________
Yard

Tree

2. Monique looked at the clock at the beginning of class and at the end of class. How many degrees did the
minute hand turn from the beginning of class until the end?

Beginning End

3. The skater jumped into the air and did a 360. What does that mean?

4. Mr. Martin drove away from his house without his wallet. He did a 180. Where is he heading now?

House Store

Lesson 8: Identify and measure angles as turns and recognize them in various 40
contexts.

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 A STORY OF UNITS Lesson 8 Problem Set

5. John turned the knob of the shower 270° to the right. Draw a picture showing the position of the knob
after he turned it.

Before After

6. Barb used her scissors to cut out a coupon from the newspaper. How many quarter-turns does she need
to turn the paper in order to stay on the lines?

7. How many quarter-turns does the picture need to be rotated in order for it to be upright?

8. Meredith faced north. She turned 90° to the right, and then 180° more. In which direction is she now
facing?

Lesson 8: Identify and measure angles as turns and recognize them in various 41
contexts.

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 A STORY OF UNITS Lesson 8 Homework

Name Date

1. Jill, Shyan, and Barb stood in the middle of the yard and faced the barn. Jill turned 90° to the right.
Shyan turned 180° to the left. Barb turned 270° to the left. Name the object that each girl is now facing.

Jill ____________________
House
Shyan __________________

Barb ___________________
Barn Fence

Yard

Tree

2. Allison looked at the clock at the beginning of class and at the end of class. How many degrees did the
minute hand turn from the beginning of class until the end?

Beginning End

3. The snowboarder went off a jump and did a 180. In which direction was the snowboarder facing when he
landed? How do you know?

4. As she drove down the icy road, Mrs. Campbell slammed on her brakes. Her car did a 360. Explain what
happened to Mrs. Campbell’s car.

Lesson 8: Identify and measure angles as turns and recognize them in various 42
contexts.

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 A STORY OF UNITS Lesson 8 Homework

5. Jonah turned the knob of the stove two quarter-turns. Draw a picture showing the position of the knob
after he turned it.

Before After

6. Betsy used her scissors to cut out a coupon from the newspaper. How many total quarter-turns will she
need to rotate the paper in order to cut out the entire coupon?

7. How many quarter-turns does the picture need to be rotated in order for it to be upright?

8. David faced north. He turned 180° to the right, and then 270° to the left. In which direction is he now
facing?

Lesson 8: Identify and measure angles as turns and recognize them in various 43
contexts.

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 A STORY OF UNITS Lesson 8 Template

12

9 3

clock

Lesson 8: Identify and measure angles as turns and recognize them in various 44
contexts.

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 A STORY OF UNITS Lesson 9 Problem Set

Name Date

1. Complete the table.

Total
number that
Pattern block One interior angle measures… Sum of the angles around a vertex
fit around 1
vertex
a.

360° ÷ ____ = ____ ____ + ____ + ____ + ____ = 360°

b.

c.

____ +____ + ____ = 360°

d.

(Acute angle)

e.

(Obtuse angle)
f.

(Acute angle)

Lesson 9: Decompose angles using pattern blocks. 45

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 A STORY OF UNITS Lesson 9 Problem Set

2. Find the measurements of the angles indicated by the arcs.

Pattern blocks Angle measure Addition sentence

a.
A

B C
b.

D E F
c.

I J
H

3. Use two or more pattern blocks to figure out the measurements of the angles indicated by the arcs.

Pattern blocks Angle measure Addition sentence

a.

L
b.

c.

Lesson 9: Decompose angles using pattern blocks. 46

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 A STORY OF UNITS Lesson 9 Homework

Name Date

Sketch two different ways to compose the given angles using two or more pattern blocks.
Write an addition sentence to show how you composed the given angle.

