The HalfCircle Protractor


 Heather Stokes
 3 years ago
 Views:
Transcription
1 The Halfircle Protractor Objectives To guide students as they classify angles as acute, right, obtuse, straight, and reflex; and to provide practice using a halfcircle protractor to measure and draw angles. epresentations etoolkit lgorithms Practice EM Facts Workshop Game Family Letters ssessment Management ommon ore State Standards urriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key oncepts and Skills dd and subtract to find unknown angle measures. [Operations and omputation Goal 2] Use reference points to estimate the measures of angles; use a halfcircle protractor to measure and draw angles. [Measurement and Reference Frames Goal 1] lassify angles according to their measure. [Geometry Goal 1] Key ctivities Students identify types of angles. They measure and draw angles with a halfcircle protractor. They identify an angle as obtuse or acute to help them determine which protractor scale to use. They add and subtract to find unknown angle measures. Ongoing ssessment: Recognizing Student chievement Use Mental Math and Reflexes. [Number and Numeration Goal 1] Ongoing ssessment: Informing Instruction See page 4. Key Vocabulary acute angle obtuse angle reflex angle straight angle halfcircle protractor base line Materials Math Journal 1, pp. 157 and 158 Study Link 6 6 halfcircle protractor protractor for demonstration purposes straightedge chart paper World Tour Option: Visiting Europe Math Journal 1, p. 171 (optional); pp. 172, 173,, and 181 Student Reference ook, pp. 276, 277, 2, 284, 285, 297, and 2 5 Math Masters, pp (optional) Students resume the World Tour in Europe. Math oxes 6 7 Math Journal 1, p. 159 Students practice and maintain skills through Math ox problems. Study Link 6 7 Math Masters, p. 192 protractor Students practice and maintain skills through Study Link activities. REDINESS Modeling ngles Student Reference ook, p. 93 rope or string Students model angles with a rope. ENRIHMENT Measuring ngles in Triangles Math Masters, p. 193 straightedge protractor glue or tape Students determine that the sum of the measures of the angles of any triangle is. ENRIHMENT Exploring ngles in Literature Math Masters, p. 388 or 389 Students read Sir umference and the Great Knight of ngleland. ELL SUPPORT uilding ackground for Mathematics Words Students create a graphic organizer for the word angle. dvance Preparation For the optional Enrichment activity in Part 3, obtain the book Sir umference and the Great Knight of ngleland by indy Neuschwander (harlesbridge Publishing, 1). Teacher s Reference Manual, Grades 4 6 pp , 178, Lesson
2 Getting Started Mental Math and Reflexes Write decimals on the board and have volunteers read them aloud. Suggestions: sk questions such as: What digit is in the hundredths place? What is the value of the digit x? Math Message omplete the Math Message problems on journal page 157. Study Link 6 6 FollowUp Students compare answers. Make sure they understand that the directional arc shows the path and direction of the rotation. Ongoing ssessment: Recognizing Student chievement Mental Math and Reflexes Use Mental Math and Reflexes to assess students ability to identify places in decimals and the values of the digits in those places. Students are making adequate progress if they can correctly identify and express the values of digits through thousandths. Some students may correctly identify and express the values of digits through ten thousandths. [Number and Numeration Goal 1] 1 Teaching the Lesson Math Message FollowUp (Math Journal 1, p. 157) ELL WHOLELSS Links to the Future Identifying and describing acute, obtuse, straight, and reflex angles is a Grade 5 Goal. In discussing the answers, talk about the angles in terms of rotations: is less than a 1_ 4 turn, is more than a 1_ turn but 4 less than a 1_ 2 turn, and is between a 1_ turn and 1 full turn. 2 all attention to the names for the various types of angles. To support English language learners, write the names on chart paper next to an example of each. Display the chart paper throughout the unit. n acute angle measures between and 9. n obtuse angle measures between 9 and. reflex angle measures between and 3. Remind students that a 9 angle is called a right angle. omplete the list of angle names by mentioning that a angle is called a straight angle. sk: Why is this a good name for this angle? In a angle, the two sides meet to form a straight line. 438 Unit 6 Division; Map Reference Frames; Measures of ngles
