Shelby County Schools



MathematicsGrade 4: Year at a Glance2016-2017Module 1Aug. 10-Sept. 14Module 2Sept. 15- 23Module 3Sept. 26-Nov. 25Module 4Nov. 28- Dec. 16Module 5Jan. 3- Mar. 2Module 6Mar. 3-April 7Module 7Apr. 10-May 8After TestingApr. 8- May 26Place Value, Rounding, and Algorithms for Addition and SubtractionUnit Conversion and Problem Solving with Metric MeasurementsMulti-Digit Multiplication and DivisionAngle Measure and Plane FiguresFraction Equivalence, Ordering and OperationsDecimal Fractions Angle Measure and Plane FiguresExploring Measurement with MultiplicationReview Addition, Subtraction, Multiplication, and Place Value25 days7 days40 days20 days40 days20 days20 days13 days4.OA.A.34.MD.A.14.OA.A.14.MD.C.54.NF.A.14.NF.C.54.OA.A.14.NBT.14.NBT.A.14.MD.A.24.OA.A.24.MD.C.64.NF.A.24.NF.C.64.OA.A.24.NBT.44.NBT.A.24.OA.A.34.MD.C.74.NF.A.34.NF.C.74.OA.A.34.NBT.54.NBT.A.34.OA.B.44.G.14.NF.A.44.MD.A.24.MD.14.NBT.B.44.NBT.B.54.G.24.OA.C.54.MD.24.NBT.B.64.G.34.MD.B.44.MD.A.3 Key:Major ClustersSupporting ClustersAdditional ClustersNote: Please use the suggested pacing as a guide.Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions. Pacing and Preparation Guide (Omissions)IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunityIn order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor. 457200223012000The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. -571500457200Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts. Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:The TN Mathematics StandardsThe Tennessee Mathematics Standards: can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.Standards for Mathematical Practice Standards for Mathematical Practice can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.Purpose of Mathematics Curriculum MapsThe Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing the major work of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, it does serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students. Additional Instructional SupportThe curriculum maps continue to provide references to envision lessons that support covered standards.? Since this resource was developed for previous TN State Standards, it was necessary to evaluate and provide additional resources to support teachers and students. The 2016-17 Curriculum Maps include the addition of the open resource curriculum that can be found at . The curriculum and resources developed by Great Minds for engageny have consistently been rated as “exemplifying quality” by districts and organizations across the country, meaning they are highly aligned to college and career standards and instructional shifts.?How to Use the Mathematics Curriculum MapsTennessee State StandardsTN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentWeekly and daily objectives/learning targets should be included in you plans. These can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that making objectives measureable increases student mastery.Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation. In order to assist with planning, a list of fluency activities have been included for each lesson. It is expected that fluency practice will be a part of daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual Understanding MUST underpin the work of fluency.Grade 4 Quarter 2 OverviewModule 3: Multi-digit Multiplication and DivisionModule 4: Angle Measures and Plane FiguresOverview Module 3 continues with students using place value understanding and visual representations to solve multiplication and division problems with multi-digit numbers. As a key area of focus for Grade 4, this module moves slowly but comprehensively to develop students’ ability to reason about the methods and models chosen to solve problems with multi-digit factors and dividends. 228600031686500In Topic E, students synthesize their Grade 3 knowledge of division types (group size unknown and number of groups unknown) with their new, deeper understanding of place value.Students focus on interpreting the remainder within division problems, both in word problems and long division (4.OA.3). A remainder of 1, as exemplified below, represents a leftover flower in the first situation and a remainder of 1 ten in the second situation.2971800-55880457200068834000182880086296500While we have no reason to subdivide a remaining flower, there are good reasons to subdivide a remaining ten. Students apply this simple idea to divide two-digit numbers unit by unit: dividing the tens units first, finding the remainder (the number of tens unable to be divided), and decomposing remaining tens into ones to then be divided. Students represent division with single-digit divisors using arrays and the area model before