1. Points 𝐴𝐴, 𝐵𝐵, and 𝐶𝐶 form a straight line.

A B C A B C

180° = __________________________________ 180° = __________________________________

2. ∠𝐷𝐷𝐷𝐷𝐷𝐷 = 90°

D D

E F E F

90° = __________________________________ 90° = __________________________________

Lesson 9: Decompose angles using pattern blocks. 47

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 A STORY OF UNITS Lesson 9 Homework

3. ∠𝐺𝐺𝐺𝐺𝐺𝐺 = 120°

G G

H
I H I

120° = __________________________________ 120° = __________________________________

4. 𝑥𝑥° = 270° L L

J K J K
𝑥𝑥°
𝑥𝑥°

270° = __________________________________ 270°= __________________________________

5. Micah built the following shape with his pattern blocks. Write an addition sentence for each angle
indicated by an arc and solve. The first one is done for you.
G
a. 𝑦𝑦° = 120° + 90°
H 𝑧𝑧°
𝑦𝑦° = 210°
F
I E b. 𝑧𝑧° = ______________________
J 𝑥𝑥° 𝑧𝑧° = __________

𝑦𝑦° D
c. 𝑥𝑥° = ______________________
K C
B
𝑥𝑥° = __________
A

Lesson 9: Decompose angles using pattern blocks. 48

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 A STORY OF UNITS Lesson 10 Problem Set 4 4

Name Date

Write an equation, and solve for the measure of ∠𝑥𝑥. Verify the measurement using a protractor.

1. ∠𝐶𝐶𝐶𝐶𝐶𝐶 is a right angle. 2. ∠𝐺𝐺𝐺𝐺𝐺𝐺 is a right angle.

A E

45°

𝑥𝑥°
𝑥𝑥°
B C F 20°
45° + _____ = 90° G
_____ + _____ = ____
𝑥𝑥° = _____
𝑥𝑥° = _____

3. ∠𝐼𝐼𝐼𝐼𝐼𝐼 is a straight angle. 4. ∠𝑀𝑀𝑀𝑀𝑀𝑀 is a straight angle.

O
𝑥𝑥°
83° N
𝑥𝑥° 70°
I K
M
J
_____ + 70° = 180° _____ + _____ = ____

𝑥𝑥° = _____ 𝑥𝑥° = _____

Lesson 10: Use the addition of adjacent angle measures to solve problems using a 49
symbol for the unknown angle measure.

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 A STORY OF UNITS Lesson 10 Problem Set 4 4

Solve for the unknown angle measurements. Write an equation to solve.

5. Solve for the measurement of ∠𝑇𝑇𝑇𝑇𝑇𝑇. 6. Solve for the measurement of ∠𝑍𝑍𝑍𝑍𝑍𝑍.
∠𝑄𝑄𝑄𝑄𝑄𝑄 is a straight angle. ∠𝑋𝑋𝑋𝑋𝑋𝑋 is a straight angle.
V Z

U T 𝑥𝑥°

108°
𝑥𝑥° Y
Q 36° S 60°
R
U

X
7. In the following figure, 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 is a rectangle. Without using a protractor, determine the measurement of
∠𝐷𝐷𝐷𝐷𝐷𝐷. Write an equation that could be used to solve the problem.
C D

27°
A E

8. Complete the following directions in the space to the right.

a. Draw 2 points: 𝑀𝑀 and 𝑁𝑁. Using a straightedge, draw ⃖�����⃗
𝑀𝑀𝑀𝑀.
b. Plot a point 𝑂𝑂 somewhere between points 𝑀𝑀 and 𝑁𝑁.
c. Plot a point 𝑃𝑃, which is not on ⃖�����⃗
𝑀𝑀𝑀𝑀.
d. Draw ����
𝑂𝑂𝑂𝑂.
e. Find the measure of ∠𝑀𝑀𝑀𝑀𝑀𝑀 and ∠𝑁𝑁𝑁𝑁𝑁𝑁.
f. Write an equation to show that the angles add to the
measure of a straight angle.

Lesson 10: Use the addition of adjacent angle measures to solve problems using a 50
symbol for the unknown angle measure.

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 A STORY OF UNITS Lesson 10 Homework 4 4

Name Date

Write an equation, and solve for the measurement of ∠𝑥𝑥. Verify the measurement using a protractor.

1. ∠𝐷𝐷𝐷𝐷𝐷𝐷 is a right angle. 2. ∠𝐻𝐻𝐻𝐻𝐻𝐻 is a right angle.