3 Date 6 7 Introducing the Halfircle Protractor WHOLELSS Have students examine their halfcircle protractors. Students can use either the protractor on the Geometry Template or any other protractor. If some students protractors do not have labels for the and marks, have them write the labels. The marks may smear and disappear later, but they are helpful for this introduction to the halfcircle protractor. sk partnerships to decide how the halfcircle protractor is different from the fullcircle protractor they used in the previous lesson. Review observations. Have students indicate thumbsup if they had a similar answer. The curved edge of the protractor is a half circle. The edge of the fullcircle protractor is a full circle. There are two scales on the halfcircle protractor: one scale goes from to in a clockwise direction and the other from to in a counterclockwise direction. To support English language learners, discuss the meaning of scale in this context. ELL The mark on one side of the halfcircle protractor is connected with the mark on the other side by a line segment. This segment is the base line of the protractor. The midpoint of the base line is the center of the halfcircle protractor. There is often a hole at the center. Math Message Time Drawing and Measuring ngles Use a straightedge to draw the following angles. Do not use a protractor. : any angle that : any angle that measures : any angle that measures less more than 9 and less measures more than 9 than than Sample answers: is called an acute angle. is called an obtuse angle. is called a reflex angle. Measuring ngles with a Protractor Write whether the angle is acute or obtuse. Then measure it as accurately as you can. S D E O SDE is acute. OR is acute. RTV is obtuse. SDE measures 55. OR measures. RTV measures 1. nswers may vary by 3 degrees either way. EM3MJ1_G4_U6_ indd 157 Student Page Math Journal 1, p. 157 R R T V 1/13/11 3:28 PM Measuring ngles with a Halfircle Protractor (Math Journal 1, p. 157) WHOLELSS Draw an angle on the board or overhead projector, but omit the arc that indicates the direction of the rotation. Mention that without the directional arc, this angle could represent a rotation less than or a rotation greater than. Draw directional arcs with arrowheads to show the two possible angles. Explain that if no arc is shown, the smaller of the two angles is intended. (See margin.) Draw another angle on the board or overhead. Use your demonstration protractor to show how to measure the angle. 1. Students should first estimate whether the angle measures more or less than 9. sk: Is the angle acute or obtuse? They can also use 45 and as reference angles to refine their estimate. If students develop this good habit, they will seldom read the wrong scale. 2. Put the center of the protractor over the vertex of the angle. 3. Move the protractor so that one side of the angle is on the base line, as shown in the margin. Make sure the center of the protractor remains over the vertex The arc indicates which angle to consider. 1 baseline 9 center a angle a 115 angle Lesson
4 Ongoing ssessment: Informing Instruction Watch that students are measuring carefully. difference of 3 degrees either way should be enough leeway. 4. Find the place where the other side of the angle crosses a mark on the edge of the protractor. 5. Decide which of the two to scales to use to determine the degree measure of the angle. If it is acute, use the smaller number; if it is obtuse, use the larger number. sk students to measure angles SDE, OR, and RTV at the bottom of journal page 157 and compare their measurements. Step 1 Drawing ngles with a Halfircle Protractor (Math Journal 1, p. 158) INDEPENDENT PROLEM SOLVING Date Steps 2 and Step 4 Student Page Time Have students complete Problem 1 on journal page 158 with a partner or on their own. sk students to describe a procedure for using a halfcircle protractor to draw angles while you or a student demonstrates at the board or overhead. One method: 1. Draw a ray. 2. Place the center of the protractor at the endpoint of the ray so that the base line is along the ray. 3. Use the scale that shows where the ray crosses the edge of the protractor. Make a dot where the other ray should cross the edge of the protractor. 4. Draw a ray from the vertex through the dot. Have students complete journal page 158 on their own. Remind students that they can check whether they have chosen the appropriate scale by noting if the angle is acute or obtuse. Share strategies for Problem 5, which requires students to draw a reflex angle. Sample strategy: Subtract 3 from 3 (= ). Draw a angle; then draw an arc on the outside of the angle. 6 7 Drawing ngles 1. Draw a 35 angle, using line segment GH as one of its sides. G H 143 dding and Subtracting to Find Missing ngle Measures WHOLELSS 2. Draw a angle, using ray D as one of its sides. D Show students that you can add and subtract angle measures to find unknown angle measures. Draw the diagram below on the board or overhead. 3. Draw a angle, using ray EF as one of its sides. a 4. Draw a 15 angle, using ray as one of its sides. Try This 5. Draw a 3 angle, using ray IJ as one of its sides. F E Point out that a straight angle measures and the smaller angle measures. Let a stand for the measure of the missing angle. Explain to students that the angle measure of the whole is the sum of the angle measures of the parts. Therefore, + a =, so a =. Math Journal 1, p. 158 EM3MJ1_G4_U6_ indd 158 I J 1/13/11 2:28 PM Pose additional problems on the board using either a straight angle or a 9 angle as the main angle. Have students use addition or subtraction to find the missing angle measures. 4 Unit 6 Division; Map Reference Frames; Measures of ngles
