Elementary Mathematics

4th Grade Geometry and Angle Measurement Unit

Click here to access the Geometry and Angle Measurement Unit.
BEGIN WITH THE END IN MIND!Common Core expectations...


4th Grade Garden (Area/Perimeter) Performance Task

Finding an Unknown Angle

Real world angle problems

Are these right triangles?

Lines of symmetry for quadrilaterals

Unit at a Glance

4th Grade Geometry and Angle Measurement Unit

Suggested Dates:
December 2- January 10

20 days


*Ten Minute Math is included in the unit above.


Smart Board, Promethean, and Power Point Files:

Smart Board:
Geometry Unit

Area and Perimeter

Angles

Quad Shape Card Sort-for use with lessons 9 and 10 in the unit



STANDARDS FOR MATHEMATICAL PRACTICE
MP1 Make sense of problems and persevere in solving them.

How can shapes be classified by their angles and lines?

How can the types of sides be used to classify quadrilaterals?

MP6 Attend to precision.

How are geometric objects different from one another?

How are quadrilaterals alike and different?

How are triangles alike and different?

TEAM TIME!
DISCUSS THE FOLLOWING WITH YOUR GRADE LEVEL TEAM:

Discuss and read the Van Hiele levels of geometric thinking in the Georgia Unit pages 3 – 4. 

Go through the Geometry unit and discuss each task so that you understand what the outcome is for each lesson. 

Allow students to use Geoboards to explore the different types of lines.  Read the article from Math Solutions Professional Development on Line Segments on the Geoboard by Rusty Bresser.



OPPORTUNITIES FOR DIFFERENTIATION...

Suggestions for students who are struggling…

-Have them use pieces of string or straws to create different shapes.  Have them label the parts of the shape (line segments, points, etc.)

-Partner students up during the tasks that have them sorting out shapes and angles. 

-When searching for angles provide students with a hand-made angle to use when searching for angles.

Suggestions for students who fully understand…

-Allow them to complete the sorting activities on their own.

-Create a bingo game or a matching game identifying the geometric terms throughout the unit

*Note:  There are extension and intervention suggestions at the end of each lesson in this unit.



Words you should hear students use in Mathematical Conversations..

Geometric objects, properties, quadrilaterals, symmetrical, right angle, acute angle, obtuse angle, ray, vertex, degree, classify, parallel lines, perpendicular lines
, line, line segment, plane, point, ray

Ask students to draw a shape.  Share the picture with their partner. The partner then describes the shapes properties by identifying the geometric objects.  The students can write a description below the shape.


Have students look around the room for different geometric figures and identify them based on their properties.  For example the white board has four right angles and two sets of parallel sides. You could turn this game into a version of “I Spy”.


COMMON CORE STATE STANDARDS IN THIS UNIT

Link to the unpacking document

Measurement and Data

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Geometric measurement: understand concepts of angle 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. Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.

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.

Geometry

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.



Ten Minute Math

What's the Value?- 4.NBT.1, 4.NBT.2

RoundOff- 4.NBT.3

Breaking Up Angles- 4.MD.7

Guess My Number- 4.OA.4, 4.NBT.1

*These are included in the lesson plans in the unit above.
*Remember to upload files to share with others, or locate files to use, on the wiki. Be sure to join discussion posts with other colleagues to ask questions, answer questions, and discuss math.