Download 4th Math Unit 4 - Livingston County School District

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.