5 2 Ongoing Learning & Practice SMLLGROUP World Tour Option: Visiting Europe (Math Journal 1, pp ,, and 181; Student Reference ook, pp. 276, 277, 2, 284, 285, 297, and 2 5; Math Masters, pp ) Social Studies Link If you have chosen to extend the scope of the World Tour for your class, divide students into groups of 4 or 5. Each group visits one of the remaining countries in Europe and records their country data on journal pages and 181, or on Math Masters, pages 419 and 4. Math oxes 6 7 (Math Journal 1, p. 159) INDEPENDENT Date 6 7 Math oxes 1. Insert parentheses to make each number sentence true. ( ) ( ) ( ) ( ) a. 12 = b = c. 49 = Six classrooms collected newspapers for one week. If they collected a total of 582 newspapers by the end of the week, on average about how many newspapers did each class collect? Number model with unknown: = n nswer: 97 newspapers Summary number model: = How many centimeters are in 9.7 meters? ircle the best answer D. 9, Student Page Time 2. Draw a line segment that is 2 inches long. Mark and label the following inch measurements on the line segment: 1_ 4, 3_ 4, 1, 1 1_ 4 and 1 1_ Multiply with a paperandpencil algorithm = 2, ircle the square that has 1_ 3 shaded Mixed Practice Math oxes in this lesson are paired with Math oxes in Lesson 65. The skill in Problem 6 previews Unit 7 content. Math Journal 1, p. 159 EM3MJ1_G4_U6_ indd 159 1/13/11 3:28 PM Writing/Reasoning Have students write a response to the following: Wei said that both squares in Problem 6 have 1_ 3 shaded. Do you agree or disagree? Explain your answer. Sample answer: I disagree. oth of the squares are divided into three parts and both of the squares have one part shaded. However, only shows 1_ because is divided into equal parts. The three 3 parts in are not equal. Study Link 6 7 (Math Masters, p. 192) INDEPENDENT Home onnection Students measure angles using a halfcircle protractor. Some students may prefer to use a fullcircle protractor from Lesson 66. Name Date Time STUDY LINK 6 7 Measuring ngles with a Protractor First estimate whether the angles measure more or less than 9. Then use a halfcircle protractor to measure them. 1. : Three students, acting as points, use rope to represent line segments and form an acute angle. Study Link Master 2. : 3. : Differentiation Options REDINESS Modeling ngles (Student Reference ook, p. 93) SMLLGROUP 5 15 Min 4. QRS: Q 5 Try This 5. NOP: KLM: K N L O M P To explore estimating angle measures using a concrete model, have students use rope to model angles. (See margin.) sk the vertex to tell the two points the type of angle or the measure of the angle that they should form. Have students use Student Reference ook, page 93 as a guide. R S Practice = ,829 = ,872 = = 3,264 Math Masters, p. 192 EM3MM_G4_U6_1772.indd 192 1/13/11 2:16 PM Lesson
6 py g g p Name Date Time 6 7 Exploring Triangle Measures You need 2 sheets of paper, a straightedge, and a protractor. 1. Draw a large triangle on each sheet of paper. The 2 triangles should not look the same. 2. Label the vertices of one triangle,, and. Label the vertices of the other triangle D, E, and F. e sure to write the labels inside the triangles. 3. Using your protractor, measure each angle as accurately as you can. Record the degree measures in the tables below. 4. Find the sum of the degree measures in triangle and in triangle DEF. ngle Sum Teaching Master Degree Measure Sample answers: ngle D Degree Measure 5. Write a true statement about the sum of the measures of the 3 angles of a triangle. The sum of the angle measures of a triangle is. E F Sum 143 ENRIHMENT Measuring ngles in Triangles (Math Masters, p. 193) PRTNER 15 Min To apply students understanding of measuring angles, have them draw two triangles, measure the angles, and find the sum of the angle measures for each triangle. The sum of the students measures of the angles of a triangle should range from 1 to 19, with most sums close to. Guide students as they prove that the sum of the measures of the angles of any triangle is. Have them cut off the three corners of one of their triangles and arrange them so that the three angles touch each other but do not overlap. From this, it should be clear that the angles form a straight angle, and so the sum of their measures is. Math Masters, p. 193 ut ut EM3MM_G4_U6_1772.indd 193 1/13/11 2:13 PM ut Encourage students to extend this exploration to prove that the sum of the measures of the angles of any quadrilateral is 3. Students may reason that since any quadrilateral can be divided into two triangles, the sum of the angles is twice, or 3. ENRIHMENT Exploring ngles in Literature (Math Masters, p. 388 or 389) SMLLGROUP 15 Min Literature Link To further explore the halfcircle protractor and angles, have students read and discuss Sir umference and the Great Knight of ngleland by indy Neuschwander (harlesbridge Publishing, 1). In a Math Log or on an Exit Slip, ask students to summarize what Radius learned on his quest. ELL SUPPORT uilding ackground for Mathematics Words PRTNER 5 15 Min To provide language support for angles, have students create a graphic organizer for the word angle. They may list words and draw pictures that are connected to the word angle. See Differentiation Handbook, page 34 for more information. 442 Unit 6 Division; Map Reference Frames; Measures of ngles
Review of Basic Fraction Concepts
Review of asic Fraction Concepts Objective To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions. www.everydaymathonline.com epresentations etoolkit lgorithms
