Guam District Level Lesson Plan

Quarter: 4th

Content: Math Parallel, Perpendicular, & Intersecting Lines

Grade/Course: 4th Timeline: week 1-2

Standard(s): 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two- �dimensional figures.

4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

I can understand lines, angles and shapes.

Lesson Overview:

Accuratelydrawapoint,line,linesegment,andray(4.G.1).

Drawpairsofparallelandperpendicularlines(4.G.1).

Extendunderstandingofanglestoincluderight,acute,andobtuseangles(4.G.1).

Identifythesebasicgeometricfiguresin2-dimensionalfigures(4.G.2).

Classify2-dimensionalfiguresbasedonproperties,includingparallelandperpendicularsidesandangles(4.G.2).

Identifyrighttrianglesbasedontheirdefinition(4.G.2).

• How can lines, angles and shapes be described, analyzed, and classified?

• How do we draw parallel, intersecting, and perpendicular lines and identify these in two-dimensional figures?

• How do we use concepts of angle measurement to classify angles?

Lesson Objective(s): In this lesson, students will be able to

• To Identify line segments, lines, and rays • To identify angles, including acute

angles, right angles, and obtuse angles • To identify parallel, intersecting, and

perpendicular lines • To identify the center, radius, and

diameter of a circle Learning outcomes: Students will learn how to classify and recognize intersecting, perpendicular and parallel lines. BigIdea1,Quarter4:Studentswilldraw,identify,andclassifytwo-dimensionalgeometricobjectsinsimpleandcompositefigures.

Focus Questions: Whatwayscantwo-dimensionalfiguresbeclassified?.Howaretrianglesdifferent,andwhatnamesareusedtodescribethesedifferences?

Vocabulary: Angles, Acute, Obtuse, Right , Face Edge, Vertices 2-dimensional Line segments Geometry Sides Polygon Quadrilaterals Angle measure Protractor

Essential Questions

• How do we draw and identify

geometric basics?

• How do we identify and classify 2-D figures?

• How do we classify 2-D figures by

line segments and angles?

InstructionalStrategies(EL,SIOP,SPED,Marzano)Day1-2:Introduction(thinkpairshareideasofwhatthelessonmightbeabout)OnlineIntroduction:https://learnzillion.com/lesson_plans/6851-draw-points-lines-and-line-segmentsPrior knowledge needed to support this learning: Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses, rectangles and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these categories. Materials Needed:

• Chart Paper • Marker • Resource Sheets 1A-C: Shapes for Sorting • Resource Sheets 5A&B: Vocabulary Cards (for use with ELL students, if needed) • Math Journals • Pencils

Silent Sort:

• The teacher will create a 4 box chart on chart paper • The chart paper should be blank but the 4 categories for teacher reference are parallel,

perpendicular, intersecting, none of above. These categories will be used and revealed at the end of the warm-up.

• The students will each be given a different shapes that the teacher has cut out from Resource Sheets 1A-C.

• The objective is for the students as a class to silently sort the shapes based on the line properties.

• The teacher will call up the first student who will place the shape in a box. That student will silently tap on another student to place their shape either in the same box based on the physical properties or another box due to different properties.

• The students will continue to silently sort the rest of the shapes based on line properties.

• When finished, have the students turn and talk if the shapes were correctly sorted. Then the teacher can reveal four categories and have the students label the categories and make any changes. Think… Pair….Share: Lines Scavenger Hunt:

• The students will conduct a lines scavenger hunt around the classroom to find parallel, perpendicular, and interesting lines.

• The students should record the labeled lines in their math journal. • Share some objects with the class and have the students discuss what they notice

about the lines. • Multiple Means of Representation: pre-teach vocabulary and symbols, especially in a

way that promotes connections to the learners’ experience by having them learn the vocabulary and create line segments on the geoboards.

• Multiple Means for Action and Expression: provide scaffolds by allowing them to use geoboards to create the given line segments.

• Multiple Means for Engagement: provide tasks that allow for active participation and experimentation by allowing them to use and create line segments on the geoboards.

Key Question How might we represent different kinds of line segments? Formative Assessment

• The students will apply what they learned about different line segments to create them on their geoboards. Use appropriate tools strategically by having the students create parallel, perpendicular, and intersecting lines on their geoboards.

Summary The students will learn about three different kinds of line segments and will create them using geoboards.

Day 3-4: GEOBOARDS ACTIVITY Materials Needed: • Math Journals • Pencils • Geoboard & Geobands (for each student) Geoboards: • The teacher is going to define parallel, perpendicular, and intersecting lines. Students will

write these in their student journals. o Parallel: two lines that are always the same distance apart.

o Perpendicular: lines that intersect and form right angles.

o Intersecting: lines that pass through the same point.

o Line Segment: part of a line that has 2 endpoints.

o Line: straight path that goes on and on in 2 directions.