practicing with place value disks. The standard division algorithm is practiced using place value knowledge, decomposing unit by unit. Finally, students use the area model to solve division problems, first with and then without remainders (4.NBT.6).In Topic F, armed with an understanding of remainders, students explore factors, multiples, and prime and composite numbers within 100 (4.OA.4), gaining valuable insights into patterns of divisibility as they test for primes and find factors and multiples. This prepares them for Topic G’s work with multi-digit ic G extends the practice of division with three- and four-digit dividends using place value understanding. A connection to Topic B is made initially with dividing multiples of 10, 100, and 1,000 by single-digit numbers. Place value disks support students visually as they decompose each unit before dividing. Students then practice using the standard algorithm to record long division. They solve word problems and make connections to the area model as was done with two-digit dividends (4.NBT.6, 4.OA.3). The module closes as students multiply two-digit by two-digit numbers. Students use their place value understanding and understanding of the area model to empower them to multiply by larger numbers (as pictured to the right). Topic H culminates at the most abstract level by explicitly connecting the partial products appearing in the area model to the distributive property and recording the calculation vertically (4.NBT.5). 4426585-4737100Students see that partial products written vertically are the same as those obtained via the distributive property: 4 twenty-sixes + 30 twenty-sixes = 104 + 780 = 884. As students progress through this module, they are able to apply the multiplication and division algorithms because of their in-depth experience with the place value system and multiple conceptual models. This helps to prepare them for fluency with the multiplication algorithm in Grade 5 and the division algorithm in Grade 6. Students are encouraged in Grade 4 to continue using models to solve when appropriate.Module 4 introduces points, lines, line segments, rays, and angles, as well as the relationships between them. Students construct, recognize, and define these geometric objects before using their new knowledge and understanding to classify figures and solve problems. With angle measure playing a key role in the work throughout the module, students learn how to create and measure angles, as well as how to create and solve equations to find unknown angle measures. In these problems, where the unknown angle is represented by a letter, students explore both measuring the unknown angle with a protractor and reasoning through the solving of an equation. This connection between the measurement tool and the numerical work lays an important foundation for success with middle-school geometry and algebra. Through decomposition and composition activities, as well as an exploration of symmetry, students recognize specific attributes present in two-dimensional figures. They further develop their understanding of these attributes as they classify two-dimensional figures.702818063436500Topic A begins with students drawing points, lines, line segments, and rays, as well as identifying these in various contexts and within familiar figures. Students recognize that two rays sharing a common endpoint form an angle (4.MD.5). They create right angles through a paper-folding activity, identify right angles in their environment, and see that one angle can be greater (obtuse) or less (acute) than a right angle. Next, students use their understanding of angles to explore relationships between pairs of lines as they define, draw, and recognize intersecting, perpendicular, and parallel lines (4.G.1). In Topic B, students explore the definition of degree measure, beginning with a circular protractor. By dividing the circumference of a circle into 360 equal parts, they recognize one part as representing 1 degree (4.MD.5). Through exploration, students realize that, although the size of a circle may change, an angle spans an arc, representing a constant fraction of the circumference. By carefully distinguishing the attribute of degree measure from that of length measure, the common misconception that degrees are a measure of length is avoided. Armed with their understanding of the degree as a unit of measure, students use various types of protractors to measure angles to the nearest degree and to sketch angles of a given measure (4.MD.6). The idea that an angle measures the amount of turning in a particular direction is explored as students recognize familiar angles in varied contexts (4.G.1, 4.MD.5). Topic C begins by decomposing 360° using pattern