The Half-Circle Protractor

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "The Half-Circle Protractor"

Transcription

1 The Half-ircle Protractor Objectives To guide students as they classify angles as acute, right, obtuse, straight, and reflex; and to provide practice using a half-circle 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 half-circle 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 half-circle 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 half-circle protractor base line Materials Math Journal 1, pp. 157 and 158 Study Link 6 6 half-circle 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 Follow-Up 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 Follow-Up (Math Journal 1, p. 157) ELL WHOLE-LSS 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 Half-ircle Protractor WHOLE-LSS Have students examine their half-circle 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 half-circle protractor. sk partnerships to decide how the half-circle protractor is different from the full-circle protractor they used in the previous lesson. Review observations. Have students indicate thumbs-up if they had a similar answer. The curved edge of the protractor is a half circle. The edge of the full-circle protractor is a full circle. There are two scales on the half-circle 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 half-circle 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 half-circle 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 Half-ircle Protractor (Math Journal 1, p. 157) WHOLE-LSS 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 Half-ircle 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 half-circle 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 WHOLE-LSS 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 SMLL-GROUP 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 paper-and-pencil algorithm = 2, ircle the square that has 1_ 3 shaded Mixed Practice Math oxes in this lesson are paired with Math oxes in Lesson 6-5. 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 half-circle protractor. Some students may prefer to use a full-circle protractor from Lesson 6-6. 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 half-circle 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) SMLL-GROUP 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_177-2.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_177-2.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) SMLL-GROUP 15 Min Literature Link To further explore the half-circle 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 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 information

Objective To guide the development and use of a rule for generating equivalent fractions. Family Letters. Assessment Management

Objective 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 information

Objective To guide exploration of the connection between reflections and line symmetry. Assessment Management

Objective 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 information

Volume 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. 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 information

Measuring with a Ruler

Measuring 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 information

The Distributive Property

The 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 information

Sunrise-Sunset Line Graphs

Sunrise-Sunset Line Graphs Sunrise-Sunset Line Graphs Objectives To guide children as they analyze data from the sunrise-sunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations

More information

Objective To introduce the concept of square roots and the use of the square-root key on a calculator. Assessment Management

Objective To introduce the concept of square roots and the use of the square-root key on a calculator. Assessment Management Unsquaring Numbers Objective To introduce the concept of square roots and the use of the square-root key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts

More information

Comparing Fractions Objective To provide practice ordering sets of fractions.

Comparing 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 information

Addition of Multidigit Numbers

Addition of Multidigit Numbers Addition of Multidigit Numbers Objectives To review the partial-sums algorithm used to solve multidigit addition problems; and to introduce a column-addition method similar to the traditional addition

More information

Comparing and Ordering Fractions

Comparing 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 information

Middle Value (Median) of a Set of Data

Middle 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 information

Review: Comparing Fractions Objectives To review the use of equivalent fractions

Review: 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 information

Multiplication and Division of Positive and Negative Numbers

Multiplication 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 information

Change Number Stories Objective To guide children as they use change diagrams to help solve change number stories.

Change 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 information

Calculator Practice: Computation with Fractions

Calculator 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 information

Subtracting Mixed Numbers

Subtracting 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 information

Hidden Treasure: A Coordinate Game. Assessment Management. Matching Number Stories to Graphs

Hidden 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 information

Parentheses in Number Sentences

Parentheses 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 information

Volume of Pyramids and Cones

Volume 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 information

Baseball Multiplication Objective To practice multiplication facts.

Baseball 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 information

Factor 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. 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 information

The Lattice Method of Multiplication

The 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 information

Capacity. Assessment Management

Capacity. 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 information

Objective To introduce a formula to calculate the area. Family Letters. Assessment Management

Objective 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 information

Assessment Management

Assessment Management Facts Using Doubles Objective To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com

More information

Multiplying Fractions by Whole Numbers

Multiplying 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 information

Box Plots. Objectives To create, read, and interpret box plots; and to find the interquartile range of a data set. Family Letters

Box 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 information

Objectives To review making ballpark estimates; and to review the counting-up and trade-first subtraction algorithms. materials. materials.

Objectives To review making ballpark estimates; and to review the counting-up and trade-first subtraction algorithms. materials. materials. Objectives To review making ballpark estimates; and to review the counting-up and trade-first subtraction algorithms. Teaching the Lesson materials Key Activities Children make ballpark estimates for -digit

More information

Reading and Writing Large Numbers

Reading and Writing Large Numbers Reading and Writing Large Numbers Objective To read and write large numbers in standard, expanded, and number-and-word notations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice

More information

Buying at the Stock-Up Sale

Buying at the Stock-Up Sale Buying at the Stock-Up Sale Objective To guide children as they multiply using mental math and the partial-products algorithm. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM

More information

NCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5

NCTM 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 information

Algebra Geometry Glossary. 90 angle

Algebra 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 information

3.1. Angle Pairs. What s Your Angle? Angle Pairs. ACTIVITY 3.1 Investigative. Activity Focus Measuring angles Angle pairs

3.1. 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 information

MATH STUDENT BOOK. 8th Grade Unit 6

MATH 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 information

Scaffolding Task: Angle Tangle

Scaffolding 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 information

Everyday Mathematics GOALS

Everyday Mathematics GOALS Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the

More information

BPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1

BPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1 Grade 4 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:

More information

GEOMETRY. Constructions OBJECTIVE #: G.CO.12

GEOMETRY. 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 information

13.1 Lines, Rays, and Angles

13.1 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 information

Duplicating Segments and Angles

Duplicating 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 information

Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration

Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

More information

Reading and Writing Small Numbers

Reading 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 information

Everyday Mathematics. Grade 4 Grade-Level Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread Grade-Level Goal