D
F

35°
H
𝑥𝑥° 62°
𝑥𝑥°
B C
G

_____ + 35° = 90° _____ + _____ = ____

𝑥𝑥° = _____ 𝑥𝑥° = _____

3. ∠𝐽𝐽𝐽𝐽𝐽𝐽 is a straight angle. 4. ∠𝑃𝑃𝑃𝑃𝑃𝑃 is a straight angle. P

16°

𝑥𝑥°
Q
L

145° 𝑥𝑥°

K
R
J 145° + _____ = 180° _____ + _____ = ____

𝑥𝑥° = _____ 𝑥𝑥° = _____

Lesson 10: Use the addition of adjacent angle measures to solve problems using a 51
symbol for the unknown angle measure.

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 A STORY OF UNITS Lesson 10 Homework 4 4

Write an equation, and solve for the unknown angle measurements.

5. Solve for the measurement of ∠𝑈𝑈𝑈𝑈𝑈𝑈. 6. Solve for the measurement of ∠𝑂𝑂𝑂𝑂𝑂𝑂.
∠𝑅𝑅𝑅𝑅𝑅𝑅 is a straight angle. ∠𝐿𝐿𝐿𝐿𝐿𝐿 is a straight angle.
O
R S T

70° 35°
𝑥𝑥° P
L
𝑥𝑥° 73°

W 72°
M

U N

7. In the following figure, 𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 is a rectangle. Without using a protractor, determine the measurement of
∠GEF. Write an equation that could be used to solve the problem.
D E
74°

H G F

8. Complete the following directions in the space to the right.

a. Draw 2 points: 𝑄𝑄 and 𝑅𝑅. Using a straightedge, draw ⃖����⃗

𝑄𝑄𝑄𝑄.
b. Plot a point S somewhere between points 𝑄𝑄 and 𝑅𝑅.
c. ⃖����⃗ .
Plot a point 𝑇𝑇, which is not on 𝑄𝑄𝑄𝑄
d. ����.
Draw 𝑇𝑇𝑇𝑇
e. Find the measure of ∠𝑄𝑄𝑄𝑄𝑄𝑄 and ∠𝑅𝑅𝑅𝑅𝑅𝑅.
f. Write an equation to show that the angles add to the
measure of a straight angle.

Lesson 10: Use the addition of adjacent angle measures to solve problems using a 52
symbol for the unknown angle measure.

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 A STORY OF UNITS Lesson 11 Problem Set 4 4

Name Date

Write an equation, and solve for the unknown angle measurements numerically.

1. 2.

𝑑𝑑°
20°

𝑐𝑐°

_____° + 20° = 360° _____° + _____° = 360°

𝑑𝑑° = ______° 𝑐𝑐° = ______°

3. 4.

𝑓𝑓°

60°
74°
𝑒𝑒°

_____° + _____° + _____° = _______° _____° + _____° + _____° = _______°

𝑒𝑒° = ______° 𝑓𝑓° = _____°

Lesson 11: Use the addition of adjacent angle measures to solve problems using a 53
symbol for the unknown angle measure.

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 A STORY OF UNITS Lesson 11 Problem Set 4 4

Write an equation, and solve for the unknown angles numerically.

5. ���� and 𝐶𝐶𝐶𝐶

𝑂𝑂 is the intersection of 𝐴𝐴𝐴𝐴 ����. 𝑥𝑥° = _________ 𝑦𝑦° = __________
∠𝐷𝐷𝐷𝐷𝐷𝐷 is 160°, and ∠𝐴𝐴𝐴𝐴𝐴𝐴 is 20°.

A
160°
20° O
C 𝑦𝑦° D
𝑥𝑥°
B

6. ����and 𝑇𝑇𝑇𝑇
𝑂𝑂 is the intersection of 𝑅𝑅𝑅𝑅 ���� . 𝑔𝑔° = _________ ℎ° = __________ 𝑖𝑖° = _________
∠𝑇𝑇𝑇𝑇𝑇𝑇 is 125°.