blocks, allowing students to see that a group of angles meeting at a point with no spaces or overlaps add up to 360°. With this new understanding, students now discover that the combined measure of two adjacent angles on a line is 180° (supplementary angles), that the combined measure of two adjacent angles meeting to form a right angle is 90° (complementary angles), and that vertically opposite angles have the same measure. These properties are then used to solve unknown angle problems (4.MD.7). An introduction to symmetry opens Topic D as students recognize lines of symmetry for two-dimensional figures, identify line-symmetric figures, and draw lines of symmetry (4.G.3). Given one half of a line-symmetric figure and the line of symmetry, students draw the other half of the figure. This leads to their work with triangles. Students are introduced to the precise definition of a triangle and then classify triangles based on angle measure and side length (4.G.2). For isosceles triangles, a line of symmetry is identified, and a folding activity demonstrates that base angles are equal. Folding an equilateral triangle highlights multiple lines of symmetry and establishes that all interior angles are equal. Students construct triangles given a set of classifying criteria (e.g., create a triangle that is both right and isosceles). Finally, students explore the definitions of familiar quadrilaterals and classify them based on their attributes, including angle measure and parallel and perpendicular lines (4.G.2). This work builds on Grade 3 reasoning about the attributes of shapes and lays a foundation for hierarchical classification of two-dimensional figures in Grade 5. The topic concludes as students compare and analyze two-dimensional figures according to their properties and use grid paper to construct two-dimensional figures given a set of criteria. Overview recapFocus Grade Level StandardType of RigorFoundational Standards4.OA.3Procedural Skill and Fluency3.OA.8, 4.NBT.3, 4.NBT.64.OA.4Conceptual Understanding3.OA.74.NBT.1Conceptual Understanding2.NBT.14.NBT.5Procedural Skill and Fluency2.NBT.1, 3.OA.1, 3.OA.2, 3.OA.B, 3.NBT.A.3, 3.OA.5, 3.OA.7, 4.NBT.14.NBT.6Procedural Skill and Fluency, Conceptual3.OA.1, 3.OA.2, 3.OA.B, 2.NBT.1, 3.OA.5, 3.OA.7, 4.NBT.1, 4.NBT.64.MD.3Application3.MD.8, 3.OA.44.MD.5Conceptual UnderstandingIntroductory4.MD.6Procedural Skill and Fluency4.MD.54.MD.7Conceptual Understanding/Application4.MD.5,1.OA.7, 1.OA.84.NF.3bConceptual Understanding3.NF.1, 3.NF.2, 4.NF.1,1.OA.3,1.OA.4,1.OA.8,2.OA.1, 2.G.3, 2.MD.2, 2.MD.6, 3.NF.3, 4.0A.2, K.OA.2, 1.OA.7, 1.NBT.4, 1.NBT.5, 1.NBT.64.NF.4aApplicationIntroductory4.NF.1Conceptual Understanding3.NF.3, 4.OA.2, 3.NF.1, 3.NF.2, 3.OA.34.G.1Conceptual Understanding3.G.1, 2.G.14.G.2Conceptual Understanding4.G.1, 3.G.14.G.3Conceptual Understanding1.G.2, K.G.6Fluency 0158750NCTM PositionProcedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.The fluency standard for 4th grade listed below should be incorporated throughout your instruction over the course of the school year. The engageny lessons include fluency exercises that can be used in conjunction with building conceptual understanding. 4.NBT.B.4 Add/Subtract within 1,000,000Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum. References: STATE STANDARDSCONTENTINSTRUCTIONAL SUPPORTVOCABULARY/FLUENCYModule 3 Multi-Digit Multiplication and Division(Allow 5 weeks for instruction, review and assessment)Domain: Operations and Algebraic ThinkingCluster: Use the Four Operations with whole numbers to solve problems 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35=5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Domain: Operations and Algebraic ThinkingCluster: 4.OA. Gain Familiarity with factors and multiples4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.Domain: Numbers and Operations in Base TenCluster: Use place value understanding and properties of operations to perform multi-digit arithmetic 4.NBT.5 Multiply a whole number of up to four digits by a one digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.NBT.6 Find whole-number quotients and remainders with up to four dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.Domain: Measurement and DataCluster: Solve Problems involving measurement and conversion of measurements from a larger unit to a smaller unit.4.MD.3 Apply the area and perimeter formula 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 he area formula as a multiplication equation with an unknown factor.Enduring UnderstandingsBasic facts and place value patterns can be used to divide multiples of 10 and 100 by 1-digit numbersThe remainder when dividing must be less than the divisor. The nature of the question asked determines how