2012­2013 Enhanced Instructional Transition Guide
Mathematics Grade 04 Unit 08
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Unit Geometry (15 days)
08: Possible Lesson 01 (4 days)
Possible Lesson 02 (6 days)
Possible Lesson 03 (5 days)
POSSIBLE LESSON 01 (4 days)
Lesson Synopsis: Students identify and describe types of lines and angles.
TEKS:
4.8
4.8A
4.8B
Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to:
Identify and describe right, acute, and obtuse angles. Supporting Standard
Identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models Supporting Standard
Underlying Processes and Mathematical Tools TEKS:
4.14
4.14A
4.14D
4.15
4.15A
4.15B
4.16
4.16A
4.16B
Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
Identify the mathematics in everyday situations.
Use tools such as real objects, manipulatives, and technology to solve problems.
Underlying processes and mathematical tools. The student communicates about Grade 4 mathematics using informal language. The student is expected to:
Explain and record observations using objects, words, pictures, numbers, and technology.
Relate informal language to mathematical language and symbols.
Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:
Make generalizations from patterns or sets of examples and non­examples.
Justify why an answer is reasonable and explain the solution process.
Performance Indicator(s):
Use technology to find a map with city streets drawn and labeled (e.g., a map of the community, amusement park, etc.). Use three different colors to label three different types of streets: (1) yellow: streets that represent intersecting lines which are not parallel or perpendicular; (2) red: streets that represent parallel lines; and (3) blue: streets that represent perpendicular lines. Record in a table ©2012, TESCCC 05/13/13
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2012­2013 Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Mathematics Grade 04 Unit 08
the streets identified according to the types of lines they represent and justify in writing how the types of lines were determined. Use green to find and label three new pairs of intersecting streets on the map that form a right, an acute, and an obtuse angle. Record in another table the streets identified according to the types of angles they represent and justify in writing how the types of angles were determined. (4.8A, 4.8B; 4.14A, 4.14D; 4.15A, 4.15B; 4.16A; 4.16B)
1C; 2C; 4F
Key Understanding(s):
•
•
•
•
Lines are one­dimensional figures that can be defined and justified as intersecting, parallel, or perpendicular.
Intersecting lines form angles that can be defined and justified as right, acute, or obtuse.
The attributes of lines and angles can be generalized to examples and non­examples.
Lines and angles occur in architecture, fabric, art, street maps, and many other real world settings.
Misconception(s):
• Some students may think that the size of an angle can be determined by the length of its sides. It may help to show how extending the side of the angle does not change the “measure” of the angle. Differently sized angle cutouts (pie shapes) can be used to demonstrate this concept.
Vocabulary of Instruction:
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•
•
•
acute
angle
attribute
endpoint
intersecting lines
Suggested
Day
1
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line
line segment
obtuse
one­dimensional figure parallel lines
perpendicular lines
point
ray
right
vertex
Suggested Instructional Procedures
Topics: • Points
• Lines
• Line segments
• Rays
SPIRALING REVIEW ATTACHMENTS
•
Engage 1 Students investigate and define points, lines, line segments, and rays kinesthetically and record the appropriate name for each ©2012, TESCCC Notes for Teacher
05/13/13
•
Teacher Resource: Points, Lines, and Rays Defined (1 per teacher)
Teacher Resource: What’s page 2 of 15
2012­2013 Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
representation.
Instructional Procedures:
1. Invite 4 or 5 student volunteers to come up to the front of the classroom. Assign each student volunteer a letter. Record each letter on a sheet of paper and tape it to the front of each student volunteer’s shirt. Instruct the student volunteers to stand in a straight row in the front of the classroom. •
MATERIALS
•
•
2. Display only the definition for “point” on teacher resource: Points, Lines, and Rays Defined. Explain to students that 3.
each student volunteer, and the letter on their shirt, represents a point, and that a point is an exact location in space represented by a dot. Explain to students that to name a point, only one letter is used such as “point A” or “point B.” Instruct the student volunteers to hold hands and extend their arms so they are level and parallel with the floor.
