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Livingston County Schools 4th Grade Unit 4 Geometry/Equivalent Fractions Math Unit Overview Students describe, analyze, compare, and classify 2-D shapes. Through building drawing and analyzing 2-D shapes, students deepen their understanding of properties of 2-D objects. They use knowledge of 2-D shapes and angles to begin measuring angles, decomposing angles and solve problems involving symmetry. Students use 2-D shapes to extend previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions and decomposing fractions into unit fractions. They explore the relationship between multiplication, perimeter, and area when dealing with rectangles. Length of unit: ____5 weeks______ KY Core Academic Standard 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally Learning Target I can identify a number or shape pattern. K X R S P Critical Vocabulary Texts/Resources/Activities edHelper U-tube Discovery Education Flowcabulary www.superteacher.com Study Island Brainpop Teachers Domain why the numbers will continue to alternate in this way. 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. I can generate a number or shape pattern that follows a given rule. I can analyze a pattern to determine features not apparent in the rule (always odd or even, alternates between odd and even, etc.) I can draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. X X X I can analyze two-dimensional figures to identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines 4.G.2 Classify twodimensional 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. I can identify parallel or perpendicular lines in two dimensional figures. X X Angle Ray Vertex Endpoint Degree Perpendicular line Parallel line Polygon Triangle Quadrilateral Pentagon Octagon Hexagon Sides Perpendicular lines Parallel lines TwoDimensional Figure Coach Crosswalk Lessons 37, 38 KCCT Coach Lesson 23 Math Connects Lesson 9-2 Coach Crosswalk Lesson 38 4.G.3 Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry 4.MD.5ab Recognize angles I can recognize acute, obtuse, and right angles. X I can identify right triangles. X Angle Acute Obtuse Right I can classify two-dimensional figures based on parallel or perpendicular lines and size of angles. X Parallel lines Perpendicular I can classify triangles as right triangles or not right. X Right triangle I can recognize lines of symmetry for a two-dimensional figure. X I can recognize a line of symmetry as a line across a figure that when folded along creates matching parts. I can draw lines of symmetry for two-dimensional figures. X Coach Crosswalk Lesson 39 KCCT Coach Lesson 27 X I can identify line-symmetric figures. I can define angle. X Coach Crosswalk Lesson 39 KCCT Coach Lesson 25 Coach Crosswalk Lesson 39 X Line of Symmetry Ladders to Success Level D Lesson 7 Math Connects Lesson 9-4 and 9-5 Ladders to Success Level D Lesson 7 Math Connects Lesson 9-2 Protractor Coach Crosswalk Lesson 39 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. Degrees I can recognize a circle as a geometric figure that has 360 degrees. I can recognize and identify an angle as a geometric shape formed from 2 rays with a common endpoint. I can recognize that an angle is a fraction of a 360 degree circle. I can explain the angle X X X X circle 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 measurement in terms of degrees. I can compare angles to circles with the angles point at the center of the circle to determine the measure of the angle. I can calculate angle measurement using the 360 degrees of a circle I can recognize that angles are measured in degrees (°). I can read a protractor. I can determine which scale on the protractor to use, based on the direction the angle is open. I can determine the kind of angle based on the specified measure to decide reasonableness of the sketch. I can measure angles in wholenumber degrees using a protractor. I can sketch angles of specified measure. I can recognize that an angle can be divided into smaller angles X X X X X X X X X Coach Crosswalk Lesson 35 mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. I can solve addition and subtraction equations to find unknown angle measurements on a diagram. I can find an angle measure by adding the measurements of the smaller angles that make up the larger angle. I can find an angle measure by subtracting the measurements of the smaller angle from the larger angle. Spiraled Standards: 4.NF.3a, 4.NF.3b, 4.MD.3, 4.MD.7 X X X HOT Questions: 4.OA.1 Construct a number sentence to interpret a multiplication as a comparison. 4.OA.2.Create a visual model and an equation for the following word problem. Joe bought some pizzas. He divided each pizza into 8 slices. Each person got 3 pieces. How many pieces of pizza did Joe cut? 4.G.1 Construct a two dimensional figure and label line segments, points, angles, parallel, and perpendicular lines. 4.G.2 Classify the given dimensional figures (teacher provided)and explain each classification 4.G.3 Demonstrate and explain how to find a line of symmetry in a two dimensional figure. 4.MD.5ab Create an angle and explain its measurement in terms of degrees. 4.MD.6 Construct, measure, and classify an acute, obtuse, and right angle.