4.4.1Ma


 * Grade: 4Unit: 4 Week: 1** **Content: Math – Geometry (Wk 3) Dates: January 7-11**

can students explore the relationship between angles and fractional parts of a circle and now have the foundation to understand the measurement of angles?
 * Theme Essential Question: ** How


 * Essential Questions: **
 * How do I identify essential parts of a circle?
 * How can I relate angles and fractional parts of a circle?
 * What is the relationship that exists between angles and fractional parts of a circle?
 * What is the relationship between degrees, fractions and percentages?
 * How can concrete and representational models help me to make sense of abstract concepts?
 * How are degrees related to fractional parts of a circle?
 * How can visualizing help me to select reasonable measurement of an angle in context?
 * How can I use degrees to measure an angle accurately?


 * Standards **
 * 4.MD 5 **** . ** Recognize angles as geometric shapes that are formed whenever two rays share a common endpoint, and understand concepts of angle measurement:
 * 1) An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/ 360 of a circle is called a “one-degree angle,” and can be used to measure of //n// degrees.
 * 2) An angle that turns through //n// one-degree angles is said to have an angle measure of //n// degrees.
 * Objectives **
 * I can identify essential parts of a circle using mathematical vocabulary (e.g.Radius, diameter, circumference).
 * I can relate angles and fractional parts of a circle.
 * I can identify a relationship that exists between angles and fractional parts of a circle.
 * I can determine the relationship between degrees, fractions and percentages.
 * I can make sense of abstract concepts using concrete and representational models.
 * I can relate degrees to fractional parts of a circle by understanding that an angle 1 degree turns through n/360 of a circle.


 * Assessment **
 * ** Product **
 * In cooperative groups, students will take a picture within the classroom or any learning environment that identifies where 2 rays meet to form an angle. Students can place pictures on a poster board or put them in a PowerPoint or other electronic presentation format. Students will label rays and end points.
 * Identify the angles on all pattern block shapes (green triangle, red trapezoid, etc) regular polygons.
 * Cooperative group students use the Smartboard to draw a circle, shade portion of circle and write the angle measurement of the circle.
 * Use a compass to draw a circle. They will partition circle into equal portions. They will divide the number of portions by 360 to get interior angle measurement of each section.
 * Using a clock, students will determine the time using angle measurement.


 * Key Questions ** (match Standard)


 * How can I identify points, lines, line segments, rays, angles, perpendicular and parallel lines in a two-dimensional figure?
 * How can I relate angles and fractional parts of a circle?
 * I can identify a relationship that existsbetween angles and fractional parts of a circle?
 * How can I determine the relationship between degrees, fractions and percentages?
 * How can I make sense of abstract concepts using concrete and representational models?
 * How can I relate degrees to fractional parts of a circle by understanding that an angle 1 degree turns through n/360 of a circle?


 * Observable Student Behaviors ** (Performance)


 * Students will be able to identify points, lines, line segments, rays, angles, and perpendicular and parallel lines in a two-dimensional figure.
 * Students will be able to draw points, lines, line segments, rays, angles, perpendicular and parallel lines.
 * Students will be able to identify essential parts of a circle.
 * Students will be able to relate angles and fractional parts of a circle.
 * Students will be able to determine the relationship between degrees, fractions, and percentages.
 * ** Mathematical Practices **
 * Make sense of problems and persevere in solving them.
 * Reason abstractly and quantitatively.
 * 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. ||


 * Vocabulary **
 * ** Math ** || || ||
 * Point Line Line segment Ray Angles (right, acute, obtuse) Intersecting lines Perpendicular lines Parallel lines 2-dimensional figures Radius Diameter Circumference Degree Protractor ||  ||   ||


 * Suggested Activities **
 * __ On Core Mathematics __ pg. 97, 98
 * Circle Graphs __Hands-on Standards__ pg. 164, 165
 * __ Every Day Counts Calendar Math __ (month February) pg. 93
 * __ Read It, Draw It, Solve It __ (grades 4-5) pg. 17, 29, 78, 82, 148, 175
 * __ Investigations __ Unit 4: Size, Shape, and Symmetry pg. 88-101


 * Homework **


 * Terminology for Teachers **

** 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 **
 * __ Hands-on Standards __
 * __ On Core Mathematics __
 * __ Every Day Counts Calendar Math __
 * __ Read It, Write It, Draw It __ (grades 4-5)
 * __ Investigations __ Unit 4: Size, Shape, and Symmetry

**Literary Texts**
 * Refer to Farmer Fred Polygons and Fractions (google)

**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

Library of Virtual Manipulatives []
 * Manipulatives **
 * Fraction circles
 * Write-on/Wipe off Clocks


 * 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 **

Quick review for sorting angles [] Quiz over angles [] How to use a protractor to measure angles []


 * Other Activities, etc. **
 * Sharing and the Concept of Fractional Parts p.294-295, __Elementary and Middle School Mathematics__ by John A. Van De Walle


 * Odyssey **
 * Level 4 Math: 4.MD.5.a **
 * Select || Type || Activity Name ||  ||   ||


 * || - 56263 || Radical Ramps ||  ||   ||
 * || - MA5716 || Quiz: Radical Ramps ||  ||   ||
 * || - MA5741 || Identify Measurement of Angles ||  ||   ||
 * || - MA5742 || Quiz: Identify Measurement of Angles ||  ||   ||
 * Level 4 Math: 4.MD.5.b **
 * Select || Type || Activity Name ||  ||   ||

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


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