4. Explain to students that these student volunteers are standing in a line, and that they represent a line where each student (and 5.
My Name? SAMPLE KEY (1 per teacher)
Handout: What’s My Name? (1 per student)
paper (plain) (4 – 5 sheets per teacher)
tape (masking) (1 roll per teacher)
TEACHER NOTE
Remind students that they cannot just say “AB” or “BA” when naming lines or parts of lines, because it would be impossible to distinguish whether they were describing a line, line segment, or a ray.
TEACHER NOTE
Grade 4 introduces formal and symbolic geometric language for lines, line segments, rays, and angles.
the letter on his/her shirt) represents a point on the line. Explain that the arms of the students at the ends represent a line that goes on forever in both directions. Using the displayed teacher resource: Points, Lines, and Rays Defined, uncover the definition for “line.” Explain to students that any 2 points on the line can name the entire line, and that the order of the letters does not matter. However, it is important to say the word line prior to the two letters. The line can also be recorded according to any 2 points on the line, such suur
as “line AC” or AC (with arrows on both ends). A line can be named with one lower case cursive letter, line a, such as the following:
TEACHER NOTE
©2012, TESCCC 05/13/13
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2012­2013 Enhanced Instructional Transition Guide
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Notes for Teacher
Be sure to discuss student answers so that all students can see all the possible names for these figures.
6. Instruct each student volunteer to use their letter and another letter to name their line. (e.g., if the student represents point A, and he chooses point D, then he should say, “line AD” or “line DA.” If the student chooses point B, then he should say, “line AB” or suur
“line BA.”). As each name is listed, record the verbal description with various line labels for the class to see (e.g., line AC, DB , line d , etc.)
7. Instruct the student volunteers at the ends of the line to drop their free hands down to their sides. Ask:
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8.
9.
How does this change the line? Answers may vary. The line no longer continues in both directions; the line now stops on both ends; etc.
Explain to students that the student volunteers are now representing a line segment. Using the displayed teacher resource: Points, Lines, and Rays Defined, uncover the definition for “line segment.” Explain to students that a line segment is part of a line between 2 endpoints and line segments are named using just the endpoints of the line. However, it is important to say the word line segment prior to the two letters. Line segments can be recorded as “line segment AC” or AC (with no arrows on either end). 10. Instruct a student volunteer to name their line segment. Record the verbal description with various line segment labels for the 11.
©2012, TESCCC class to see (e.g., line segment AD, DA , etc.)
Prompt the student volunteer representing point D to hold their free hand back up and out to the side so that it is parallel with the ground.
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2012­2013 Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
Ask:
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12.
13.
How does this change the line segment? Answers may vary. There is a line with only one endpoint; the line only continues in one direction; etc.
Explain to students that the student volunteers are now representing a ray. Using the displayed teacher resource: Points, Lines, and Rays Defined, uncover the definition for “ray.” Explain to students that a ray is part of the line that has an endpoint, and the other part continues in one direction without end. Explain that rays are named with the endpoint of the ray as the “first name” for the ray and another point on the ray as the “last name” for the ray. Facilitate a class discussion about naming rays.
Ask:
• What is the name of our ray if “A” is our endpoint? (ray AD)
•
Could this model be named ray AB? Ray AC? Explain. (yes) Answers may vary. Since the ray begins with A and the line extends through points B & C, the ray could be referred to as ray AD, ray AB, or ray AC; etc.
• Could the model be named ray DA? DC? CA? BA? Explain. (no) Answers may vary. When naming a ray, you must begin with the endpoint. The model represents the endpoint as A and none of the above rays begin with A; etc.
uuur
Explain to students that rays can be recorded as ray AD or AD (with an arrow on the right side).
14.
