4.3.8Ma


 * Grade 4 Unit 3: **
 * Grade: 4 Unit: 3 Week: 8 Content: Math – Geometry (Wk 2) **
 * Dates: December 17-21 **


 * Theme Essential Question: ** How does understanding the properties of two-dimensional objects help me to solve problems involving symmetry?


 * Essential Questions: **
 * How do 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?
 * 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.G 1 ** Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
 * 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 points, lines, line segments, rays, angles, perpendicular and parallel lines in a two-dimensional figure.
 * 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 **
 * Cut out pictures from magazines that show examples of points, lines, line segments, rays, and angles. They can sort pictures into categories.
 * Using a variety of lines and angles, students will draw a portrait. They can then write a description of their portrait identifying where the lines and angles have been used.
 * As a cooperative group, they can create a town where they draw streets that are perpendicular, parallel, and intersecting to one another. To differentiate understanding of perpendicular and intersecting lines, they can also mark points of intersection by using stop signs for the intersecting streets and traffic lights for perpendicular streets.

**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 exists between 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, 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.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ** Mathematical Practices **

Lines Line segment Rays Angles End points Geometric shapes Perpendicular lines Parallel lines Intersecting lines Clockwise Counter clockwise Degree Acute angle Obtuse angle Right angle Straight angle ||
 * Vocabulary **
 * ** Math ** ||
 * Points


 * Suggested Activities **
 * Symmetrical Figures p. 82 __Hands-On Standards__ (Grades 3-4)
 * Vertical and Horizontal Line Symmetry p. 96 __Hands-on Standards__ (Grades 3-4)
 * Introducing Crazy Cakes p. 122, __Math Investigation__ Unit 4: Size, Shape, and Symmetry
 * __ Every Day Counts Calendar Math __ (month of December) pg. 60-73
 * __ On Core Mathematics __ pgs. 97, 98,103,104


 * 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

************************************************************************************************************
 * __ Resources __**
 * Professional Texts **
 * __ Every Day Counts Calendar Math __
 * __ On Core Mathematics __
 * __ Hands-On Standards __
 * __ 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


 * Games **

**Videos**

**Sight Words**

**Smartboard Lessons****, Promethean Lessons** [] [] [] [] [] []
 * 4.G.1 **
 * Basic geometry introduction lesson
 * Good lesson to review vocabulary
 * Review for angles
 * Good review or introduction for angles
 * Game/review for angles
 * Applying real life to geometry

[] [] []
 * 4.MD.5b **
 * Quick review for sorting angles
 * Quiz over angles
 * How to use a protractor to measure angles

Thinkfinity – [] Exploring Three-Dimensional Shapes
 * Other Activities, etc. **
 * 4.G.1: **
 * ** 4.G.1, 4.G.2, 4.G.3: Geometric Solids and Their Properties **

[] Using the Works of Wassily Kandinsky to Exemplify Geometric Shapes [] Designing Your Dream Clubhouse Using Measurement and Geometry [] Using Stories as the Context for Mathematical Discovery [] Using Translation, Reflection, Rotation, and Line Symmetry to Make Four-Part Quilt Squares [] Examining the Properties of Two-Dimensional Shapes [] Using the Works of Wassily Kandinsky to Exemplify Geometric Shapes
 * ** 4.G.1: Geometry in the World of Art **
 * ** 4.MD.3, 4.G.1, 4.G.2, 4.G.3, Junior Architects **
 * ** 4.G.1, 4.G.2, 4.G.3: Mathematics and Children’s Literature **
 * ** 4.G.1, 4.G.3: Paper Quilts **
 * ** 4.G.1, 4.G.2: Rectangles and Parallelograms **
 * ** 4.G.1: Geometry in the World of Art **

Odyssey
 * Level 4 Math: 4.G.1 **


 * Visit odysseyelem.pcssd.org (My District, Grade 4 Unit 3) for lessons. **

Click [|here] for word document of template.  


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