• Pass Geoboards out to each student. • Teacher will model how to create each of the line

segments using the geoboards. • Students will practice creating the different line segments using the geoboards. The

teacher will call out a line segment, and the students will have to make the line segments.

Once the students have a firm grasp on the line segments, they can work with a partner and create different line segments for their partner to figure out. • Multiple Means of Representation: Present key concepts in one form of symbolic

representation by using real world pictures. • Multiple Means for Action and Expression: Provide scaffolds that can be gradually

released with increasing independence and skills by having the teacher model what is expected and gradually releasing the students to work with more independence.

• Multiple Means for Engagement: Provide tasks that allow for active participation, exploration, and experimentation by allowing them to explore and record line segments on given pictures.

Key Questions • Where are line segments found in the real world? • Which structures are used more for parallel, perpendicular, and intersecting lines? Why?

Formative Assessment • Students will be looking at real world structures to find and identify different kinds of line

segments.

Summary • Teacher will model what is expected with finding and identifying line segments in real

world structures and then they will be given real world structures to find these line segments. WEEK 2 OF 4TH QUARTER

DAY 1-2: REAL WORLD PICTURES ILLUSTRATION ACTIVITY Materials Needed:

• Resource Sheet 2: Line Segment Shapes (for Teacher’s Modeling) • Resource Sheets 3A-E: Line Segment Shapes (for Students use. Pictures increase

in difficulty throughout the document)

Model with real world pictures: • The teacher will show and model how to find real world parallel, perpendicular, and

intersecting line segments in the given picture using Resource Sheet 2: Line Segment Shapes.

• Have the students turn and talk about if they see any parallel, perpendicular, or intersecting lines.

• Using the pictures from Resource Sheets 3A-E, pass out a picture to a group of students and have them identify and record the parallel, perpendicular, and intersecting line segments. (Pictures increase in difficulty throughout the document).

Students will share some of their line segments that they found with the class. • Multiple Means of Representation: Present key concepts in one form of symbolic

representation by using real world pictures and being able to represent the given information.

• Multiple Means for Action and Expression: Provide alternatives for students to interact with instructional materials, physical manipulatives, and technologies by using available technology to find real world line segments.

• Multiple Means for Engagement: Design activities so that outcomes are authentic, communicate to real audiences, and are purposeful by having them find a destination and then present to the class why they selected that place and the different kinds of line segments included.

Key Questions • Where are line segments found in the real world? • What kinds of structures use more parallel, perpendicular, and intersecting lines?

Formative Assessment • Students will find real world examples of given line segments and must find them,

identify them, and explain why the given line segments were used.

Summary Students will be finding and identifying line segments in real world structures and explaining why these structures used the given line segments. DAY 3-4: CONNECTING TO TECHNOLOGY Materials Needed:

• Computers, tablets, or iPod Touches • Math Journals or blank paper • Optional: real world pictures for use by students

Apply with real world pictures:

• Option 1: The students will use available technology (computers, tablets, iPod touches) to find a real world picture incorporating parallel, perpendicular, and intersecting line segments. The students will record each of the parallel, perpendicular, and intersecting line segments. The teacher can choose to have them solely record the different line segments and be prepared to share them or have them actually draw the structures and record them.

o It is suggested to use Google Maps. o Some places to research include: Annapolis, New York City, Philadelphia, or

their local city. o Students can use the street and/or satellite view. o If finished early, the students can search another location.

• Option 2: The teacher provides the class with real world pictures that they can use to identify and label parallel, perpendicular, and intersecting line segments.

• Once finished, allow the students to share with their classmates which place they selected, why they selected it, the different kinds of line segments found, and why these line segments are used.

CLOSURE: Materials Needed:

• Resource Sheet 4: Exit Ticket – Chuck’s Shape

• Distribute Resource Sheet 4: Exit Ticket – Chuck’s Shape to each student. • Allow time for students to complete. • Collect and review to provide guidance for future instruction.

Note: Answer: Choice A is the correct answer because it has no parallel lines and has a perpendicular line segment. MATERIALS NEEDED FOR ENTIRE LESSON:

• Chart Paper • Marker • Resource Sheets 1A-C: Shapes for Sorting • Math Journals • Pencils • Math Journals • Pencils • Geoboard & Geobands (for each student) • Resource Sheet 2: Line Segment Shapes (for Teacher’s Modeling) • Resource Sheets 3A-E: Line Segment Shapes (for Students use. Pictures increase in

difficulty throughout the document) • Math Journals or blank paper • Optional: real world pictures for use by students • Resource Sheet 4: Exit Ticket – Chuck’s Shape • Resource Sheets 5A&B: Geometry Vocabulary Cards (for use with ELL students, if

needed) TECHNOLOGY: Computers, tablets, laptops, iPod touches for finding real world shapes so the students can find and identify line segments. RESOURCES: GOOGLE MAPS / LIBRARY

SIMPLE MACHINE LESSON - EXTENTION

The students will be introduced to the seven types of simple machines and their functions. The students will be challenged to identify simple machines they come in contact with everyday.