15. Instruct the student volunteers to return to their desks.
16. Place students in pairs. Distribute handout: What’s My Name? to each student. Instruct student pairs to name each line or part of the line using appropriate labels. Continue to display teacher resource: Points, Lines, and Rays Defined so that students may refer to it while working on the new handout. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to debrief student solutions. Topics: • Points
• Lines
©2012, TESCCC ATTACHMENTS
•
05/13/13
Teacher Resource: Points, Lines and Rays Graphic page 5 of 15
2012­2013 Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
• Line segments
• Rays
Notes for Teacher
•
Explore/Explain 1
Students create graphic organizers to formally define point, line, line segment, and ray. Instructional Procedures:
1. Distribute 4 plain sheets of paper to each student. Instruct students to fold a sheet of paper twice (one horizontal fold and one vertical fold) to divide the paper into fourths, and then fold the center corner of their paper (still folded into fourths) towards the center of the paper to form a triangle. •
Organizer SAMPLE KEY (1 per teacher)
Teacher Resource: Points, Lines and Rays Graphic Organizer (1 per teacher)
Handout (optional): Points, Lines and Rays Defined (1 per student)
MATERIALS •
paper (plain) (4 sheets per student)
2. Instruct students to unfold the paper and draw lines along the folds created as shown by the dotted lines below.
3. Instruct students to repeat the process for their remaining 3 sheets of paper. Allow time for students to complete the activity. 4. Display teacher resource: Points, Lines, and Rays Graphic Organizer. Facilitate a class discussion about each section of the graphic organizer. Instruct students to complete a graphic organizer for each of the following terms: point, line, line segment, and ray. Allow students to complete the assignment as homework, if needed.
TEACHER NOTE
Handout (optional): Points, Lines, ©2012, TESCCC 05/13/13
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2012­2013 Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
and Rays Defined may be provided to students to assist in defining each term.
2
Topics: • Parallel lines
• Perpendicular line • Intersecting lines
SPIRALING REVIEW MATERIALS •
•
Explore/Explain 2
Students define and identify parallel, perpendicular, and intersecting lines using pattern blocks.
Instructional Procedures:
1. Facilitate a class discussion to debrief the previously assigned graphic organizers from teacher resource: Points, Lines, and Rays Graphic Organizers.
2. Explain to students that they will be investigating different types of lines, including intersecting lines. Facilitate a class discussion about types of lines. Ask:
• What do you think the words “cross street” or “intersection” mean? Answers may vary. The place where two (or more) streets meet or cross; etc.
3. Place students in pairs. Distribute a ruler to each student and a Bag of Pattern Blocks to each pair. Instruct students to each select a trapezoid pattern block from their Bag of Pattern Blocks. 4. Display a trapezoid pattern block for the class to see. Instruct students to examine the corners of the trapezoid. ©2012, TESCCC 05/13/13
•
ruler (standard) (1 per student)
Bag of Pattern Blocks (1 set per 2 students, 1 set per teacher) (previously created in Unit 06 Lesson 01 Explore/Explain 3)
math journal (1 per student) TEACHER NOTE
Grade 4 introduces identifying and describing parallel and intersecting (perpendicular) lines.
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2012­2013 Enhanced Instructional Transition Guide
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Notes for Teacher
Ask:
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5.
6.
A trapezoid has how many vertices? (4 vertices)
Explain to students that each vertex on the figure represents a point of intersection, where two lines cross.
Instruct students to trace their figure in their math journal and use a ruler to carefully extend the lines around the trapezoid. Allow time for students to complete the activity. Monitor and assess students to check for understanding.
Using the displayed trapezoid, model the process of extending the lines around the figure.
Ask:
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7.
8.
9.
10.
11.
©2012, TESCCC What happens to the lines that extend above the trapezoid? (They cross; they intersect.)
TEACHER NOTE
Lines that meet or cross each other are intersecting lines.
Perpendicular lines are lines that intersect at right angles to each other to form square corners. Lines that lie in the same plane, never intersect, and are the same distance apart are parallel lines.
Are there any other intersecting lines in this drawing? Explain. (Yes, the lines at each vertex intersect.) Instruct students to label at least one intersection around the trapezoid as “intersecting lines” in their math journal. Ask:
• How could you describe the top and bottom horizontal lines on the trapezoid? Answers may vary. They are the same distance apart; the lines do not touch each other; the lines appear to be parallel; etc.