to interpret and use the remainder.The relationship between multiplication, division, and estimation can be used to determine the place value of the largest digit in a quotient.Every counting number is divisible by 1 and itself, and some counting numbers are also divisible by other numbers.Some counting numbers have exactly two factors; others have more than two.. Essential QuestionsHow can you use place value and patterns to help you divide mentally?What does it mean when you divide and some are left over?What do you do when there are not enough hundreds to divide?How can you use multiplication to find all the factors of a number?How can you sort numbers by their factors?What hidden questions lie within a multiple-step problem?Objectives/Learning Targets Topic ELesson 14: I can solve division word problems with remainders. (4.NBT.6)Lesson 15: I can understand and solve division problems with a remainder using the array and area models. (4.NBT.6)Lesson 16: I can understand and solve two-digit dividend division problems with a remainder in the ones place by using place value disks. (4.NBT.6)Lesson 17: I can represent and solve division problems requiring decomposing a remainder in the tens. (4.NBT.6)Lesson 18: I can find whole number quotients and remainders. (4.NBT.6)Lesson 19: I can explain remainders by using place value understanding and models. (4.NBT.6)Lesson 20: I can solve division problems without remainders using the area model. (4.NBT.6)Lesson 21: I can solve division problems with remainders using the area model. (4.NBT.6)Module 3: Multi-Digit Multiplication and DivisionTopic E: Division of Tens and Ones with Successive RemaindersLesson 14Lesson 15 Lesson 16Lesson 17Lesson 18Lesson 19Lesson 20Lesson 21 VocabularyAssociative property, composite number, distributive property, divisible, divisor, formula, long division, partial product, prime number, remainderFamiliar Terms and SymbolsAlgorithm, Area, Area model, Array, bundling, grouping, reaming, changing, compare, distribute, divide, division, equation, factors, mixed units, multiple, multiply, multiplication, perimeter, place value, product, quotient, rectangular array, rows, columns, __times as many__as ____Fluency Practice:Please see engageNY full module download for suggested fluency pacing and activities. Lesson 14: Group Count to DivideNumber Sentences in an ArrayDivide with RemaindersLesson 15: Show values with Number Disks Divide with Remainders Number Sentences in an Array Lesson 16: Group Count Divide with Remainders Lesson 17: Group Count Divide Mentally Divide Using the Standard Algorithm Lesson 18: Group Count Divide Mentally Divide Using the Standard Algorithm Lesson 19: Sprint: Mental Division Divide Using the Standard Algorithm Lesson 20: Divide Using the Standard Algorithm Find Unknown Factors Mental Multiplication Lesson 21: Sprint: Division with Remainders Find Unknown Factors Objectives/Learning Targets Topic FLesson 22: I can find factor pairs for numbers to 100, and use understanding of factors to define prime and composite. (4.OA.4)Lesson 23: I can use division and the associative property to test for factors and observe patterns. (4.OA.4)Lesson 24: I can determine if a whole number is a multiple of another number. (4.OA.4)Lesson 25: I can explore properties of prime and composite numbers to 100 by using multiples. (4.OA.4)Topic F: Reasoning with DivisibilityLesson 22Lesson 23Lesson 24Lesson 25Fluency Practice:Topic FLesson 22: Divide Using the Area Model Find the Unknown Factor Mental Multiplication Lesson 23: Use Arrays to Find Factors Multiply Two Factors Prime and Composite Lesson 24: Group Counting Prime or Composite? Test for Factors Lesson 25: Test for Factors Multiples Are Infinite List Multiples and Factors Objectives/Learning Targets Topic GLesson 26: I can divide multiples of 10, 100, and 1,000 by single-digit numbers. (4.OA.3, 4.NBT.6)Lesson 27: I can represent and solve division problems with up to a three-digit dividend numerically and with place value disks requiring decomposing a remainder in the hundreds place. (4.OA.3, 4.NBT.6)Lesson 28: I can represent and solve three-digit dividend division with divisors of 2, 3, 4, and 5 numerically. (4.OA.3, 4.NBT.6)Lesson 29: I can represent numerically four-digit dividend division with divisors of 2, 3, 4, and 5, decomposing a remainder up to three times. (4.OA.3, 4.NBT.6)Lesson 30: I can solve division problems with a zero in the dividend or with a zero in the quotient. (4.OA.3, 4.NBT.6)Lesson 31: I can Interpret division word problems as either number of groups unknown or group size unknown. (4.OA.3, 4.NBT.6)Lesson 32: I can interpret and find whole number quotients and remainders to solve one-step division word problems with larger