Learning Objective: I can Identify and explain the difference between simple and complex machines (e.g., hand can opener that includes multiple gears, wheel, wedge gear, lever).

• I can Identify and explain the difference between simple and complex machines (e.g., hand can opener that includes multiple gears, wheel, wedge gear, lever).

Essential Questions:

1. What are the types of simple machines?

2. What are simple machines used for?

Introduction / Motivation:

Ask the students what they think a simple machine is. Explain that a simple machine is a device that makes work easier. Tell the students what a complex machine is. A complex machine is made up of simple machines to create a device that makes work easier.

Procedure:

The instructor will:

1. Pass out What are Simple Machines? to the class and/or display the

information to the class on an overhead.

2. Ask the class for examples of simple machines they have seen. Lead a

discussion on why they’re important or how life would be different if we didn’t

have simple machines.

3. Ask the students to think about complex machines. Ask them if they can think of

any that they have seen. Some examples are bicycles and elevators.

4. Pass out any of the attached handouts as in class assignments or homework.

VOCABULARY DEFINITIONS:

1. Complex Machine – A complex machine is made up of simple machines to create a device that makes work easier.

2. Gear – This simple machine is a toothed wheel. Two toothed wheels fit together so that one wheel will turn the other. Gears are used to control speed and direction of motion.

3. Inclined Plane–A simple machine with a flat surface that is higher on one end. 4. Lever–A simple machine that has an arm that “pivots” against a fulcrum.

5. Pulley - This simple machine is made up of a wheel and a rope. The rope fits on the groove of the wheel. One part of the rope is attached to the load. When you pull on one side of the pulley, the wheel turns and the load will move. Pulleys let us move loads up, down, or sideways.

6. Screw – A simple machine used to raise, press, or fasten things. It is an inclined plan wrapped around a cylinder.

7. Simple Machine – Explain that a simple machine is a device that makes work easier. 8. Wedge – A simple machine is a kind of inclined plane where the pointed edges are

used to do work. 9. Wheel and Axle – A simple machine that is a kind of inclined plane that moves objects

distances. The axle is a rod that goes through the wheel.

10.Work – Physical or mental effort or activity directed toward the production or accomplishment of something.

ASSSESSMENTS / EVALUATIONS OF STUDENTS:

The instructor may assess the students in any/all of the following manners:

1. Check worksheets

WORKSHEET ATTACHMENTS:

1. What are Simple Machines?

2. What do you think? 3. Simple Machines Worksheet 4. Simple Machines are Hidden Everywhere

Link to worksheet: https://www.wpi.edu/Images/CMS/PIEE/4g1.pdf Accommodations/Modifications:

• Special Education/Struggling Learners: The teacher will provide more scaffolds and give the students limited choices based on the difficulty as to places they will use. The teacher could also pulled groups to work on specific skills.

ELL: Review key vocabulary words with the students during the activities to make sure they are understanding the concepts. Students will also be given vocabulary cards that they can use to aid their understanding of the vocabulary terms. Gifted and Talented: Students can have more freedom as to the location they are researching. They can also compare different cities and the line segments that they have to identify trends in specific cities. Resources & Links to Technology:

Classroom Lesson on Line Symmetry

www.geogebra.com

Free software to download that allows you to draw and measure. It is a great tool to use during this unit.

Resources & Links to Technology

Classroom Lesson on Line Symmetry

www.geogebra.com

Mathematics Plus Textbook: Line Segments, lines, and rays pg. 286-287 / Exploring Angels pg. 288-289 / take Another Look Workbook – pg. 101-105 / Stretch your thinking pg. 101-105

Line Relationships pg. 292-293/ Circles: pg. 294-295/

Mathematics Plus: Solid Figures: pg. 304-305 /Lesson 9.13 – pg. H69

Shapes for Sorting

Resource Sheet 1B Shapes for Sorting

Resource Sheet 1C Shapes for Sorting

Resource Sheet 2

Resource Sheet 3A

Resource Sheet 3B

Resource Sheet 3C

Resource Sheet 3D

Resource Sheet 3E

Resource Sheet 5 Exit Ticket: Chuck’s Shape

• Chuck drew a shape with the following properties. o Perpendicular line segments o No parallel line segments

• For questions A-D, write ‘yes’ or ‘no’ to show whether each

shape below appears to meet the properties of Chuck’s shape. For each answer, explain why the shape matches Chuck’s shape or not.

• A.

• B.

o C.

o D.

Resource Sheet 5A Geometry Vocabulary Cards

Resource Sheet 5B Geometry Vocabulary Cards

Guam District Level Lesson Plan

Quarter: 4th

Content: Math Parallel, Perpendicular, & Intersecting Lines

Grade/Course: 4th Timeline: week 1-2

Standard(s): 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two- �dimensional figures.