• What could you do to determine if these lines are indeed parallel? Answers may vary.
Instruct students to use their rulers to measure the distance between the top and bottom horizontal lines in several places. Explain to students that if the distance is the same, then the lines are parallel. Instruct students to label the set of lines around the trapezoid as “parallel” in their math journal.
Display a square pattern block for the class to see. Instruct students to each select a square pattern block from their Bag of Pattern Blocks.
Instruct students to examine the vertices of the square.
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2012­2013 Enhanced Instructional Transition Guide
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Notes for Teacher
Ask:
•
12.
13.
A square has how many vertices? (4 vertices)
Remind students that each vertex represents a point of intersection, where two lines cross.
Instruct students to trace their figure in their math journal and to use a ruler to carefully extend the lines around the square. Allow time for students to complete the activity. Monitor and assess students to check for understanding.
Using the displayed square, model the process of extending the lines around the figure.
Ask:
•
•
14.
15.
16.
©2012, TESCCC Are there any intersecting lines in this drawing? Explain. (Yes, the lines at each vertex intersect.)
How are these intersecting lines different from the intersecting lines of the trapezoid? (They form right angles (square corners) to each other.)
Explain to students that intersecting lines that form square corners are called perpendicular lines. Instruct students to label at least one intersection around the square as “perpendicular” in their math journal. Ask:
• What happens to the vertical lines that extend above the square? (They continue without touching and appear to be parallel.)
• How could you describe the horizontal top and bottom lines on the square? Answers may vary. These lines appear to be parallel; etc.
• What could you do to determine if these lines are indeed parallel? Answers may vary. Measure the distance between the lines at several points; etc.
Instruct students to use their rulers to measure the distance between the lines in several places to determine if the lines are parallel, then label at least one set of lines around the square as “parallel” in their math journal.
Display the following sets of lines for the class to see. 05/13/13
TEACHER NOTE
Many students have difficulty distinguishing between the terms intersecting and parallel. To help students remember the definitions of terms, share the following:
•
The ll’s in parallel can be used to remind students of how the lines look.
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An intersection is where two roads meet or cross.
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2012­2013 Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
Ask:
•
17.
How would you describe each set of lines? (Set A: When the lines are extended, the lines are intersecting. Set B: When the lines are extended, the lines are parallel.)
Instruct students to record the definitions for intersecting, parallel, and perpendicular lines in their math journal. Allow time for students to complete the activity.
Topics: • Right angles
• Acute angles
• Obtuse angles
ATTACHMENTS
Explore/Explain 3
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Students identify, describe, and create right, acute, and obtuse angles using dot paper.
•
Teacher Resource: Dot Paper (1 per teacher)
•
Handout: Dot Paper (1 per student)
Teacher Resource: Angle Notes and Practice KEY (1 per teacher)
Handout: Angle Notes and Practice (1 per student)
Instructional Procedures:
•
1. Remind students that they already know the names of different pairs of lines, and now they will be learning the names for different types of angles. Facilitate a class discussion about angles.
Ask:
MATERIALS • The hands on a clock meet at a point in the center of the clock. When the hands move, the size •
geoboard (1 per student, 1 per of the opening, or angle, they make also changes. What are some words you could use to teacher)
describe the different openings formed by the hands of a clock? Answers may vary. Big; small; ©2012, TESCCC 05/13/13
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2012­2013 Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
narrow; wide; etc.
•
rubber band (6 per student, 6 2. Distribute a geoboard, 6 rubber bands, and handout: Dot Paper to each student.
per teacher)
3. Display teacher resource: Dot Paper and a geoboard for the class to see. Demonstrate using 2 rubber bands on the geoboard •
math journal (1 per student)
4.
5.
6.
7.
to stretch outward from the same pin forming 2 line segments. Instruct students to replicate the model using 2 rubber bands and their geoboard.
