Download Oct1-5 - fourthgradeteam2012-2013

Math Plans
October 1-5
Monday
Tuesday
Wednesday
Thursday
Friday
CCSS 4.G.1
CCSS 4.G.2
CCSS 4.G.1
CCSS 4.G.2
CCSS 4.G.1
CCSS 4.G.2
CCSS 4.G.1
CCSS 4.G.2
CCSS 4.G.1
CCSS 4.G.2
Lang. Obj: SW determine
characteristics of
triangles.
Lang. Obj: SW classify
triangles according to their
geometric properties.
to the bullets page 31 of
Geometry Binder.
=angles. 90x3 is 270.
Lang. Obj: SW
Lang. Obj: SW identify
Lang. Obj: SW create a
catergorize and classify symmetry in figures and symmetrical quilt sqaure
quadrilaterals based on draw lines of symmetry
attributes.
Materials: Geoboards w/
Materials: “My Many
Materials: 3pieces of
Materials: pattern blocks,
Materials: pattern
rubberbands, copy of
Triangles” recording sheet,
yarn, “Quadrilateral
paper, pencils, copies of
blocks, “Patchwork
GeoDot paper, anchor
“My Many Triangles”
Pieces” for each group, “Isometric Dot Paper”
Squares”
chart about triangles
triangle sort, white paper,
Labels for each group
colored construction paper
from “Labels”, blank
in ¼ wide strips
index cards, markers,
measuring tools
Link to Prior Learning:
Link to Prior Learning:
Link to Prior Learning: Link to Prior Learning:
Link to Prior Learning:
Create a KWL chart
Have S Think Pair Share
Have students discuss Have S discuss with their
Review lines of
about the students’
what they learned about
in group different ways
partner different
symmetry with students
knowledge about
triangles yesterday
to classify triangles
properties of shapes
triangles
from yesterday’s
lesson.
Lesson Input: Begin
Lesson Input: Review the
Lesson Input: Spend
Lesson Input: Refer to
Lesson Input: Provide a
discusses triangles. Explain
types of triangles from
the beginning of the
information in PP
quick refresher for lines
that a shape is a triangle
yesterday. Model classifying a lesson reviewing types
of symmetry. Open with
when it has exactly 3 sides
triangle based on its’ angles
of lines and angles. Use
a book about quilting to
and is a polygon. (Refresh
and its’ sides. Explain that all
the PP to model
make real life
definition of polygon if
the angles in a triangle
defining the attiributes
connections between
needed). Begin to teach and
measure 90. Explain that
of a given
math, art, and history.
model the examples of each
some triangle combos aren’t
quadrilateral.
Remind
Ex:
The Patchwork Quilt,
triangle. USE
possible such as equilateral
Sam Johnson and the Blue
POWERPOINT ON WIKI, right. Right angles are 90 and S that a quadrilateral is
Ribbon Quilt
a 4 sided, closed figure.
GUIDED NOTES, & Refer
equilateral triangles have
Key Questions: What are
Key Questions: How can
Key Questions: What
Key Questions: What is
triangles? How can you
angle and side measures
is a quadrilateral? How
symmetry? How are
create different types of
help us create and classify can you create different
symmetrical figures
triangles? What are the
triangles?
quadrilaterals? What
created?
properties of triangles?
are the properties?
How can triangles be
How are they alike and
classified.
different?
Guided Practice: S may
Guided Practice: Part 1:
Guided Practice: S
Guided Practice: S
be in groups or partners.
Students cut out triangles. should complete Task 1 should complete Task 1
Encourage them to
Sort triangles so that no
and Task 2 as laid out
and Task 2 as laid out in
engage in mathematical
triangles are left out or
in the PP and on page
the PP and on page 45 of
discussions. Working in
belong to more than one
45 of the binder
the binder
pairs students will create
group. S should record
the triangles discussed in
how they sorted the
the lesson. S should
triangles and the #of
identify triangle
triangles in each group.
properties and compare
Part 2: S may need
and contrasts their
assistance. They will make
attributes. After this is
9 different types of
done (CONTINUE
triangles (2 which are not
USING PP ON WIKI
possible) Refer to the
AND refer to page 32 of directions on page 39 of the
binder and use the
binder.
guided questions to
prompt triangles
discussions. S are
encourage to explain
their thinking.
Summary/Closure:
Summary/Closure: Have Summary/Closure: Have S
Summary/Closure: Have
Have S share their
S share their findings
respond to the questions on
S write their own
reasoning how they
from guided practice.
page 39 and 40 (last 4 slides
definition of symmetry in
grouped certain
Have S finish the
of the PP) of the binder in
their journals.
quadrilaterals.
following statements in
their math journals
their NBs: Some triangles
have…. All triangles
have….
Key Questions: How do
you determine lines of
symmetry? How are
symmetrical figures
used in art work?
Guided Practice: Refer
to PP
Summary/Closure:
Have S respond to the
questions on the PP in
their math journals.
Independent Practice:
Students should respond
to the guided questions
in their math journals.
Independent Practice:
Students should complete
SAB 36. (HW use page 37)
Differentiation: High
students use straws of
different lengths to
explore the questions on
pg. 35. Low students
should use straws of
different lengths rather
than geoboards to easily
compare lengths. .
Differentiation: Extension:
S should create directions
for a triangle so that
someone could follow the
directions and create that
triangle. Intervention:
Allow students to use a
picture glossary of the
triangles from part one to
help them.
Homework: Classifying
Triangles worksheet on
the wiki
Homework: Classifying
Triangles EASY/MEDIUM
worksheet on the wiki
Independent Practice:
Students should
respond to the
questions on the PP in
their math journals.
Differentiation:
Extension: S can create
their own label and
challenge a partner to
sort their shapes
according to their
labels.
Intervention: Have
students label each
shape with it’s known
properties
Homework: Mystery
Shape Clues WS on
wiki
Independent Practice:
Students create their own
super hero mask
Independent Practice:
Students actually
creating their quilt
squares
Differentiation:
Extension: S can fold
their paper into 4 squares
and create a mask that is
symmetrical across both
folds. Intervention:
Students trace blocks and
their symmetry one at a
time.
Differentiation:
Extension: S can use a
computer program to
create their quilt
squares. Intervention:
give S paper pattern
blocks to fold and place
on their quilt squares
Homework: Symmetry
WS on wiki