Topic+Sixteen

= Topic Sixteen: Lines, Angles, and Shapes = Pacing (Duration of Unit):
 * ~ = Desired Results = ||
 * __Transfer:__

1. Makes sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. **__//Use appropriate tools strategically.//__** 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * __Established Goals:__
 * __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.
 * __4.MD.5a__: 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.
 * __4.MD.5b__: An angle that turns through // n // one-degree angles is said to have an angle measure of // n // degrees.
 * __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.

__Prerequisite Skills__ > __"I Can" Statements:__
 * __3.G.1__:Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
 * __3.G.2__:Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. //For example, partition a shape into 4 parts with equal areas and describe the area of each part as ¼ of the area of the shape.//
 * __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.//
 * I can identify and draw points, lines, line segments, rays, angles and perpendicular & parallel lines.
 * I can classify two-dimensional shapes based on what I know about their geometrical attributes.
 * I can recognize and identify right triangles.
 * I can recognize and draw lines of symmetry.
 * I can recognize angles as geometric shapes where two rays share a common endpoint.
 * I can understand that angles are measured with reference to a circle, with its center at the common endpoint of the rays.
 * I can use a protractor to measure angles in whole-number degrees.
 * I can solve addition and subtraction problems involving angles. ||
 * __Big Ideas____:__
 * __Geometric Figures__: Two and three-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes.
 * __Measurement:__ Some attributes of objects are measurable and can be quantified using unit amounts.
 * __Practices, Processes, and Proficiencies__: Mathematics content and practices can be applied to solve problems. || __Essential Questions____:__
 * How can lines, angles, and shapes be described, analyzed, and classified?
 * How are angles measured, added and subtracted? ||
 * __Students will know...__
 * Point, line, and place are there core attributes of space objects, and real-world situations can be used to think about these attributes.
 * Line segments and rays are sets of points that describe parts of lines, shapes, and solids. Angles are formed by two intersecting lines or by rays with a common endpoint and are classified by size.
 * The measure of an angle depends upon the fraction of the circle cut off by its rays.
 * The unit of measuring an angle is 1 degree.
 * The unit for measuring the size of the opening of an angle is 1 degree.
 * Angle measures can be added or subtracted.
 * Two-dimensional or plane shapes have many properties that make them different from one another. Polygons can be described and classified by their sides and angles.
 * Some shapes can be reflected across one or more lines passing through the shape so the shape folds onto itself exactly.
 * Commonalities in attributes of objects or situations can be found and used to make generalizations about relationships.

__Vocabulary:__ point, line, plane, parallel lines, intersecting lines, perpendicular lines, line segment, ray, angle, right angle, straight angle, acute angle, obtuse angle, degree, unit angle, angle measure, protractor, polygon, side, vertex, triangle, quadrilateral, pentagon, hexagon, octagon, equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute triangle, obtuse triangle, rhombus, trapezoid, rhombus, trapezoid, parallelogram, rectangle, square, symmetric, line of symmetry || __Students will be skilled at...__ 4.G.2
 * Identifying and describing points, lines, and planes.
 * Using geometric terms, describing parts of lines and types of angles.
 * Using unit angles and fractions of a circle, finding angle measurements.
 * Using a smaller angle, measuring a larger angel by repeating the unit.
 * Measuring and drawing angles.
 * Finding unknown angle measures by adding and subtracting.
 * Identifying polygons.
 * Identifying and classifying triangles.
 * Identifying quadrilaterals.
 * Determining if a plane shape has line symmetry and, if so, how many lines of symmetry it has.
 * Solving problems by making and testing generalizations. ||
 * ~ = Assessment Evidence = ||
 * __Performance Assessment:__ || __Other Evidence:__ ||
 * 4.G.1

4.G.3

4.MD.5 4.MD.6 These tasks are adapted from authentic Smarter Balance/PARCC Sample Tasks.
 * __Tasks Adapted from Smarter Balance and/or PARCC Assessment Sample Tasks__ **

4.MD.7 ||
 * ~ = Learning Plan = ||
 * __Learning Activities:__

16-1:Point, line, and place are there core attributes of space objects, and real-world situations can be used to think about these attributes 16-2:Line segments and rays are sets of points that describe parts of lines, shapes, and solids. Angles are formed by two intersecting lines or by rays with a common endpoint and are classified by size. 16-3:The measure of an angle depends upon the fraction of the circle cut off by its rays. 16-4:The unit of measuring an angle is 1 degree. 16-5:The unit for measuring the size of the opening of an angle is 1 degree. 16-6:Angle measures can be added or subtracted. 16-7:Two-dimensional or plane shapes have many properties that make them different from one another. Polygons can be described and classified by their sides and angles. 16-8:Two-dimensional or plane shapes have many properties that make them different from one another. Polygons can be described and classified by their sides and angles. 16-9:Two-dimensional or plane shapes have many properties that make them different from one another. Polygons can be described and classified by their sides and angles. 16-10:Some shapes can be reflected across one or more lines passing through the shape so the shape folds onto itself exactly. 16-11:Commonalities in attributes of objects or situations can be found and used to make generalizations about relationships. ||
 * __Resources:__

__Problem of the Month:__ [|Piece it Together] [|The Shape of Things]

__Centers:__ __[|Alphabet Lines]__ __[|Geoboard Line Segments]__ __[|Angles on the Geoboard]__ __[|Classifying 2-D Shapes]__ __[|Right Triangles on the Geoboard]__ __[|Isoceles Triangle on the Geoboard]__ __[|Constructing Quadrilaterals]__ __[|Quadrilateral Criteria]__ __[|Triangles on the Geoboard]__ __[|Classifying Triangles 1]__ __[|Classifying Triangles 2]__ __[|Symmetry on the Geoboard]__ __[|Symmetry in Shapes]__ __[|Symmetry in Regular Polygons]__ __[|Symmetrical Coin Designs]__ __[|More Symmetrical Coin Designs]__ __[|Angles in Names]__ __[|Predicting and Measuring Angles]__ __[|Angle Barrier Game]__ __[|Angles in Triangles]__ __[|Angles in quadrilaterals]__ __[|Unknown Angle Word Problems]__ __[|How Many Degrees?]__ __[|Angles in a Right Triangle]__ __[|Pattern Block Angles]__ ||