Ask: • These two rubber bands share the same pin. What is the geometric name for this pin? (endpoint or vertex)
Instruct students to adjust their rubber bands to make a square corner with the shared endpoint on their geoboard. Allow time for students to complete the activity. Monitor and assess students to check for understanding.
Instruct students to use 2 more rubber bands sharing one endpoint to create an opening smaller than a square corner. Allow time for students to complete the activity. Monitor and assess students to check for understanding.
Instruct students to use 2 more rubber bands sharing one endpoint to create an opening larger than a square corner. Allow time for students to complete the activity. Monitor and assess students to check for understanding.
Instruct students to record their work on their handout: Dot Paper and write a description of each pair of rubber bands. Allow time for students to complete the activity. Monitor and assess students to check for understanding.
TEACHER NOTE
Grade 4 introduces angles and their descriptions as acute, right, or obtuse. Grade 6 introduces angle measurements to classify angles.
TEACHER NOTE
Teachers should take the time to discuss with students safety and responsibility when using rubber bands with the geoboards. Model wrapping the rubber band around one point on the geoboard and placing an index finger over the point to prevent it from coming off.
TEACHER NOTE
If geoboards are not available, search the Internet for a virtual geoboard.
8. Remind students that a ray is part of a line that has one endpoint and goes on forever in one direction. Instruct students to pretend that each rubber band on their geoboard continues forever in one direction away from the endpoint it shares with the other rubber band. Remind students to draw an arrow at the end of each line on the dot paper drawings.
Ask:
• How many rays does each of your rubber band pairs have? (2 rays)
©2012, TESCCC 05/13/13
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2012­2013 Enhanced Instructional Transition Guide
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
9. Explain to students that when two rays or line segments share a common endpoint, they form an angle, and that they now have 3 10.
angles created on their geoboard. These angles can be classified by the measure of the opening between the two rays or line segments. Display the following for the class to see:
Ask:
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•
•
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11.
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Notes for Teacher
TEACHER NOTE
Many students have difficulty classifying an angle when it does not have a horizontal side. Allow these students to use a “moveable” right angle such as the corner of an index card (or their STAAR Grade 4 Mathematics Reference Materials) to place the right angle at the vertex of any angle. It should be easy to see if the angle is less than, equal to, or greater than a right angle, refer to the examples on handout: Angle Notes and Practice.
What type of angle is a square corner? (right angle)
What type of angle is smaller than a square corner? (acute angle)
What type of angle is larger than a square corner? (obtuse angle)
How could you compare a right angle with an acute angle? (The measure of a right angle is greater than the measure of an acute angle.)
• How could you compare a right angle with an obtuse angle? (The measure of a right angle is less than the measure of an obtuse angle.)
• Can a right angle have shorter rays than an acute angle? Explain. (yes) Answers may vary. The length of the rays does not determine the measure of the angle; etc.
Display the following angle for the class to see. Instruct students to replicate the angle in their math journal.
TEACHER NOTE
A memory device to help students remember the difference between types of angles could include the following:
•
An acute angle is “a cute little angle.”
•
An obtuse angle is more “open” than a right angle (obtuse and open both start with the letter “o”).
TEACHER NOTE
The point at either end of a line segment, or the beginning point of a ray, is called an endpoint. A vertex is the common endpoint of two rays that form an angle.
TEACHER NOTE
©2012, TESCCC 05/13/13
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2012­2013 Enhanced Instructional Transition Guide
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Notes for Teacher
It is customary to name an angle with a single capital letter or an interior number when there is no possibility of confusion. Angles can also be named with three letters with the middle letter representing the vertex of the referenced angle.
12. Explain to students that angles can be named in at least 2 different ways. Demonstrate recording the “angle” symbol to name the 3
©2012, TESCCC 13.
displayed angle as “angle B” and ∠B . Instruct students to replicate these recordings in their math journal. Ask:
• What do you notice about the vertex when naming the angle? (It is always the single letter that names the angle.)
• What do you know about an angle if you are only told that its name is —S? (Point S is its vertex.) Provide more examples if time allows.
Display the following angle for the class to see. Instruct students to replicate the angle in their math journal.