Everyday Mathematics. Grade 4 Grade-Level Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread Grade-Level 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 information

Everyday Mathematics. Grade 4 Grade-Level Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade-Level Goals

Everyday Mathematics. Grade 4 Grade-Level Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade-Level 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 information

Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations

Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Math Buddies -Grade 4 13-1 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane

More information

Line Segments, Rays, and Lines

Line 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 information

Fourth Grade Math Standards and "I Can Statements"

Fourth 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 information

Measure 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

Measure 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 information

Lesson 17. Introduction to Geometry. Objectives

Lesson 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 information

Identifying and Describing Polygons: A Geometry Lesson

Identifying 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 information

Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra

Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Activity Lesson 3-1 What s My Rule? page 159) Everyday Mathematics Goal for Mathematical Practice GMP 2.2 Explain the meanings

More information

Angle Vocabulary, Complementary & Supplementary Angles

Angle 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 information

Arc Length and Areas of Sectors

Arc 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 information

Math - 5th Grade. two digit by one digit multiplication fact families subtraction with regrouping

Math - 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 information

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:

More information

Assessment Management

Assessment 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 information

Mathematics Success Grade 6

Mathematics Success Grade 6 T276 Mathematics Success Grade 6 [OBJECTIVE] The student will add and subtract with decimals to the thousandths place in mathematical and real-world situations. [PREREQUISITE SKILLS] addition and subtraction

More information

Lesson 2: Circles, Chords, Diameters, and Their Relationships

Lesson 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 information

1. 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. 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 information

Classifying Quadrilaterals

Classifying 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 information

Discovering Math: Exploring Geometry Teacher s Guide

Discovering 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 information

Lesson 18: Looking More Carefully at Parallel Lines

Lesson 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 information

Geometry Progress Ladder

Geometry Progress Ladder Geometry Progress Ladder Maths Makes Sense Foundation End-of-year objectives page 2 Maths Makes Sense 1 2 End-of-block objectives page 3 Maths Makes Sense 3 4 End-of-block objectives page 4 Maths Makes

More information

Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B

Scope 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 information

This is a tentative schedule, date may change. Please be sure to write down homework assignments daily.

This 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: (1-1) Points, Lines, & Planes Topic: (1-2) Segment Measure Quiz

More information

Objectives To review and provide practice with the lattice method for multiplication.

Objectives 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 information

Which two rectangles fit together, without overlapping, to make a square?

Which 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 information

Third 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 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 information

Line 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. 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 information

Geometry and Measurement

Geometry 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 information

Grade 8 Mathematics Geometry: Lesson 2

Grade 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 information

Angles that are between parallel lines, but on opposite sides of a transversal.

Angles 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 information

My Review Use My Review pages to assess your students' understanding of the vocabulary and key concepts in this chapter.

My 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 267-268 Have students practice

More information

Tessellating with Regular Polygons

Tessellating 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 information

Chapter 3.1 Angles. Geometry. Objectives: Define what an angle is. Define the parts of an angle.

Chapter 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 information

Charlesworth School Year Group Maths Targets

Charlesworth 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 information

Teaching Guidelines. Knowledge and Skills: Can specify defining characteristics of common polygons

Teaching Guidelines. Knowledge and Skills: Can specify defining characteristics of common polygons CIRCLE FOLDING Teaching Guidelines Subject: Mathematics Topics: Geometry (Circles, Polygons) Grades: 4-6 Concepts: Property Diameter Radius Chord Perimeter Area Knowledge and Skills: Can specify defining

More information

Frames and Arrows Having Two Rules

Frames and Arrows Having Two Rules Frames and Arrows Having Two s Objective To guide children as they solve Frames-and-Arrows problems having two rules. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop

More information

COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving

More information

The Geometry of Piles of Salt Thinking Deeply About Simple Things

The 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 information

Mathematics Geometry Unit 1 (SAMPLE)

Mathematics Geometry Unit 1 (SAMPLE) Review the Geometry sample year-long 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 information

Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3

Level 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 information

SPRING UNIT 14. second half. Line symmetry and reflection. Measuring angles. Naming and estimating angles. Drawing angles

SPRING 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 information

Lesson 1: Introducing Circles

Lesson 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 information

MD5-26 Stacking Blocks Pages 115 116

MD5-26 Stacking Blocks Pages 115 116 MD5-26 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 information

G3-33 Building Pyramids

G3-33 Building Pyramids G3-33 Building Pyramids Goal: Students will build skeletons of pyramids and describe properties of pyramids. Prior Knowledge Required: Polygons: triangles, quadrilaterals, pentagons, hexagons Vocabulary:

More information

Unit 8 Angles, 2D and 3D shapes, perimeter and area

Unit 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 information

Minnesota Academic Standards

Minnesota Academic Standards A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley

More information

Drawing Lines of Symmetry Grade Three

Drawing Lines of Symmetry Grade Three Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in two-dimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical

More information

Parallel and Perpendicular. We show a small box in one of the angles to show that the lines are perpendicular.

Parallel 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 information

Rational Number Project

Rational 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 information

Building a Bridge to Academic Vocabulary in Mathematics

Building 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 information

Unit 6 Number and Operations in Base Ten: Decimals

Unit 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 information

Grade 7 & 8 Math Circles Circles, Circles, Circles March 19/20, 2013

Grade 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 information

Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c

Unit 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 information

ISAT Mathematics Performance Definitions Grade 4

ISAT Mathematics Performance Definitions Grade 4 ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers

More information

Tangent Properties. Line m is a tangent to circle O. Point T is the point of tangency.

Tangent 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 information

Using Proportions to Solve Percent Problems I

Using Proportions to Solve Percent Problems I RP7-1 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 information

Counting Money and Making Change Grade Two

Counting 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