4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

I can understand lines, angles and shapes.

Lesson Overview:

Accuratelydrawapoint,line,linesegment,andray(4.G.1).

Drawpairsofparallelandperpendicularlines(4.G.1).

Extendunderstandingofanglestoincluderight,acute,andobtuseangles(4.G.1).

Identifythesebasicgeometricfiguresin2-dimensionalfigures(4.G.2).

Classify2-dimensionalfiguresbasedonproperties,includingparallelandperpendicularsidesandangles(4.G.2).

Identifyrighttrianglesbasedontheirdefinition(4.G.2).

• How can lines, angles and shapes be described, analyzed, and classified?

• How do we draw parallel, intersecting, and perpendicular lines and identify these in two-dimensional figures?

• How do we use concepts of angle measurement to classify angles?

Lesson Objective(s): In this lesson, students will be able to

• To Identify line segments, lines, and rays • To identify angles, including acute

angles, right angles, and obtuse angles • To identify parallel, intersecting, and

perpendicular lines • To identify the center, radius, and

diameter of a circle Learning outcomes: Students will learn how to classify and recognize intersecting, perpendicular and parallel lines. BigIdea1,Quarter4:Studentswilldraw,identify,andclassifytwo-dimensionalgeometricobjectsinsimpleandcompositefigures.

Focus Questions: Whatwayscantwo-dimensionalfiguresbeclassified?.Howaretrianglesdifferent,andwhatnamesareusedtodescribethesedifferences?

Vocabulary: Angles, Acute, Obtuse, Right , Face Edge, Vertices 2-dimensional Line segments Geometry Sides Polygon Quadrilaterals Angle measure Protractor

Essential Questions

• How do we draw and identify

geometric basics?

• How do we identify and classify 2-D figures?

• How do we classify 2-D figures by

line segments and angles?

InstructionalStrategies(EL,SIOP,SPED,Marzano)Day1-2:Introduction(thinkpairshareideasofwhatthelessonmightbeabout)OnlineIntroduction:https://learnzillion.com/lesson_plans/6851-draw-points-lines-and-line-segmentsPrior knowledge needed to support this learning: Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses, rectangles and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these categories. Materials Needed:

• Chart Paper • Marker • Resource Sheets 1A-C: Shapes for Sorting • Resource Sheets 5A&B: Vocabulary Cards (for use with ELL students, if needed) • Math Journals • Pencils

Silent Sort:

• The teacher will create a 4 box chart on chart paper • The chart paper should be blank but the 4 categories for teacher reference are parallel,

perpendicular, intersecting, none of above. These categories will be used and revealed at the end of the warm-up.

• The students will each be given a different shapes that the teacher has cut out from Resource Sheets 1A-C.

• The objective is for the students as a class to silently sort the shapes based on the line properties.

• The teacher will call up the first student who will place the shape in a box. That student will silently tap on another student to place their shape either in the same box based on the physical properties or another box due to different properties.

• The students will continue to silently sort the rest of the shapes based on line properties.

• When finished, have the students turn and talk if the shapes were correctly sorted. Then the teacher can reveal four categories and have the students label the categories and make any changes. Think… Pair….Share: Lines Scavenger Hunt:

• The students will conduct a lines scavenger hunt around the classroom to find parallel, perpendicular, and interesting lines.

• The students should record the labeled lines in their math journal. • Share some objects with the class and have the students discuss what they notice

about the lines. • Multiple Means of Representation: pre-teach vocabulary and symbols, especially in a

way that promotes connections to the learners’ experience by having them learn the vocabulary and create line segments on the geoboards.

• Multiple Means for Action and Expression: provide scaffolds by allowing them to use geoboards to create the given line segments.

• Multiple Means for Engagement: provide tasks that allow for active participation and experimentation by allowing them to use and create line segments on the geoboards.

Key Question How might we represent different kinds of line segments? Formative Assessment

• The students will apply what they learned about different line segments to create them on their geoboards. Use appropriate tools strategically by having the students create parallel, perpendicular, and intersecting lines on their geoboards.

Summary The students will learn about three different kinds of line segments and will create them using geoboards.

Day 3-4: GEOBOARDS ACTIVITY Materials Needed: • Math Journals • Pencils • Geoboard & Geobands (for each student) Geoboards: • The teacher is going to define parallel, perpendicular, and intersecting lines. Students will

write these in their student journals. o Parallel: two lines that are always the same distance apart.

o Perpendicular: lines that intersect and form right angles.

o Intersecting: lines that pass through the same point.

o Line Segment: part of a line that has 2 endpoints.

o Line: straight path that goes on and on in 2 directions.

• Pass Geoboards out to each student. • Teacher will model how to create each of the line

segments using the geoboards. • Students will practice creating the different line segments using the geoboards. The

teacher will call out a line segment, and the students will have to make the line segments.