R V

ℎ°
𝑔𝑔° 𝑖𝑖°
O
125°
T S

7. 𝑂𝑂 is the intersection of 𝑊𝑊𝑊𝑊 𝑌𝑌𝑌𝑌, and ����

������, ���� 𝑈𝑈𝑈𝑈. 𝑘𝑘° = _________ 𝑚𝑚° = __________ 𝑛𝑛° =_________
∠𝑋𝑋𝑋𝑋𝑋𝑋 is 36°.
U Z

𝑚𝑚°
36°
W O X
𝑘𝑘°
𝑛𝑛°

Lesson 11: Use the addition of adjacent angle measures to solve problems using a 54
symbol for the unknown angle measure.

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 A STORY OF UNITS Lesson 11 Homework 4 4

Name Date

Write an equation, and solve for the unknown angle measurements numerically.

1. 2.

𝑎𝑎° 𝑏𝑏°
45°

320°

_____° + 320° = 360° _____° + _____° = 360°

𝑎𝑎° = ______° 𝑏𝑏° = ______°

3. 4.

135°
𝑐𝑐°
𝑑𝑑°
115°
100° 145°

_____° + _____° + _____° = _______° _____° + _____° + _____° = _______°

𝑐𝑐° = ______° 𝑑𝑑° = ______°

Lesson 11: Use the addition of adjacent angle measures to solve problems using a 55
symbol for the unknown angle measure.

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 A STORY OF UNITS Lesson 11 Homework 4 4

Write an equation, and solve for the unknown angles numerically.

5. ���� and 𝐶𝐶𝐶𝐶

𝑂𝑂 is the intersection of 𝐴𝐴𝐴𝐴 ����. 𝑒𝑒° = _________ 𝑓𝑓° = __________
∠𝐶𝐶𝐶𝐶𝐶𝐶 is 145°, and ∠𝐴𝐴𝐴𝐴𝐴𝐴 is 35°.
A

𝑒𝑒°
35° O
C D
𝑓𝑓°
145°

6. �����and 𝑆𝑆𝑆𝑆
𝑂𝑂 is the intersection of 𝑄𝑄𝑄𝑄 ����. 𝑔𝑔° = _________ ℎ° = __________ 𝑖𝑖° = _________
∠𝑄𝑄𝑄𝑄𝑄𝑄 is 55°.

Q T

ℎ°
55° 𝑖𝑖°
O
𝑔𝑔°
S R

7. 𝑂𝑂 is the intersection of 𝑈𝑈𝑈𝑈 �����, and ����

����, 𝑊𝑊𝑊𝑊 𝑌𝑌𝑌𝑌. 𝑗𝑗° = _________ 𝑘𝑘° = __________ 𝑚𝑚° = ________
∠𝑉𝑉𝑉𝑉𝑉𝑉 is 46°.
X

𝑚𝑚°
46°
U O
V
𝑘𝑘°
𝑗𝑗°

Y
W

Lesson 11: Use the addition of adjacent angle measures to solve problems using a 56
symbol for the unknown angle measure.

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 A STORY OF UNITS Lesson 12 Problem Set 4 4

Name Date

1. Circle the figures that have a correct line of symmetry drawn.

a. b. c. d.

2. Find and draw all lines of symmetry for the following figures. Write the number of lines of symmetry that
you found in the blank underneath the shape.

a. ________ b. ________ c. ________

d. ________ e. ________ f. ________

g. ________ h. ________ i. ________

Lesson 12: Recognize lines of symmetry for given two-dimensional figures. 57

Identify line-symmetric figures, and draw lines of symmetry.

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 A STORY OF UNITS Lesson 12 Problem Set 4 4

3. Half of each figure below has been drawn. Use the line of symmetry, represented by the dashed line,
to complete each figure.

a. b.

c. d.

4. The figure below is a circle. How many lines of symmetry does the figure have? Explain.

Lesson 12: Recognize lines of symmetry for given two-dimensional figures. 58

Identify line-symmetric figures, and draw lines of symmetry.

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 A STORY OF UNITS Lesson 12 Homework 4 4

Name Date

1. Circle the figures that have a correct line of symmetry drawn.

a. b. c. d.

2. Find and draw all lines of symmetry for the following figures. Write the number of lines of symmetry that
you found in the blank underneath the shape.

a. ________ b. ________ c. ________

d. ________ e. ________ f. ________

g. ________ h. ________ i. ________

Lesson 12: Recognize lines of symmetry for given two-dimensional figures. 59

Identify line-symmetric figures, and draw lines of symmetry.

