Maryland Math 4.GR.B.6

Math4th GradeGeometric Reasoning and Measurement

The Standard

Measure angles in whole-number degrees using a protractor. Estimate and sketch angles of specified measures.

Maryland College and Career Ready Standards for Mathematics (2025) · UNDERSTAND CONCEPTS OF ANGLE AND MEASURE ANGLES.

Teacher's field guide

What Students Need to Do: Students line up a protractor’s center with the angle’s vertex and its zero line with one ray. They read the correct scale, estimate angle sizes, and sketch angles with given whole-number measures.
What Mastery Looks Like: A student measures a drawn angle and checks whether the answer fits its size. They sketch a 35° angle and a 125° angle, then use a protractor to check both.
Common Misconceptions: Students may place the protractor’s edge, rather than its center, on the vertex. They may read the wrong scale and call a 120° angle 60°. They may also sketch an acute angle for a measure greater than 90°.
How to Assess It: Exit ticket: Measure a printed 70° angle, then sketch and label a 135° angle. Mark the vertex and the zero line used for each measurement.

Lesson moves

Fasten two craft sticks with a brass brad, set the opening to 75° with a protractor, and trace the angle.
Show a 110° angle and ask, “Why must its measure be between 90° and 180°?” Have partners write one reason.
Give pairs cards labeled 30°, 85°, and 140°; one student sketches each angle, and the other measures it to check.
On a printed clock face, draw hands at 12 and 4, then estimate and measure the smaller angle with a protractor.

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