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Using a tool with a square angle, identify angles as acute, right or obtuse and construct angles that are acute, right or obtuse.
Access Point #: MA.4.GR.1.AP.2
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MA.4.GR.1.2: Estimate angle measures. Using a protractor, measure angles in whole-number degrees and draw angles of specified measure in whole-number degrees. Demonstrate that angle measure is additive.Clarifications:

    Clarification 1: Instruction includes measuring given angles and drawing angles using protractors.
    Clarification 2: Instruction includes estimating angle measures using benchmark angles (30°, 45°, 60°, 90° and 180°).
    Clarification 3: Instruction focuses on the understanding that angles can be decomposed into non-overlapping angles whose measures sum to the measure of the original angle.

Access Point Information
Number:
MA.4.GR.1.AP.2
Category:
Access Points
Date Adopted or Revised:
03/23
Standard:
Draw, classify and measure angles.
Access Point Courses
  • Grade Four Mathematics (#5012060): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • Access Mathematics Grade 4 (#7712050): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • Grade 3 Accelerated Mathematics (#5012055): In grade 3 accelerated, instructional time will emphasize five areas: (1) extending understanding of place value in multi-digit whole numbers; (2) adding and subtracting multi-digit whole numbers, including using a standard algorithm; (3) building an understanding of multiplication and division, the relationship between them and the connection to area of rectangles; (4) developing an understanding of fractions and (5) extending geometric reasoning to lines, angles and attributes of quadrilaterals.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Foundational Skills in Mathematics 3-5 (#5012015):

    This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all domains including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed standards that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.