More informationObjective To guide the development and use of a rule for generating equivalent fractions. Family Letters. Assessment Management
Equivalent Fractions Objective To guide the development and use of a rule for generating equivalent fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationObjective To guide exploration of the connection between reflections and line symmetry. Assessment Management
Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationVolume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationMeasuring with a Ruler
Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations
More informationThe Distributive Property
The Distributive Property Objectives To recognize the general patterns used to write the distributive property; and to mentally compute products using distributive strategies. www.everydaymathonline.com
More informationSunriseSunset Line Graphs
SunriseSunset Line Graphs Objectives To guide children as they analyze data from the sunrisesunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations
More informationObjective To introduce the concept of square roots and the use of the squareroot key on a calculator. Assessment Management
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the squareroot key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationComparing Fractions Objective To provide practice ordering sets of fractions.
Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationAddition of Multidigit Numbers
Addition of Multidigit Numbers Objectives To review the partialsums algorithm used to solve multidigit addition problems; and to introduce a columnaddition method similar to the traditional addition
More informationComparing and Ordering Fractions
Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationMiddle Value (Median) of a Set of Data
Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of
More informationReview: Comparing Fractions Objectives To review the use of equivalent fractions
Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationMultiplication and Division of Positive and Negative Numbers
Multiplication and Division of Positive Objective o develop and apply rules for multiplying and dividing positive and www.everydaymathonline.com epresentations eoolkit Algorithms Practice EM Facts Workshop
More informationChange Number Stories Objective To guide children as they use change diagrams to help solve change number stories.
Number Stories Objective To guide children as they use change diagrams to help solve change number stories. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationCalculator Practice: Computation with Fractions
Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations
More informationSubtracting Mixed Numbers
Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationHidden Treasure: A Coordinate Game. Assessment Management. Matching Number Stories to Graphs
Hidden Treasure: A Coordinate Game Objective To reinforce students understanding of coordinate grid structures and vocabulary. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationParentheses in Number Sentences
Parentheses in Number Sentences Objective To review the use of parentheses. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationVolume of Pyramids and Cones
Volume of Pyramids and Cones Objective To provide experiences with investigating the relationships between the volumes of geometric solids. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationBaseball Multiplication Objective To practice multiplication facts.
Baseball Multiplication Objective To practice multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common
More informationFactor Trees. Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers.
Factor Trees Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationThe Lattice Method of Multiplication
The Lattice Method of Multiplication Objective To review and provide practice with the lattice method for multiplication of whole numbers and decimals. www.everydaymathonline.com epresentations etoolkit
More informationCapacity. Assessment Management
Capacity Objective To review units of capacity. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards
More informationObjective To introduce a formula to calculate the area. Family Letters. Assessment Management
Area of a Circle Objective To introduce a formula to calculate the area of a circle. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationAssessment Management
Facts Using Doubles Objective To provide opportunities for children to explore and practice doublesplus1 and doublesplus2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com
More informationMultiplying Fractions by Whole Numbers
Multiplying Fractions by Whole Numbers Objective To apply and extend previous understandings of multiplication to multiply a fraction by a whole number. www.everydaymathonline.com epresentations etoolkit
More informationBox Plots. Objectives To create, read, and interpret box plots; and to find the interquartile range of a data set. Family Letters
Bo Plots Objectives To create, read, and interpret bo plots; and to find the interquartile range of a data set. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationObjectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. materials. materials.
Objectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. Teaching the Lesson materials Key Activities Children make ballpark estimates for digit
More informationReading and Writing Large Numbers
Reading and Writing Large Numbers Objective To read and write large numbers in standard, expanded, and numberandword notations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationBuying at the StockUp Sale
Buying at the StockUp Sale Objective To guide children as they multiply using mental math and the partialproducts algorithm. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
More informationAlgebra Geometry Glossary. 90 angle
lgebra Geometry Glossary 1) acute angle an angle less than 90 acute angle 90 angle 2) acute triangle a triangle where all angles are less than 90 3) adjacent angles angles that share a common leg Example:
More information3.1. Angle Pairs. What s Your Angle? Angle Pairs. ACTIVITY 3.1 Investigative. Activity Focus Measuring angles Angle pairs
SUGGESTED LEARNING STRATEGIES: Think/Pair/Share, Use Manipulatives Two rays with a common endpoint form an angle. The common endpoint is called the vertex. You can use a protractor to draw and measure
More informationMATH STUDENT BOOK. 8th Grade Unit 6
MATH STUDENT BOOK 8th Grade Unit 6 Unit 6 Measurement Math 806 Measurement Introduction 3 1. Angle Measures and Circles 5 Classify and Measure Angles 5 Perpendicular and Parallel Lines, Part 1 12 Perpendicular
More informationScaffolding Task: Angle Tangle
Fourth Grade Mathematics Unit Scaffolding Task: Angle Tangle STANDARDS FOR MATHEMATICAL CONTENT MCC4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint,
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationGEOMETRY. Constructions OBJECTIVE #: G.CO.12
GEOMETRY Constructions OBJECTIVE #: G.CO.12 OBJECTIVE Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic
More information13.1 Lines, Rays, and Angles
? Name Geometry and Measurement 4.6. 13.1 Lines, Rays, and ngles Essential Question How can you identify and draw points, lines, line segments, rays, and angles? MHEMIL PROEE 4.1., 4.1.E Unlock the Problem
More informationDuplicating Segments and Angles
CONDENSED LESSON 3.1 Duplicating Segments and ngles In this lesson, you Learn what it means to create a geometric construction Duplicate a segment by using a straightedge and a compass and by using patty
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationReading and Writing Small Numbers
Reading Writing Small Numbers Objective To read write small numbers in stard exped notations wwweverydaymathonlinecom epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationEveryday Mathematics. Grade 4 GradeLevel Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationEveryday Mathematics. Grade 4 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goals
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationLesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations
Math Buddies Grade 4 131 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane
More informationLine Segments, Rays, and Lines
HOME LINK Line Segments, Rays, and Lines Family Note Help your child match each name below with the correct drawing of a line, ray, or line segment. Then observe as your child uses a straightedge to draw
More informationFourth Grade Math Standards and "I Can Statements"
Fourth Grade Math Standards and "I Can Statements" Standard  CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and
More informationMeasure and classify angles. Identify and use congruent angles and the bisector of an angle. big is a degree? One of the first references to the
ngle Measure Vocabulary degree ray opposite rays angle sides vertex interior exterior right angle acute angle obtuse angle angle bisector tudy ip eading Math Opposite rays are also known as a straight
More informationLesson 17. Introduction to Geometry. Objectives
Student Name: Date: Contact Person Name: Phone Number: Lesson 17 Introduction to Geometry Objectives Understand the definitions of points, lines, rays, line segments Classify angles and certain relationships
More informationIdentifying and Describing Polygons: A Geometry Lesson
Identifying and Describing Polygons: A Geometry Lesson Lesson Plan R6 Overview In this lesson, students learn to identify and describe polygons and compare and contrast them with figures that are not polygons.