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 A STORY OF UNITS Lesson 12 Homework 4 4

3. Half of each figure below has been drawn. Use the line of symmetry, represented by the dashed line, to
complete each figure.

a. b.

c. d.

4. Is there another shape that has the same number of lines of symmetry as a circle? Explain.

Lesson 12: Recognize lines of symmetry for given two-dimensional figures. 60

Identify line-symmetric figures, and draw lines of symmetry.

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 A STORY OF UNITS Lesson 12 Template 2 4 4

Figure 1 Figure 2

lines of symmetry

Lesson 12: Recognize lines of symmetry for given two-dimensional figures. 61

Identify line-symmetric figures, and draw lines of symmetry.

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 A STORY OF UNITS Lesson 13 Practice Sheet 4 4

Name Date

Attributes Classification
Sketch of
Triangle (Include side lengths and angle measures.)

Lesson 13: Analyze and classify triangles based on side length, angle measure, or 62
both.

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 A STORY OF UNITS Lesson 13 Problem Set 4 4

Name Date

1. Classify each triangle by its side lengths and angle measurements. Circle the correct names.

Classify Using Classify Using

Side Lengths Angle Measurements

a.

Equilateral Isosceles Scalene Acute Right Obtuse

b.

Equilateral Isosceles Scalene Acute Right Obtuse

c.

Equilateral Isosceles Scalene Acute Right Obtuse

d.
Equilateral Isosceles Scalene Acute Right Obtuse

2. △ 𝐴𝐴𝐴𝐴𝐴𝐴 has one line of symmetry as shown. What does this tell you about the measures of ∠𝐴𝐴 and ∠𝐶𝐶?

A C
E
3. △ 𝐷𝐷𝐷𝐷𝐷𝐷 has three lines of symmetry as shown.

a. How can the lines of symmetry help you to figure out which angles are equal?

b. △ 𝐷𝐷𝐷𝐷𝐷𝐷 has a perimeter of 30 cm. Label the side lengths. D F

Lesson 13: Analyze and classify triangles based on side length, angle measure, or 63
both.

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 A STORY OF UNITS Lesson 13 Problem Set 4 4

4. Use a ruler to connect points to form two other triangles. Use each point only once. None of the
triangles may overlap. One or two points will be unused. Name and classify the three triangles below.
The first one has been done for you.

A E

F K
G

I
D
B
J
C H

Name the Triangles Using

Classify by Side Length Classify by Angle Measurement
Vertices

△ 𝐹𝐹𝐹𝐹𝐹𝐹 Scalene Obtuse

5. a. List three points from the grid above that, when connected by segments, do not result in a triangle.

b. Why didn’t the three points you listed result in a triangle when connected by segments?

6. Can a triangle have two right angles? Explain.

Lesson 13: Analyze and classify triangles based on side length, angle measure, or 64
both.

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 A STORY OF UNITS Lesson 13 Homework 4 4

Name Date

1. Classify each triangle by its side lengths and angle measurements. Circle the correct names.

Classify Using Classify Using

Side Lengths Angle Measurements
a.

Equilateral Isosceles Scalene Acute Right Obtuse

b.
Equilateral Isosceles Scalene Acute Right Obtuse

c.

Equilateral Isosceles Scalene Acute Right Obtuse

d.

Equilateral Isosceles Scalene Acute Right Obtuse

2. a. △ 𝐴𝐴𝐴𝐴𝐴𝐴 has one line of symmetry as shown. Is the measure of ∠𝐴𝐴 greater than, less than, or
equal to ∠𝐶𝐶?
B

A C

b. △ 𝐷𝐷𝐷𝐷𝐷𝐷 is scalene. What do you observe about its angles? Explain.

F
D

Lesson 13: Analyze and classify triangles based on side length, angle measure, or 65
both.

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 A STORY OF UNITS Lesson 13 Homework 4 4

3. Use a ruler to connect points to form two other triangles. Use each point only once. None of the
triangles may overlap. Two points will be unused. Name and classify the three triangles below.