divisors of 6, 7, 8, and 9. (4.OA.3, 4.NBT.6)Lesson 33: I can explain the connection of the area model of division to the long division algorithm for three- and four-digit dividends. (4.OA.3, 4.NBT.6)Topic G: Division of Thousands, Hundreds Tens, and OnesLesson 26Lesson 27Lesson 28 Lesson 29Lesson 30Lesson 31 Lesson 32Lesson 33Fluency PracticeLesson 26: Show values with Number Disks Group Counting List Multiples and Factors List Prime Numbers Lesson 27: Sprint: Circle the prime Number Divide with Number Disks Lesson 28: Multiply by Units Divide Different Units Group Count Divide Three-Digit Numbers by 2 Lesson 29: Multiply by Units Divide Different Units Divide to Find Half Lesson 30: Multiply Using the Standard Algorithm Divide Using Different Units Find the Quotient and Remainder Lesson 31: Sprint: Divide Different Units Group Size or Number of Groups Unknown Lesson 32: Quadrilaterals Multiply Units Group Count Lesson 33: Quadrilaterals Group Count Multiply Units Objectives/Learning Targets Topic HLesson 34: I can multiply two-digit multiples of 10 by two-digit numbers using a place value chart. (4.NBT.5)Lesson 35: I can multiply two-digit multiples of 10 by two-digit numbers using the area model. (4.NBT.5)Lesson 36: I can multiply two-digit by two-digit numbers using four partial products. (4.NBT.5)Lesson 37-38: I can transition from four partial products to the standard algorithm for two-digit by two-digit multiplication. (4.NBT.5)Topic H: Multiplication of Two-Digit by Two-Digit NumbersLesson 34 Lesson 35 Lesson 36Lesson 37-38End-of-Module AssessmentFluency Practice:Lesson 34: Draw a Unit Fraction List Multiples and Factors List Prime Numbers Lesson 35: Draw and Label Unit Fractions Divide Three Different Ways Multiply by Multiples of 10 Lesson 36: Draw and Label Unit Fractions Divide Three Different Ways Lesson 37-38: Decompose 90 and 180 Multiply by Multiples of 10 Written Vertically Tasks:Threatened and EndangeredThousands and Millions of Fourth GradersCoordinating i-Ready Lessons:Multiplying two-digit numbers by one digit numbersMultiplying two-digit numbers by two-digit numbersReview Multiplying two-digit numbers by one digit numbersMultiplying by two-digit numbersenVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)8-1 Using Mental Math to Divide 8-2 Estimating Quotients 8-3 Dividing with Remainders 8-4 Division: Connecting Models and Symbols 8-5 Dividing 2-Digit by 1-Digit Numbers 8-6 Dividing 3-Digit by 1-Digit Numbers 8-7 Deciding Where to Start Dividing 8-8 Number Sense: Factors 8-9 Prime and Composite Numbers 8-10 Problem Solving: Multiple-Step Problems Literature Connections WorldScape Readers: “All Tied Up”A Remainder of One Elinor PinczesThe Great Divide Dayle Ann DobbsOther:Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)Module 4 Angle Measure and Plane Figures(Allow 4 weeks for instruction, review and assessment)Domain: GeometryCluster: Solve problems involving measurement and conversions of measurements from a larger unit to a smaller unit. 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.Enduring UnderstandingsLine segments and rays are sets of points that describe parts of lines, shapes and solids.Point, line and plane are the core attributes of space objects, and real-world situations can be used to think about these attributes.The unit for measuring the size of the opening of an angle is 1 degree.Essential QuestionsWhat geometric terms describe types of angles?How can you draw an angle?Objectives/Learning Targets Topic ALesson 1: I can Identify and draw points, lines, line segments, rays, and angles. Recognize them in various contexts and familiar figures.Lesson 2: I can Use right angles to determine whether angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute angles.Lesson 3: I can Identify, define, and draw perpendicular lines. Lesson 4: I can Identify, define and draw parallel lines. Module 4: Angle Measure and Plane Figures HYPERLINK "" Topic A: Lines and Angles HYPERLINK "" Lesson 1 HYPERLINK "" Lesson 2 HYPERLINK "" Lesson 3 HYPERLINK "" Lesson 4Videos:Lines, line segments, and rays (Khan Academy)Recognizing angles examples (Khan Academy)Parallel and perpendicular lines intro (Khan Academy)Vocabularyacute angle, acute triangle, adjacent angle, arc, angle, collinear, complimentary, degree, diagonal, equilateral, figure, interior of angle, intersecting lines, isosceles triangle, length of arc, line, line of symmetry, line segment, obtuse angle, obtuse triangle, parallel, perpendicular, point, protractor, ray, right angle, right triangle, scalene triangle, straight angle, supplementary angles, triangle, vertex, vertical angles, Familiar Terms and SymbolsDecompose, Parallelogram, polygon, quadrilateral, rectangle, rhombus, square, sum, trapezoid