Once the students have a firm grasp on the line segments, they can work with a partner and create different line segments for their partner to figure out. • Multiple Means of Representation: Present key concepts in one form of symbolic

representation by using real world pictures. • Multiple Means for Action and Expression: Provide scaffolds that can be gradually

released with increasing independence and skills by having the teacher model what is expected and gradually releasing the students to work with more independence.

• Multiple Means for Engagement: Provide tasks that allow for active participation, exploration, and experimentation by allowing them to explore and record line segments on given pictures.

Key Questions • Where are line segments found in the real world? • Which structures are used more for parallel, perpendicular, and intersecting lines? Why?

Formative Assessment • Students will be looking at real world structures to find and identify different kinds of line

segments.

Summary • Teacher will model what is expected with finding and identifying line segments in real

world structures and then they will be given real world structures to find these line segments. WEEK 2 OF 4TH QUARTER

DAY 1-2: REAL WORLD PICTURES ILLUSTRATION ACTIVITY Materials Needed:

• Resource Sheet 2: Line Segment Shapes (for Teacher’s Modeling) • Resource Sheets 3A-E: Line Segment Shapes (for Students use. Pictures increase

in difficulty throughout the document)

Model with real world pictures: • The teacher will show and model how to find real world parallel, perpendicular, and

intersecting line segments in the given picture using Resource Sheet 2: Line Segment Shapes.

• Have the students turn and talk about if they see any parallel, perpendicular, or intersecting lines.

• Using the pictures from Resource Sheets 3A-E, pass out a picture to a group of students and have them identify and record the parallel, perpendicular, and intersecting line segments. (Pictures increase in difficulty throughout the document).

Students will share some of their line segments that they found with the class. • Multiple Means of Representation: Present key concepts in one form of symbolic

representation by using real world pictures and being able to represent the given information.

• Multiple Means for Action and Expression: Provide alternatives for students to interact with instructional materials, physical manipulatives, and technologies by using available technology to find real world line segments.

• Multiple Means for Engagement: Design activities so that outcomes are authentic, communicate to real audiences, and are purposeful by having them find a destination and then present to the class why they selected that place and the different kinds of line segments included.

Key Questions • Where are line segments found in the real world? • What kinds of structures use more parallel, perpendicular, and intersecting lines?

Formative Assessment • Students will find real world examples of given line segments and must find them,

identify them, and explain why the given line segments were used.

Summary Students will be finding and identifying line segments in real world structures and explaining why these structures used the given line segments. DAY 3-4: CONNECTING TO TECHNOLOGY Materials Needed:

• Computers, tablets, or iPod Touches • Math Journals or blank paper • Optional: real world pictures for use by students

Apply with real world pictures:

• Option 1: The students will use available technology (computers, tablets, iPod touches) to find a real world picture incorporating parallel, perpendicular, and intersecting line segments. The students will record each of the parallel, perpendicular, and intersecting line segments. The teacher can choose to have them solely record the different line segments and be prepared to share them or have them actually draw the structures and record them.

o It is suggested to use Google Maps. o Some places to research include: Annapolis, New York City, Philadelphia, or

their local city. o Students can use the street and/or satellite view. o If finished early, the students can search another location.

• Option 2: The teacher provides the class with real world pictures that they can use to identify and label parallel, perpendicular, and intersecting line segments.

• Once finished, allow the students to share with their classmates which place they selected, why they selected it, the different kinds of line segments found, and why these line segments are used.

CLOSURE: Materials Needed:

• Resource Sheet 4: Exit Ticket – Chuck’s Shape

• Distribute Resource Sheet 4: Exit Ticket – Chuck’s Shape to each student. • Allow time for students to complete. • Collect and review to provide guidance for future instruction.

Note: Answer: Choice A is the correct answer because it has no parallel lines and has a perpendicular line segment. MATERIALS NEEDED FOR ENTIRE LESSON:

• Chart Paper • Marker • Resource Sheets 1A-C: Shapes for Sorting • Math Journals • Pencils • Math Journals • Pencils • Geoboard & Geobands (for each student) • Resource Sheet 2: Line Segment Shapes (for Teacher’s Modeling) • Resource Sheets 3A-E: Line Segment Shapes (for Students use. Pictures increase in

difficulty throughout the document) • Math Journals or blank paper • Optional: real world pictures for use by students • Resource Sheet 4: Exit Ticket – Chuck’s Shape • Resource Sheets 5A&B: Geometry Vocabulary Cards (for use with ELL students, if

needed) TECHNOLOGY: Computers, tablets, laptops, iPod touches for finding real world shapes so the students can find and identify line segments. RESOURCES: GOOGLE MAPS / LIBRARY

SIMPLE MACHINE LESSON - EXTENTION

The students will be introduced to the seven types of simple machines and their functions. The students will be challenged to identify simple machines they come in contact with everyday.

Learning Objective: I can Identify and explain the difference between simple and complex machines (e.g., hand can opener that includes multiple gears, wheel, wedge gear, lever).