More informationGrade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra
Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Activity Lesson 31 What s My Rule? page 159) Everyday Mathematics Goal for Mathematical Practice GMP 2.2 Explain the meanings
More informationAngle Vocabulary, Complementary & Supplementary Angles
ngle Vocabulary, omplementary & Supplementary ngles Review 1 1. What is the definition of an acute angle? 2. Name the angle shown. 3. What is the definition of complimentary angles? 4. What is the definition
More informationArc Length and Areas of Sectors
Student Outcomes When students are provided with the angle measure of the arc and the length of the radius of the circle, they understand how to determine the length of an arc and the area of a sector.
More informationMath  5th Grade. two digit by one digit multiplication fact families subtraction with regrouping
Number and Operations Understand division of whole numbers N.MR.05.01 N.MR.05.02 N.MR.05.03 Understand the meaning of division of whole numbers with and without remainders; relate division to and to repeated
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationAssessment Management
Weight Objectives To review grams and ounces as units of mass and weight; and to guide the estimation and measurement of weight in grams and ounces. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationMathematics Success Grade 6
T276 Mathematics Success Grade 6 [OBJECTIVE] The student will add and subtract with decimals to the thousandths place in mathematical and realworld situations. [PREREQUISITE SKILLS] addition and subtraction
More informationLesson 2: Circles, Chords, Diameters, and Their Relationships
Circles, Chords, Diameters, and Their Relationships Student Outcomes Identify the relationships between the diameters of a circle and other chords of the circle. Lesson Notes Students are asked to construct
More information1. A student followed the given steps below to complete a construction. Which type of construction is best represented by the steps given above?
1. A student followed the given steps below to complete a construction. Step 1: Place the compass on one endpoint of the line segment. Step 2: Extend the compass from the chosen endpoint so that the width
More informationClassifying Quadrilaterals
1 lassifying Quadrilaterals Identify and sort quadrilaterals. 1. Which of these are parallelograms?,, quadrilateral is a closed shape with 4 straight sides. trapezoid has exactly 1 pair of parallel sides.
More informationDiscovering Math: Exploring Geometry Teacher s Guide
Teacher s Guide Grade Level: 6 8 Curriculum Focus: Mathematics Lesson Duration: Three class periods Program Description Discovering Math: Exploring Geometry From methods of geometric construction and threedimensional
More informationLesson 18: Looking More Carefully at Parallel Lines
Student Outcomes Students learn to construct a line parallel to a given line through a point not on that line using a rotation by 180. They learn how to prove the alternate interior angles theorem using
More informationGeometry Progress Ladder
Geometry Progress Ladder Maths Makes Sense Foundation Endofyear objectives page 2 Maths Makes Sense 1 2 Endofblock objectives page 3 Maths Makes Sense 3 4 Endofblock objectives page 4 Maths Makes
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationThis is a tentative schedule, date may change. Please be sure to write down homework assignments daily.
Mon Tue Wed Thu Fri Aug 26 Aug 27 Aug 28 Aug 29 Aug 30 Introductions, Expectations, Course Outline and Carnegie Review summer packet Topic: (11) Points, Lines, & Planes Topic: (12) Segment Measure Quiz
More informationObjectives To review and provide practice with the lattice method for multiplication.
Objectives To review and provide practice with the lattice method for multiplication. Teaching the Lesson materials Key Activities Students review the lattice method for multiplication with  and digit
More informationWhich two rectangles fit together, without overlapping, to make a square?
SHAPE level 4 questions 1. Here are six rectangles on a grid. A B C D E F Which two rectangles fit together, without overlapping, to make a square?... and... International School of Madrid 1 2. Emily has
More informationThird Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons I. ABSTRACT This unit contains lessons that focus on geometric
More informationLine Plots. Objective To provide experience creating and interpreting line plots with fractional units. Assessment Management
Line Plots Objective To provide experience creating and interpreting line plots with fractional units. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationGeometry and Measurement
The student will be able to: Geometry and Measurement 1. Demonstrate an understanding of the principles of geometry and measurement and operations using measurements Use the US system of measurement for
More informationGrade 8 Mathematics Geometry: Lesson 2
Grade 8 Mathematics Geometry: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside
More informationAngles that are between parallel lines, but on opposite sides of a transversal.
GLOSSARY Appendix A Appendix A: Glossary Acute Angle An angle that measures less than 90. Acute Triangle Alternate Angles A triangle that has three acute angles. Angles that are between parallel lines,
More informationMy Review Use My Review pages to assess your students' understanding of the vocabulary and key concepts in this chapter.