Fluency Practice:Please see engageNY full module download for suggested fluency pacing and activities. Lesson 1- Multiply Mentally, Add and Subtract, Sides, Angles and VerticesLesson 2- Multiply Using Partial Products, Identify Two-Dimensional Figures, PhysiometryLesson 3- Multiply Mentally, Identify Two-Dimensional Figures, PhysiometryLesson 4- Divide Mentally, Identify Two-Dimensional Figures,Objectives/Learning Targets Topic BLesson 5: I can use a circular protractor to understand a 1-degree angle as 1360 of a turn. Explore benchmark angles using the protractor.Lesson 6: I can use varied protractors to distinguish angle measure from length measurementLesson 7: I can measure and draw angles. Sketch given angle measures, and verify with a protractor.Lesson 8: I can identify and measure angles as turns and recognize them in various contexts. HYPERLINK "" Topic B: Angle Measurement HYPERLINK "" Lesson 5 HYPERLINK "" Lesson 6 HYPERLINK "" Lesson 7 HYPERLINK "" Lesson 8Mid- Module AssessmentFluency Practice:Lesson 5- Divide Using the Standard Algorithm, Identify Two-Dimensional Figures, PhysiometryLesson 6- Divide Using the area model, Divide Using the Standard Algorithm, Identify Two-Dimensional Figures, PhysiometryLesson 7- Break Apart, Physiometry, Identify Angle MeasuresLesson 8- Count by 90°, Break Apart, Physiometry, Sketch AnglesObjectives/Learning Targets Topic CLesson 9: I can decompose angles using pattern blocks. Lessons 10-11: I can use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. HYPERLINK "" Topic C: Problem Solving with the Addition of Angle Measures HYPERLINK "" Lesson 9 HYPERLINK "" Lessons 10-11Fluency Practice:Lesson 9- Count by 90°, Break Apart 90, 180, and 360, Physiometry, Sketch AnglesLessons 10-11- Divide with Number Disks Units, Count by 90°, Break Apart 90, 180, and 360, Physiometry, Divide Different Units, Find the Unknown AngleObjectives/Learning Targets Topic DLesson 12: I can Recognize lines of symmetry for given two-dimensional figures. Identify line-symmetric figures, and draw lines of symmetry.Lesson 13: I can analyze and classify triangles based on side length, angle measure, or both.Lesson 14: I can define and construct triangles from given criteria. Explore symmetry in triangles.Lesson 15: I can classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size. Lesson 16: I can reason about attributes to construct quadrilaterals on square or triangular grid paper. HYPERLINK "" Topic D: Two-dimensional Figures and Symmetry HYPERLINK "" Lesson 12 HYPERLINK "" Lesson 13 HYPERLINK "" Lesson 14 HYPERLINK "" Lesson 15 HYPERLINK "" Lesson 16 HYPERLINK "" End-of-Module AssessmentCoordinating i-Ready Lessons Lines and AnglesClassifying AnglesClassifying PolygonsQuadrilateralsClassifying TrianglesClassify Two-Dimensional FiguresenVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)9-1 Points, Lines, and Planes9-2 Line Segments, Rays, and Angles9-3 Measuring Angles9-4 Polygons9-5 Triangles9-6 Quadrilaterals19-5 Line SymmetryFluency Practice:Lesson 12- Add and Subtract, Find the Quotient and Remainder, Find the Unknown AngleLesson 13- Divide Three Different Ways, Physiometry, Lines of SymmetryLesson 14- Divide Three Different Ways, Physiometry, Classify the TriangleLesson 15- Classify the Triangle, Find the Unknown Angle, Add and SubtractLesson 16- Classify the Quadrilateral, Find the Unknown Angle, Add and SubtractOther:Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions) RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to modules taught within this quarter. ?Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.NWEA MAP Resources: - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum) - These Khan Academy lessons are aligned to RIT scores.Textbook ResourcesengageNY Mathematics Modulesenvision MathTN Core/CCSSTN Math StandardsAchieve the CoreVideosNCTM Common Core VideosTN Core Online Math ResourcesLearnZillionCCSS Video SeriesChildren’s Literature The Reading Nook HYPERLINK "" Math and Literature:A Match Made in the ClassroomMath for Kids-Best Children’s BooksScholastic: Books and Programs to Improve Elementary MathInteractive ManipulativesInteractive Content Resources for Teaching Math Interactive Sites for Educators Math Playground: Common Core StandardsThinking Blocks: Computer and iPad based games PARCC GamesIXL Math Virtual ManipulativesAdditional SitesInside MathematicsIllustrative MathematicsLearn ZillionEngage NY Math?Sheppard Software BBC Bitesize Singapore Math Math-Play-Com Stem Resources Scholastic Math Study Jams OtherIllustrated Mathematics Dictionary for KidsUse this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions) ................
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