14.
Explain to students that angles can also be named with a number. Demonstrate recording the “angle” symbol to name the displayed angle as “angle 2” and ∠2 . Instruct students to replicate these recordings in their math journal. Distribute handout: Angle Notes and Practice to each student as independent practice and/or homework. Topics: • Parallel lines
• Perpendicular lines • Intersecting lines
Angle B can be referenced as angle B, ∠B ∠ABC ∠CBA or , ,
∠2
.
SPIRALING REVIEW ATTACHMENTS
05/13/13
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2012­2013 Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
•
• Right angles
• Acute angles
• Obtuse angles
Elaborate 1
Class Resource (optional): Tangram Template (1 per 4 students, 1 per teacher)
MATERIALS Students locate and identify parallel, perpendicular, and intersecting lines and right, acute, and obtuse angles on a tangram.
Instructional Procedures:
1. Prior to instruction, if tangrams are unavailable, create a set of tangrams for every 2 students and a set of tangrams for each teacher by copying class resource: Tangram Template for every 4 students on cardstock, cutting apart, and placing in a plastic zip bag.
2. Facilitate a class discussion to debrief the previously assigned handout: Angle Notes and Practice. 3. Place students in pairs and distribute a set of tangrams to each pair. Instruct student pairs to trace the 7 tangram pieces in their math journal. Allow time for students to complete the activity. 4. Instruct students to identify right, obtuse, and acute angles on the traced tangram pieces by labeling all the angles of each piece accordingly in their math journal. Instruct students to also identify parallel, perpendicular, and intersecting lines on the traced tangram pieces by labeling each pair of lines accordingly in their math journal. Allow time for students to complete the activity. Monitor and assess student pairs to check for understanding. Facilitate a class discussion to debrief student solutions by displaying a tangram piece and labeling each angle and pair of lines appropriately. •
•
•
•
•
tangrams (1 set per 2 students, 1 set per teacher)
cardstock (optional) (1 sheet per 4 students, 1 sheet per teacher)
scissors (optional) (1 per teacher)
plastic zip bag (sandwich sized) (optional) (1 per 2 students, 1 per teacher)
math journal (1 per student)
TEACHER NOTE
For students who need to be challenged, search the Internet for directions on how students may make their own tangram set from paper instead of the tangram template.
TEACHER NOTE
A tangram is a Chinese puzzle consisting of a square cut into five triangles, a square, and a rhombus, to be reassembled into different figures. 4
©2012, TESCCC Evaluate 1
ATTACHMENTS
•
05/13/13
Handout: City Map PI (1 per page 14 of 15
2012­2013 Enhanced Instructional Transition Guide
Grade 4/Mathematics
Unit 08: Possible Lesson 01
Suggested Duration: 4 days
Mathematics Grade 04 Unit 08
Suggested
Day
Suggested Instructional Procedures
Instructional Procedures:
1. Distribute handout: City Map PI and 1 yellow, 1 red, 1 blue, and 1 green map pencil.
2. Assess student understanding of related concepts and processes by using the Performance Indicator(s) aligned to this lesson.
Performance Indicator(s):
Use technology to find a map with city streets drawn and labeled (e.g., a map of the community, amusement park, etc.). Use three different colors to label three different types of streets: (1) yellow: streets that represent intersecting lines which are not parallel or perpendicular; (2) red: streets that represent parallel lines; and (3) blue: streets that represent perpendicular lines. Record in a table the streets identified according to the types of lines they represent and justify in writing how the types of lines were determined. Use green to find and label three new pairs of intersecting streets on the map that form a right, an acute, and an obtuse angle. Record in another table the streets identified according to the types of angles they represent and justify in writing how the types of angles were determined. (4.8A, 4.8B; 4.14A, 4.14D; 4.15A, 4.15B; 4.16A; 4.16B)
1C; 2C; 4F
©2012, TESCCC 05/13/13
Notes for Teacher
student)
MATERIALS •
map pencil (1 yellow, 1 red, 1 blue, 1 green) (1 set per student)
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