4.7.D
The Standard
draw an angle with a given measure
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use a protractor to make an angle of a specified size. They place the vertex, draw one ray, locate the degree mark, and draw the second ray.
What Mastery Looks Like
- A student aligns a protractor correctly, marks the requested degree measure, and draws the second ray through that mark. The student labels the angle and checks that its size is reasonable.
Common Misconceptions
- Students place the protractor’s center away from the vertex or fail to align one ray with zero. They read the wrong number scale or think longer rays make larger angles.
How to Assess It
- Exit ticket: Use a protractor to draw and label a 38° angle and a 127° angle, then mark each vertex with a dot.
Lesson moves
Ways to Teach It
Make a 65° angle with two craft sticks and a fastener, check it with a protractor, then trace both rays.
Ask students to write three steps for drawing a 110° angle and explain how they choose the correct protractor scale.
Play Angle Card Draw: students pick a degree card, draw the angle, and earn a point when a partner’s measurement matches.
Design a simple road sign with two lines meeting at a given angle, then draw and label the angle using a protractor.
Keep exploring
Related Standards
- 4.7.C
determine the approximate measures of angles in degrees to the nearest whole number using a protractor
- 4.7.A
illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures...
- 4.7.B
illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center ...
- 4.7.E
determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures
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