E
A F
D
G K

B I

C
H J

Name the Triangles Using Vertices Classify by Side Length Classify by Angle Measurement

△ 𝐼𝐼𝐼𝐼𝐼𝐼

4. If the perimeter of an equilateral triangle is 15 cm, what is the length of each side?

5. Can a triangle have more than one obtuse angle? Explain.

6. Can a triangle have one obtuse angle and one right angle? Explain.

Lesson 13: Analyze and classify triangles based on side length, angle measure, or 66
both.

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 A STORY OF UNITS Lesson 14 Problem Set 4 4

Name Date

1. Draw triangles that fit the following classifications. Use a ruler and protractor. Label the side lengths and
angles.

a. Right and isosceles b. Obtuse and scalene

c. Acute and scalene d. Acute and isosceles

2. Draw all possible lines of symmetry in the triangles above. Explain why some of the triangles do not have
lines of symmetry.

Lesson 14: Define and construct triangles from given criteria. Explore symmetry 67
in triangles.

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 A STORY OF UNITS Lesson 14 Problem Set 4 4

Are the following statements true or false? Explain using pictures or words.
B
3. If △ 𝐴𝐴𝐴𝐴𝐴𝐴 is an equilateral triangle, ����
𝐵𝐵𝐵𝐵 must be 2 cm. True or False?

1 cm

A C
1 cm
4. A triangle cannot have one obtuse angle and one right angle. True or False?

5. △ 𝐸𝐸𝐸𝐸𝐸𝐸 can be described as a right triangle and an isosceles triangle. True or False?

E F

6. An equilateral triangle is isosceles. True or False?

Extension: In △ 𝐻𝐻𝐻𝐻𝐻𝐻, a = b. True or False?

a° b°
H J

Lesson 14: Define and construct triangles from given criteria. Explore symmetry 68
in triangles.

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 A STORY OF UNITS Lesson 14 Homework 4 4

Name Date

1. Draw triangles that fit the following classifications. Use a ruler and protractor. Label the side lengths and
angles.

a. Right and isosceles b. Right and scalene

c. Obtuse and isosceles d. Acute and scalene

2. Draw all possible lines of symmetry in the triangles above. Explain why some of the triangles do not have
lines of symmetry.

Lesson 14: Define and construct triangles from given criteria. Explore symmetry 69
in triangles.

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 A STORY OF UNITS Lesson 14 Homework 4 4

Are the following statements true or false? Explain.

B
3. ���� must be 2 cm. True or False?
△ 𝐴𝐴𝐴𝐴𝐴𝐴 is an isosceles triangle. 𝐴𝐴𝐴𝐴

1 cm

A C
2 cm
4. A triangle cannot have both an acute angle and a right angle. True or False?

5. △ 𝑋𝑋𝑋𝑋𝑋𝑋 can be described as both equilateral and acute. True or False?

Y Z

6. A right triangle is always scalene. True or False?

Extension: In △ 𝐴𝐴𝐴𝐴𝐴𝐴, x = y. True or False?

y°
x°
A C

Lesson 14: Define and construct triangles from given criteria. Explore symmetry 70
in triangles.

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 A STORY OF UNITS Lesson 15 Problem Set 4 4

Name Date

Construct the figures with the given attributes. Name the shape you created. Be as specific as possible. Use
extra blank paper as needed.

1. Construct quadrilaterals with at least one set of parallel sides.

2. Construct a quadrilateral with two sets of parallel sides.

3. Construct a parallelogram with four right angles.

4. Construct a rectangle with all sides the same length.

Lesson 15: Classify quadrilaterals based on parallel and perpendicular lines and 71
the presence or absence of angles of a specified size.

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 A STORY OF UNITS Lesson 15 Problem Set 4 4

5. Use the word bank to name each shape, being as specific as possible.

Parallelogram Trapezoid Rectangle Square

a. b.

___________________ ___________________

c. d.

___________________ ___________________

6. Explain the attribute that makes a square a special rectangle.

7. Explain the attribute that makes a rectangle a special parallelogram.

8. Explain the attribute that makes a parallelogram a special trapezoid.

Lesson 15: Classify quadrilaterals based on parallel and perpendicular lines and 72
the presence or absence of angles of a specified size.