Review Fluency Practice Attend to Precision These pages encourage students to demonstrate fluency for addition facts. You can use these as a timed or untimed exercises. Pages 267268 Have students practice
More informationTessellating with Regular Polygons
Tessellating with Regular Polygons You ve probably seen a floor tiled with square tiles. Squares make good tiles because they can cover a surface without any gaps or overlapping. This kind of tiling is
More informationChapter 3.1 Angles. Geometry. Objectives: Define what an angle is. Define the parts of an angle.
Chapter 3.1 Angles Define what an angle is. Define the parts of an angle. Recall our definition for a ray. A ray is a line segment with a definite starting point and extends into infinity in only one direction.
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationTeaching Guidelines. Knowledge and Skills: Can specify defining characteristics of common polygons
CIRCLE FOLDING Teaching Guidelines Subject: Mathematics Topics: Geometry (Circles, Polygons) Grades: 46 Concepts: Property Diameter Radius Chord Perimeter Area Knowledge and Skills: Can specify defining
More informationFrames and Arrows Having Two Rules
Frames and Arrows Having Two s Objective To guide children as they solve FramesandArrows problems having two rules. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationThe Geometry of Piles of Salt Thinking Deeply About Simple Things
The Geometry of Piles of Salt Thinking Deeply About Simple Things PCMI SSTP Tuesday, July 15 th, 2008 By Troy Jones Willowcreek Middle School Important Terms (the word line may be replaced by the word
More informationMathematics Geometry Unit 1 (SAMPLE)
Review the Geometry sample yearlong scope and sequence associated with this unit plan. Mathematics Possible time frame: Unit 1: Introduction to Geometric Concepts, Construction, and Proof 14 days This
More informationLevel 1  Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3
Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels
More informationSPRING UNIT 14. second half. Line symmetry and reflection. Measuring angles. Naming and estimating angles. Drawing angles
PART SPRING second half SHAPE AND SPACE SECTION Line symmetry and reflection SECTION Measuring angles SECTION Naming and estimating angles SECTION Drawing angles SECTION 5 Calculations involving angles
More informationLesson 1: Introducing Circles
IRLES N VOLUME Lesson 1: Introducing ircles ommon ore Georgia Performance Standards M9 12.G..1 M9 12.G..2 Essential Questions 1. Why are all circles similar? 2. What are the relationships among inscribed
More informationMD526 Stacking Blocks Pages 115 116
MD526 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.
More informationG333 Building Pyramids
G333 Building Pyramids Goal: Students will build skeletons of pyramids and describe properties of pyramids. Prior Knowledge Required: Polygons: triangles, quadrilaterals, pentagons, hexagons Vocabulary:
More informationUnit 8 Angles, 2D and 3D shapes, perimeter and area
Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationDrawing Lines of Symmetry Grade Three
Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in twodimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical
More informationParallel and Perpendicular. We show a small box in one of the angles to show that the lines are perpendicular.
CONDENSED L E S S O N. Parallel and Perpendicular In this lesson you will learn the meaning of parallel and perpendicular discover how the slopes of parallel and perpendicular lines are related use slopes
More informationRational Number Project
Rational Number Project Fraction Operations and Initial Decimal Ideas Lesson : Overview Students estimate sums and differences using mental images of the 0 x 0 grid. Students develop strategies for adding
More informationBuilding a Bridge to Academic Vocabulary in Mathematics
Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD
More informationUnit 6 Number and Operations in Base Ten: Decimals
Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,
More informationGrade 7 & 8 Math Circles Circles, Circles, Circles March 19/20, 2013
Faculty of Mathematics Waterloo, Ontario N2L 3G Introduction Grade 7 & 8 Math Circles Circles, Circles, Circles March 9/20, 203 The circle is a very important shape. In fact of all shapes, the circle is
More informationUnit 7 Quadratic Relations of the Form y = ax 2 + bx + c
Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c Lesson Outline BIG PICTURE Students will: manipulate algebraic expressions, as needed to understand quadratic relations; identify characteristics
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationTangent Properties. Line m is a tangent to circle O. Point T is the point of tangency.
CONDENSED LESSON 6.1 Tangent Properties In this lesson you will Review terms associated with circles Discover how a tangent to a circle and the radius to the point of tangency are related Make a conjecture
More informationUsing Proportions to Solve Percent Problems I
RP71 Using Proportions to Solve Percent Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by solving
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More information