• I can Identify and explain the difference between simple and complex machines (e.g., hand can opener that includes multiple gears, wheel, wedge gear, lever).

Essential Questions:

1. What are the types of simple machines?

2. What are simple machines used for?

Introduction / Motivation:

Ask the students what they think a simple machine is. Explain that a simple machine is a device that makes work easier. Tell the students what a complex machine is. A complex machine is made up of simple machines to create a device that makes work easier.

Procedure:

The instructor will:

1. Pass out What are Simple Machines? to the class and/or display the

information to the class on an overhead.

2. Ask the class for examples of simple machines they have seen. Lead a

discussion on why they’re important or how life would be different if we didn’t

have simple machines.

3. Ask the students to think about complex machines. Ask them if they can think of

any that they have seen. Some examples are bicycles and elevators.

4. Pass out any of the attached handouts as in class assignments or homework.

VOCABULARY DEFINITIONS:

1. Complex Machine – A complex machine is made up of simple machines to create a device that makes work easier.

2. Gear – This simple machine is a toothed wheel. Two toothed wheels fit together so that one wheel will turn the other. Gears are used to control speed and direction of motion.

3. Inclined Plane–A simple machine with a flat surface that is higher on one end. 4. Lever–A simple machine that has an arm that “pivots” against a fulcrum.

5. Pulley - This simple machine is made up of a wheel and a rope. The rope fits on the groove of the wheel. One part of the rope is attached to the load. When you pull on one side of the pulley, the wheel turns and the load will move. Pulleys let us move loads up, down, or sideways.

6. Screw – A simple machine used to raise, press, or fasten things. It is an inclined plan wrapped around a cylinder.

7. Simple Machine – Explain that a simple machine is a device that makes work easier. 8. Wedge – A simple machine is a kind of inclined plane where the pointed edges are

used to do work. 9. Wheel and Axle – A simple machine that is a kind of inclined plane that moves objects

distances. The axle is a rod that goes through the wheel.

10.Work – Physical or mental effort or activity directed toward the production or accomplishment of something.

ASSSESSMENTS / EVALUATIONS OF STUDENTS:

The instructor may assess the students in any/all of the following manners:

1. Check worksheets

WORKSHEET ATTACHMENTS:

1. What are Simple Machines?

2. What do you think? 3. Simple Machines Worksheet 4. Simple Machines are Hidden Everywhere

Link to worksheet: https://www.wpi.edu/Images/CMS/PIEE/4g1.pdf Accommodations/Modifications:

• Special Education/Struggling Learners: The teacher will provide more scaffolds and give the students limited choices based on the difficulty as to places they will use. The teacher could also pulled groups to work on specific skills.

ELL: Review key vocabulary words with the students during the activities to make sure they are understanding the concepts. Students will also be given vocabulary cards that they can use to aid their understanding of the vocabulary terms. Gifted and Talented: Students can have more freedom as to the location they are researching. They can also compare different cities and the line segments that they have to identify trends in specific cities. Resources & Links to Technology:

Classroom Lesson on Line Symmetry

www.geogebra.com

Free software to download that allows you to draw and measure. It is a great tool to use during this unit.

Resources & Links to Technology

Classroom Lesson on Line Symmetry

www.geogebra.com

Mathematics Plus Textbook: Line Segments, lines, and rays pg. 286-287 / Exploring Angels pg. 288-289 / take Another Look Workbook – pg. 101-105 / Stretch your thinking pg. 101-105

Line Relationships pg. 292-293/ Circles: pg. 294-295/

Mathematics Plus: Solid Figures: pg. 304-305 /Lesson 9.13 – pg. H69

Shapes for Sorting

Resource Sheet 1B Shapes for Sorting

Resource Sheet 1C Shapes for Sorting

Resource Sheet 2

Resource Sheet 3A

Resource Sheet 3B

Resource Sheet 3C

Resource Sheet 3D

Resource Sheet 3E

Resource Sheet 5 Exit Ticket: Chuck’s Shape

• Chuck drew a shape with the following properties. o Perpendicular line segments o No parallel line segments

• For questions A-D, write ‘yes’ or ‘no’ to show whether each

shape below appears to meet the properties of Chuck’s shape. For each answer, explain why the shape matches Chuck’s shape or not.

• A.

• B.

o C.

o D.

Resource Sheet 5A Geometry Vocabulary Cards

Resource Sheet 5B Geometry Vocabulary Cards

Guam District Level Lesson Plan

Quarter: 4th

Content: Math Grade/Course: 4th Timeline: week 3 Standard(s): 4.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b.

4.NF.4b Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.

BigIdea2,Quarter4:Studentswillbeabletobuildfractionsfromunitfractionsbyapplyingandextendingpreviousknowledgeofoperationsonwholenumbers.

