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NEISD Elementary Mathematics: Grade 4
Overview: Geometry & Measurement (6 weeks, 29 days)
Processing TEKS
Geometry
Measurement
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•Students in Grade 3 deepen their understanding of two- and threedimensional figures by sorting and classifying based on attributes using
formal geometric language. They also determine the area of rectangles.
• In Grade 4, students use more specific attributes to classify two
dimensional figures which include parallel and perpendicular lines and
specified angle sizes.
•In Grade 5, students classify two dimensional figures in a hierarchy of sets
and subsets. Students develop an understanding of the coordinate plane
including the x- and y- axis and the origin. They also graph ordered pairs in
the first quadrant.
•In Grade 3, students learn to find the perimeter of a shape and solve
problems involving elapsed time as well as being introduced to liquid
voume.
• In Grade 4 students develop an understanding of angles, measuring
angles, and finding the measure of missing angles. They also identify
benchmarks for customary and metric measurements along with solving
problems involving measurements of length, mass, liquid capacity,
intervals of time, and money.
•Students in Grade 5 develop an understanding of volume and then
determine the volume of rectangular prisms. They solve measurement
problems that include converting customary and metric measurements.
The Mathematical Process Standards provide connections to the content
standards across and within the grade levels. Embedding the process
standards provides students the opportunity to have sustained involvement
with larger groups of TEKS, thereby focusing on larger ideas rather than
isolated ideas. Think about the content standards as the bricks and the
process standards the mortar.
4.1 The student uses mathematical processes to acquire and demonstrate
mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the
workplace;
(B) use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process and
the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math,
estimation, and number sense as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications
using multiple representations, including symbols, diagrams, graphs,
and language as appropriate;
(E) create and use representations to organize, record, and communicate
mathematical ideas;
(F) analyze mathematical relationships to connect and communicate
mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
NEISD Elementary Mathematics: Grade 4
Geometry (approximately 8-9 days)
Geometry and Measurement
Big Ideas
Learning Targets
 What makes shapes alike and different can be determined by geometric
properties. For example, shapes have sides that are parallel, perpendicular, or
neither; they have lines of symmetry or not
 The ability to see shapes from different viewpoints helps us understand
relationships between figures.
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Identify points, lines, line segments, rays, angles. and parallel and perpendicual lines.
Identify specifically parallel and perpendicular lines.
Identify and draw one or more lines of symmetry for a two-dimensional figure.
Identify acute, obtuse, and right triangles.
Classify two-dimensional figures baed on the presence or absence of parallel or
perpendicular lines.
 Classify two-dimensional figures based on the presence or absence of specific angle sizes.
Measurement (approximately 20-21 days)
Geometry and Measurement
Big Ideas
 Measurement involves a comparison of an attribute of an item or situation with a unit
that has the same attribute.
 Length is an attribute that students encounter naturally in their lives.
 Estimation of measures and the development of benchmarks for frequently used units
of measure help students increase their familiarity with units, preventing errors and
aiding in the meaningful use of measurement.
 Students acquire benchmarks for units of length through exploration.
 Problem solving with measurement helps students better understand both the
process of measurement and the world around them.
 Students must use both the US Customary system of units and Metric Units in our
increasingly global society.
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Learning Targets
 Determine the measure of an angle using a protractor.
 Draw an angle given a measure.
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Determine the measure of an unkown angle.
Convert measurements in the customary system using a table.
Convert measurements in the metric system using a table.
Identify benchmarks for measurement units in the customary and metric systems.
Solve problems that include measurments of length, intervals of time, money, mass, and liquid
capacity.