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 A STORY OF UNITS Lesson 15 Homework 4

Name Date

1. Use the word bank to name each shape, being as specific as possible.

Parallelogram Trapezoid Rectangle Square

a. b.

___________________ ___________________

c. d.

___________________ ___________________

2. Explain the attribute that makes a square a special rectangle.

3. Explain the attribute that makes a rectangle a special parallelogram.

4. Explain the attribute that makes a parallelogram a special trapezoid.

Lesson 15: Classify quadrilaterals based on parallel and perpendicular lines and 73
the presence or absence of angles of a specified size.

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 A STORY OF UNITS Lesson 15 Homework 4

5. Construct the following figures based on the given attributes. Give a name to each figure you construct.
Be as specific as possible.

a. A quadrilateral with four sides the same b. A quadrilateral with two sets of parallel
length and four right angles. sides.

c. A quadrilateral with only one set of d. A parallelogram with four right angles.
parallel sides.

Lesson 15: Classify quadrilaterals based on parallel and perpendicular lines and 74
the presence or absence of angles of a specified size.

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 A STORY OF UNITS Lesson 16 Problem Set 4 4

Name Date

1. On the grid paper, draw at least one quadrilateral to fit the description. Use the given segment as one
segment of the quadrilateral. Name the figure you drew using one of the terms below.

Parallelogram Trapezoid Rectangle

Square Rhombus

a. A quadrilateral that has at least one pair of b. A quadrilateral that has four right angles.
parallel sides.

c. A quadrilateral that has two pairs of parallel d. A quadrilateral that has at least one pair of
side perpendicular sides and at least one pair of
parallel sides.

Lesson 16: Reason about attributes to construct quadrilaterals on square or 75

triangular grid paper.

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 A STORY OF UNITS Lesson 16 Problem Set 4 4

2. On the grid paper, draw at least one quadrilateral to fit the description. Use the given segment as one
segment of the quadrilateral. Name the figure you drew using one of the terms below.

Parallelogram Trapezoid Rectangle

Square Rhombus

a. A quadrilateral that has two sets of parallel b. A quadrilateral that has four right angles.
sides.

3. Explain the attributes that make a rhombus different from a rectangle.

4. Explain the attribute that makes a square different from a rhombus.

Lesson 16: Reason about attributes to construct quadrilaterals on square or 76

triangular grid paper.

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 A STORY OF UNITS Lesson 16 Homework 4

Name Date

Use the grid to construct the following. Name the figure you drew using one of the terms in the word box.

1. Construct a quadrilateral with only one set of parallel sides.

Which shape did you create? WORD BOX

Parallelogram

Trapezoid

Rectangle

Square

Rhombus

2. Construct a quadrilateral with one set of parallel sides and two right angles.
Which shape did you create?

3. Construct a quadrilateral with two sets of parallel sides.

Which shape did you create?

Lesson 16: Reason about attributes to construct quadrilaterals on square or 77

triangular grid paper.

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 A STORY OF UNITS Lesson 16 Homework 4

4. Construct a quadrilateral with all sides of equal length.

Which shape did you create?

5. Construct a rectangle with all sides of equal length.

Which shape did you create?

Lesson 16: Reason about attributes to construct quadrilaterals on square or 78

triangular grid paper.

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Cut Out Packet
 A STORY OF UNITS Lesson 5 Template 4

circular protractor

1
Lesson 5: Use a circular protractor to understand a 1-degree angle as of a 1
360
turn. Explore benchmark angles using the protractor.

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 A STORY OF UNITS Lesson 12 Template 1 4 4

pentagon

Lesson 12: Recognize lines of symmetry for given two-dimensional figures. 2

Identify line-symmetric figures, and draw lines of symmetry.

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 A STORY OF UNITS Lesson 13 Template 4 4

C
t

triangles s

Lesson 13: Analyze and classify triangles based on side length, angle measure, or 3
both.

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 A STORY OF UNITS Lesson 13 Template 4 4

i
j

B
w v

triangles

Lesson 13: Analyze and classify triangles based on side length, angle measure, or 4
both.

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 A STORY OF UNITS Lesson 13 Template 4 4

o p

l
D

n m

triangles

Lesson 13: Analyze and classify triangles based on side length, angle measure, or 5
both.

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