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Subject: Math Grade Level: 4th Unit Title: Geometry/Lines Big Idea/Theme: Understandings: Shaping Up Essential Questions: How is geometry used in the real world? What is the difference of a line and a line segment? How are points, rays, line segments, lines, and angles related? How are geometric figures constructed? How can we classify shapes by different characteristics? Timeframe Needed for Completion: 1 week Grading Period: 4th nine weeks Curriculum Goals/Objectives (to be assessed at the end of the unit/quarter) Geometric measurement: Understanding concepts of angles and measure angles. 4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. 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 angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. 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 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. Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 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.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Essential Skills/Vocabulary: Skills Students will understand that perpendicular lines intersect to form right angles in the same plane. Students will understand that parallel lines do not intersect and two parallel lines are always the same distance apart and in the same plane. Students will recognize that angles are geometric shapes formed whenever two rays share a common endpoint. Students will understand that angles are measured in reference to a circle. Students will be able to measure angles in whole number degrees using a protractor. Students will be able to recognize angles as additive. Students will understand that a given line can be parallel to one line and perpendicular to another line at the same Assessment Tasks: Formative assessments Textbook materials Examine View Generator ClassScape Materials Suggestions: Envision math – Topics 9 and 19 Investigation math – Units 4 and 7 Accelerated Math Vocabulary: time in the same plane. Students will be able to draw points. Lines, line segments, rays, angles, perpendicular and parallel lines. Students will be able to classify two dimensional figures based on the presence or absence of parallel or perpendicular line, or various angles. Students will be able to recognize a line of symmetry for a two dimensional figure. Vocabulary: Vertical Ray Vertex/Vertices Line Line Segment Right Angle Degrees Angles Obtuse angle Acute angle Intersecting Perpendicular Plane Triangle Right triangle Line of symmetry Quadrilateral Rhombus/rhombi Parallelogram Trapezoid Square Rectangle Polygon Pentagon Hexagon Octagon Decagon Circle Half circle Quarter circle

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