DOK 2: Melissafillsameasuringcupwith3⁄4cupofjuice3times.Writeandsolveamultiplicationequationwithawholenumberandafractiontoshowthetotalamountofjuicesheuses. Lesson Overview: Buildonpriorunderstanding(from4.NF.3.b),studentsmustbuildmeaningandseeafractionasamultipleofunitfractions.Thisshiftsthemodelfromrepeatedadditiontomultiplication(4.NF.4.a).

Extendthisunderstandingtorecognizethatawhole-numbermultipleofafractionisequivalenttoamultipleofunitfractions,throughtheassociativepropertyofmultiplication(4.NF.4.b).

Applythisunderstandingtosolveproblemsinvolvingmultiplicationofafractionbyawholenumber,usingmodelstosupportlearning(4.NF.4.c).

Lesson Objective(s):

• Studentspreviouslylearnedthatafractioncanbewrittenasthesumofunitfractionswiththesamedenominator.

• Studentswillapplythisunderstandingtomultiplyfractionsbyfractionsandmixednumbersbywholenumbers.

Vocabulary: Multiple,unitfraction,partofawhole

Essential Questions • How do we solve word problems

involving fractions? • How do we multiply a fraction by a

whole number? • How do we model multiplying a fraction

by a whole number? • What is a multiple? • What is a product? • How can I use the denominator as a

unit of counting and incorporate this counting as a strategy to make sense of fractions?

• When comparing mixed numbers and fractions such as !

! and 1!

!, how do I

explain their relationship? • How will my understanding of

different fractions help me understand and communicate information about equivalent fractions?

• How do benchmark fractions help me compare fractions with different denominators and/or numerators?

• Why is it important to compare fractions as representations of equal parts of a whole or of a set?

• How will my understanding of whole number computation help me understand computation of fractions and mixed numbers?

• Fractions can be used to represent numbers equal to, less than, or greater than 1.

InstructionalStrategies(EL,SIOP,SPED,Marzano)DAY1-2:WARMUPAllow time for students to complete Resource Sheet 1: Pretest prior to beginning the warm up. Tapping into prior knowledge:

1) Write the math fact on the board/chart paper: 3 x 6 2) Ask students to show multiple representations of 3 x 6 (such as 3 groups of 6 objects,

skip counting, 6 + 6 + 6, an array, on a number line, etc.) 3) Have student share their representations and record the various ways on the board or

chart paper for all to see. Label each of the ways students showed: repeated addition, skip counting, array, etc.

4) Tell students they will be referring to these charts later in today’s lesson. MOTIVATION:Connect student knowledge of fractions with real-world examples.

1) In pairs, students will list examples (oral or written) where fractions are present in everyday life, such as using a recipe when cooking.

Activity 1: Note: Need Student Resource 2: Representing a Fraction

1) Have students work in pairs. Give each pair of students a baggie/container of green triangles (amount may vary from pair to pair) and one yellow hexagon (to model the whole).

2) Tell students that today they will be working on multiplying fractions by whole numbers. 3) Have students discuss with their partner:

If the yellow hexagon represents 1 whole, how many red trapezoids does it take to cover the whole? What does the red trapezoid represent? Blue parallelogram? Green triangle? (This should be a quick review for students.)

4) Model counting fractional parts. Show students several red trapezoids and model

counting: !!

, !!, !!, !! and so on. Stress with students that they are counting halves

when they count the trapezoids so they should be saying, “one half, two halves, three halves, etc.

5) If students need more practice counting fractional pieces, model with the parallelograms.

6) Distribute Student Resource 2: Representing a Fraction – one per student. (Even though students are working in pairs, each should complete his/her own Resource Sheet.) Have students work together to fill in the Resource Sheet.

7) As students are working, monitor student progress and make note of any students who might need additional support and where they seem to be struggling. See Resource Sheet 2A Representing Fractions – Sample Answer Sheet for examples of appropriate student responses.

8) Ask students to refer to their representations of the earlier multiplication problem with whole numbers. Compare what they recorded on their paper to the posted representations. Do they see any similarities? Ask students to discuss with their partner/table group any similarities or differences they see between whole number multiplication and fraction multiplication.

9) Share as a whole group or chart information on a Smart Document. ACTIVITY 2: DAY 3-4 Note: Need Student Resource 3: Multiplication of Fractions

1) Ask students how else they could represent !!. (of a region, of a set, on a number line).

Ask students to draw a number line in their Math

2) Journals and represent !! on the number line. If needed, model drawing a number line

that begins with 0 and ends with 1 and ask students how they would determine where !!

would be. Check to make sure students have drawn reasonable representations of !! on

a number line. Ask if anyone used a benchmark fraction to help them decide where !!

should be. 3) Ask students to represent the skip counting from Activity 1 with jumps on their number

line. For example, if students had 7 green triangles, or !!, their

4) number line might look like this:

4) Ask students to consider the following multiplication problem: 4 x !

