Transcript A Story of Units.

A Story of Units
A Story of Units
Grade 4 – Module 4
© 2012 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Session Objectives
• Examination of the development of mathematical
understanding across the module using a focus on
Concept Development within the lessons.
• Introduction to mathematical models and
instructional strategies to support implementation of
A Story of Units.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Agenda
Introduction to the Module
Concept Development
Module Review
© 2012 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Curriculum Overview of A Story of Units
© 2012 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Module Overview
• Take 8 minutes to read the Narrative, Standards,
Lesson Objectives, and Vocabulary.
• What will you and your students
be familiar with?
• What will you and your students
be completely unfamiliar with?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Agenda
Introduction to the Module
Concept Development
Module Review
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A Story of Units
Topic A: Lines and Angles
• 4 lessons to draw and identify lines
and angles.
• New Terms: point, line, segment, ray,
angle (right, acute and obtuse), figure,
vertex, perpendicular, parallel.
• Tools: right angle template,
straightedge.
4.G.1
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A Story of Units
Points, Lines, Segments, Rays and Angles
• Terms are bolded in the Concept Development at
first use and again in the Debrief.
• Teach each term within a context to provide meaning
and not simply its definition.
• Student work will vary during this and many of the
following lessons.
Lesson 1, Concept Development
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A Story of Units
Right Angle Template
• Used in many lessons throughout the Module.
• Made from any piece of paper.
• Introduced in Lesson 2 to identify and
draw right, acute and obtuse angles.
• Complete the Lesson 2 Problem Set.
Lesson 2
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A Story of Units
Physiometry Fluency
Physical Geometry
• Reinforces many new terms like acute, right and
obtuse angles, lines, segments, rays and more.
• Develops across lessons as new terms are introduced
Introduced in Lesson 2
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A Story of Units
Perpendicular Lines
• Draw perpendicular lines
using a straightedge and a
right angle template.
Lesson 3
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A Story of Units
Parallel Lines
• Draw parallel lines using a straightedge and a right
angle template.
Lesson 4
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A Story of Units
Partner Debrief:
Perpendicular and Parallel Lines
1. Choose one letter of the alphabet with parallel
and/or perpendicular lines.
2. Have your partner identify the lines as parallel or
perpendicular.
3. Label points to use for discussing the lines.
4. Explain why they are classified as parallel or
perpendicular.
Lesson 3-4
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A Story of Units
Topic B: Angle Measurement
• 4 lessons to use a protractor to
measure and draw angles.
• New Terms:
• Tools: protractors of various sizes.
4.MD.5, 4.MD.6
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A Story of Units
Angles
Lesson 5, Concept Development
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A Story of Units
Angle Measure vs. Length Measure
Which angle is larger?
B
A
Lesson 6
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A Story of Units
Measure and Draw Angles Using Varied
Protractors
• Complete Problem Sets 6 and 7.
• Use a variety of protractors. Share!
• Extend the length of angle segments
with a ruler to measure.
Lesson 6 and 7 Problem Sets
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A Story of Units
Topic C: Problem Solving with the Addition
of Angle Measures
• 4 lessons to draw and identify lines
and angles.
• New Terms: complementary,
supplementary, and vertical angles
• Tools: pattern blocks.
4.MD.7
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A Story of Units
Decompose Angles
Lesson 9, Concept Development
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A Story of Units
Addition of Adjacent Angles and Solving
for Unknown Angles
Lessons 10 and 11
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A Story of Units
Addition of Adjacent Angles and Solving
for Unknown Angles
90 + 120 + x = 360
90 + 120 = 210
360 – 210 = x
x = 150
Lessons 10 and 11
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A Story of Units
Topic D: Two-Dimensional Figures and
Symmetry
• 5 lessons to analyze, classify and draw
two-dimensional figures.
• New Terms: symmetry, triangles (right,
isosceles, obtuse, acute, equilateral,
scalene), .
• Tools: right angle template, ruler, grid
paper.
4.G.1, 4.G.2, 4.G.3
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A Story of Units
Lines of Symmetry
• Fold paper polygons to find lines of symmetry.
• Identify lines of symmetry in familiar figures.
• Draw lines of symmetry.
Lesson 12, Concept Development
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A Story of Units
Analyze Triangles
In partners or small groups:
• Cut out Triangles A-F.
• Investigate the triangles using rulers and protractors.
• Record your findings in the Attributes column of the
Practice Sheet.
•
•
Include measures of sides and angles.
Sketch each triangle in the first column.
Lesson 13, Concept Development
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A Story of Units
Classify Triangles
Side Length
•
•
•
Equilateral Triangles – A
Isosceles Triangles – B, E, F
Scalene Triangles – C, D
Angle Measure
•
•
•
Right Triangles – D, E
Obtuse Triangles – C, F
Acute Triangles – A, B
Lesson 13, Concept Development
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A Story of Units
Define and Construct Triangles
• Graph paper and 3 non-collinear
points helps to formalize a
definition.
• Complete the Problem Set for
Lesson 14.
•
•
Students combine the 2 types of triangles to
draw a specified triangle.
Students reason about triangle attributes.
Lesson 14, Concept Development
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A Story of Units
Classify Quadrilaterals
Participant Debrief
•
•
•
What makes a square different from a rectangle? Why is it
important to define a square as a rectangle with four equal
length sides, and not as a quadrilateral with four equal length
sides?
Can a trapezoid be defined as a square? Can a square be
defined as a trapezoid?
We classified different quadrilaterals. Try classifying these
words: woman, mother, aunt, sister. Or clothes, pants, jeans.
Lesson 15, Concept Development
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A Story of Units
Agenda
Introduction to the Module
Concept Development
Module Review
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A Story of Units
Biggest Takeaway
Turn and Talk:
•
I now know…
•
I can go back to school and…
•
I need to figure out…
© 2012 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Key Points
•
•
•
•
Points, lines, segments, rays and angles of the first topic
support the rest of the module as students construct angles
and figures.
A degree is not a length measure.
Analyzing attributes of figures leads to
more formalized definitions.
Spend time physically manipulating angles
and
figures. It will lead to a deeper
understanding.
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