4.4.3Ma


 * Grade: 4 Unit: 4 Week: 3** **Content: Math – Geometry (Wk 5) Dates: January 22-25**

can students develop problem solving strategies to find angle measurements that relate to real world settings?
 * Theme Essential Question **** : ** How


 * Essential Questions: **
 * How can I use a protractor to measure and draw angles?
 * How can angles be decomposed into non-overlapping parts?
 * How can I determine the measure of an angle separated into parts?
 * How can unknown angles be found using addition and subtraction?
 * How can writing equations relating to unknown angles relate to real world settings?


 * Standards **
 * 4.MD 6 ** Measure angles in whole –number degrees using a protractor. Sketch angles of specified measure.
 * 4.MD 7 ** Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.


 * Objectives **
 * I will be able to use a protractor to measure and draw angles.
 * I will be able to decompose angles into non-overlapping parts.
 * I will be able to determine the measure of an angle separated into parts.
 * I will be able to find unknown angles using addition and subtraction.
 * I will understand how writing equations relating to unknown angles relates to real world settings.
 * I will understand how writing equations relating to unknown angles relates to real world settings.


 * Assessment **
 * 1) ** Product **
 * __ Measurement Charades __ - Each student finds 1 object in the room (or teacher determines the amount). They must describe the location of the object, describe the object, give the number of angles, and give measurement of each angle.
 * __ Angle Scavenger Hunt __ - Divide students in teams. Each team has yarn (different color for each team), tape, and labels. Go into school and identify specified number of angles given by the teacher. They will outline the angles with the yarn and tape. They will use a protractor to measure the outlined angle. They will then use labels to post the type and measurement of the angle. (This can be left up for all other students to observe).


 * Key Questions ** (match Standard)
 * How can I use a protractor to measure angles?
 * How can I sketch angles of a specified measurement?
 * How do I recognize that the sum of two angles equals a larger angle?
 * How do I decompose angles into non-overlapping parts?
 * How can I determine the measurement of two angles separated into parts?
 * How can I determine that unknown angle measurement can be found by using addition and subtraction?
 * How can I write an equation with a symbol for finding the unknown angle measurement?
 * How can I develop strategies for finding the unknown angle measurement?
 * How can I relate angle measurements to real world settings?


 * Observable Student Behaviors ** (Performance)
 * The student will be able to use a protractor to accurately measure angles.
 * The student will be able to sketch angles of specified measurements.
 * The student will be able to add two angles together to determine the larger angle.
 * The student will be able to decompose angles into non-overlapping parts.
 * The student will be able to find the measurement of two angles separated into parts.
 * The student will be able to determine the unknown angle measurement by using addition and subtraction.
 * The student will be able to write an equation with a symbol for finding the unknown angle measurement.
 * The student will be able to develop and use a strategy for finding the unknown angle measurement.
 * The student will be able to relate angle measurements to real world settings.


 * **Mathematical Practices **
 * Make sense of problems and persevere in solving them.
 * Reason abstractly and quantitatively.
 * 3. Construct viable arguments and critique the reasoning of others.
 * Model with mathematics.
 * Use appropriate tools strategically.
 * Attend to precision.
 * Look for and make use of structure.
 * 8. Look for and express regularity in repeated reasoning. ||

Vertex Overlapping parts (angles) Segmented angles ||  ||   ||
 * Vocabulary **
 * ** Math ** || || ||
 * Angles (acute, obtuse, right) Protractor Degrees Equation Variable


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * __ On Core Mathematics __ pg. 99, 100
 * __ Investigations __ Unit 4: Size, Shape, and Symmetry pgs. 89-101
 * __ Every Day Counts Calendar Math __ (month of February) pg. 93


 * Homework **


 * Terminology for Teachers **
 * ** Overlapping parts (eg. A 90 degree angle cannot be composed of a 50 degree angle and 60 degree angle without overlapping the angles) **
 * ** Segmented angles (eg. A 90 degree angle can be composed of two 45 degree angles or any equality of 90 degrees) **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  || ************************************************************************************************************
 * ** Multicultural Concepts **
 * __ Resources __**
 * Professional Texts **
 * __ On Core Mathematics __
 * __ Every Day Counts Calendar Math __
 * __ Investigations __ Unit 4: Size, Shape, and Symmetry

**Literary Texts**

**Informational Texts**

**Art, Music, and Media** [] [] [] [] [] [] [] [] [|http://itunes.apple.com/us/app/math-circus/id407115296?mt=8#] [] [|http://itunes.apple.com/us/app/pizza-fractions-beginning/id374084320?mt=8#] []
 * Algebra-$2.99
 * All Skills-$2.99
 * Fractions-$.99
 * Universal Converter-Free
 * Geometry-$.99
 * Calculator-Free
 * Flash Card X and / facts-Free
 * Multiplication-Free
 * Multiplication-Free
 * Add,subtract,multiply,divide-$2.99
 * Fractions-Free
 * Math-General-$1.99


 * Manipulatives **
 * Library of Virtual Manipulatives []
 * Tangrams


 * Games **

**Videos**

**Sight Words**

**Smartboard Lessons****, Promethean Lessons ** Angles Identify angles as acute, right or obtuse. Find the measure of an angle using a protractor.
 * AEGOM Lesson G4M017 **

Finding the Average Introduce mean average using a line plot.
 * AEGOM Lesson G4M022 **

4.MD.6 [] [] [] [] []
 * Protractor image
 * Protractor lesson
 * Angle Jeopardy
 * Angle student interaction (physical)
 * Assessment

4.MD.7 [] []
 * Adding angles (can be modified to grade specific)
 * Angle assessment


 * Other Activities, etc. **
 * Measuring Angles, Comparing Angles, and Using Units of Angular Measurement, Making a Protractor,p.272-273, __Teaching Student Centered Mathematics__ by The Van De Walle Professonial Mathematics Series, Volume 2
 * Math-Play.com. Angles Jeopardy Game


 * Odyssey **
 * Level 4 Math: 4.MD.6 **
 * Select || Type || Activity Name ||  ||   ||


 * || - 56263 || Radical Ramps ||  ||   ||
 * || - MA5716 || Quiz: Radical Ramps ||  ||   ||
 * || - MA5741 || Identify Measurement of Angles ||  ||   ||
 * || - MA5742 || Quiz: Identify Measurement of Angles ||  ||   ||

Lesson Plan


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