Math Harnett County Schools GRADE 4

*Theme Selection: CONNECTIONS. Units of study (i.e. Project/Problem-based Learning) integrating multiple content areas are encouraged.

August, 2013

Grade 4 – Math – Quarter Four / *Theme:
Standards / Unpacking / Essential Question / Activities / Connections / Resources / Evidence
4.G.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. / Rays, angles, lines, perpendicular and parallel lines in two dimensional figures / What is the relationship between points, lines, line segments, rays, and angles? / Students actively show with their arms examples of lines, and rays, etc.
Participating in a geometric scavenger hunt will lead to student discussions of what was observed, and analysis of why the particular shape or line was used in each object.
Integrate art—have students use points, lines, etc., to create a complete picture or analyze a picture by breaking it down into lines and angles. / Rulers
Mirrors
Geometric shapes
Teaching Student-Centered Mathematics by John Van de Walle, Chapter 8
www.tenmarks.com / SUGGESTIONS
math journals
graphs
charts
writing
word problems
problem of the day
posters
presentations
table talk
Analyze mathematics benchmark assessment data
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. / Sorting two-dimensional figures based on their attributes / How can a two-dimensional figure’s attributes determine its type?
What attributes should be considered when classifying two-dimensional figures? / Have students create their own classifications for two-dimensional figures, then convert their classifications into the traditional math language/rules.
4 Grade 4 – Math – Quarter Four / Standards / Unpacking / Essential Question / Activities / Connections / Resources / Evidence
4.G.3
Recognize a line of symmetry for a two-dimensional figure as a line across a figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry / Lines of symmetry / What effect does a line of symmetry have on a shape?
How do you test for a line of symmetry? / Use everyday objects for students to explore symmetry. Students will hypothesize, discuss, and explain symmetry.
Use mirrors to find lines of symmetry.
4.MD.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... / Learning customary measurement.
Converting measurement within a system. / What is the relationship between measurement units within a system? / Students will use tools and benchmark objects to convert measurements while participating in a measurement Olympics. Students can create events for the Olympics (e.g., paper airplane throw).
Students will choose different measurement tools to determine a size. They choose based on comfort/appropriate tool. / ruler
everyday measuring goods
anchor charts
Teaching Student-Centered Mathematics by John Van de Wale, Chapter 9
www.tenmarks.com
www.funbrain.com / SUGGESTIONS
math journals
graphs
charts
writing
word problems
problem of the day
posters
presentations
table talk
Analyze mathematics benchmark assessment data
4.MD.2
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. / Multi-step word problems to convert measurements using the four operations. / How do you use the four operations to convert measurements within word problems? / Use real life materials (ribbon, string, beans, etc.) to act out problems that require conversion into smaller units. / Teaching Student-Centered Mathematics by John Van de Wale, Chapter 3
www.tenmarks.com
ww.mathstories.com\
strategies
4.MD.5
Recognize angles as geometric shapes
4.MD.6
Measure angles in whole number degrees using a protractor. Sketch angles of specified measure. / Measure and sketch angles using a protractor / How do you test the measure of an angle? / Students will create geometric angles for classmates to measure.
4.MD.7
Recognize angle measures 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. / Breaking apart angles into separate parts. / Can you determine the measure of an unknown angle through using other known angles? / Students will use angle manipulatives (paper cut outs) to construct and deconstruct angle measures.

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