! and record different

ways to represent it. 5) Using Think, Pair, Share, ask the following questions.

a. What does it mean? 4 groups of !

!

b. How would it be represented with skip counting? !

! !! !! !!

c. Repeated addition? !

! + !

! + !

! + !

!

d. On a number line?

5. Distribute Resource Sheet 3: Representing Multiplication of Fractions and ask them to record various ways to represent the following problem:

5 x !!

Allow time for students to share their representations.

DAY 5: CLOSURE

1) Class discussion: Ask students to share how multiplying a fraction by a whole number is like multiplying a whole number by a whole number.

2) Have students complete Student Resource 4: The Same? 3) Have each student complete the Exit slip – Student Resource 5: Recipe for Brownies.

OTHER STRATEGIES: ManyofthesamestrategiesusedwhendecomposingfractionswillapplyinthisBigIdea.Theuseofvisualmodelstorepresentfractionswillreinforcetheconceptspresentedherein.Careshouldbegiventoensurethatthewholeremainsthesamewhenrepresentingrepeatedfractions,andstudentsshouldprogressfromtheconcrete/visualmodeltotheabstractrepresentationwithnumbersandsymbols.(Marzano:NonlinguisticRepresentations) Estimationcanplayakeyroleinsupportingstudents’understandingastheywillstrugglewithhowmultiplicationismakingthesolutionsmallerinvalue.Usethelanguagewithwholenumberstohelpstudents.3x4isthreegroupsof4.Similarly,1⁄2x4ishalfofagroupof4.Whenyousaythis,doesitmakesensethatyouwon’tendupwithawholesetof4butrathersomethingsmallerthan4? Makeconnectionstowordproblemsasyouteachthisconcept.Hereareacoupleofexamples:

• Kim runs 2/3 mile every day. How far does she run in one week?

• Ms. Howard is making punch. The punch uses 3/4 cup of orange juice for one serving. If �she makes 8 servings, how many cups of orange juice does she need?

�Considerusingvideosaswaytoinstructthisidea.Thisisoneinaseriesofsevenshortclipsthatyoucanusedirectlyinyourclassroom(MultiplyingFractionsbyaWholeNumber).Youcanalsousegamessuchasthisone(Game:MultiplyingFractionsbyWholeNumbers)forstudentstopracticethisidea.Itisagreatsiteaseachproblemisdonewithavisualusinganareamodel. (Marzano:Homeworkand

Practice)�

Asinpreviousinstruction,solvingwordproblemswillinvolvestudentsworkingwithapartnertoexplainandjustifytheirreasoning.Thismathematicsdialoguepromotesrichconceptualunderstandingandhelpsstudentslearntowriteformallyaboutthemathematicsastheydoit.

Accommodations/Modifications: Peer tutoring, group activity, open book, more time for completion § Some students, especially ELL students, might need a sheet of vocabulary words with

definitions they can refer to throughout the lesson. § Make available: fraction models such as fraction bars so students who need to, can model

their problem before representing it on a number line. § Provide cm graph paper during Activity 2 for students having difficulty drawing the number

line and making the increments reasonably equal.

Resources (Textbook and Supplemental):

Green triangles from Pattern Blocks – 1 baggie/container of triangles per pair of students. (Each baggie should contain at least 7 triangles and the baggies should have a variety of amounts.)

Pattern blocks – 1 yellow hexagon, 5+ red trapezoids, 8+ blue parallelograms, 10+ green triangles (best if they are overhead pattern blocks, on a Smart Board, etc.)

Chart paper and markers, if not recording warm-up on the board Math Journals Resource Sheet 1: Pretest – 1 per student - Administer prior to the lesson Resource Sheet 2: Representing a Fraction – 1 per student Resource Sheet 2A: Representing a Fraction – Sample Answer Sheet for Teacher Resource Sheet 3: Representing Multiplication of Fractions – 1 per student Resource Sheet 4: The Same? – 1 per student Resource Sheet 5: Exit slip – Recipe for Brownies - 1 per student Fraction models such as fraction bars available for students who wish to use them

MultiplyingFractionsbyaWholeNumber

Game:MultiplyingFractionsbyWholeNumbers

Supportfor4.NF.4Thissitecontainsseverallinksformultiplyingfractionsbyawholenumber.

Student Resource Sheet 1 Name__________________

Pretest

1) Draw a picture that represents 5 x 3

2) Solve this problem in two different ways: 4 x 6

3) What part of the rectangle is shaded? Give your answer as a fraction.

4) Draw a model to show !!

5) Solve: 5 x !!

Teacher Resource Sheet 1 Pretest SCORING GUIDE What does the student know? Does the student demonstrate any possible misconceptions?

1) Draw a picture that represents 5 x 3 Is the student able to represent 5 x 3?

§ Does the student’s representation show 5 groups of 3? § If the student represents 3 groups of 5, ask the student to explain

his/her representation to determine if s/he understands that multiplication means “equal groups of”.

2) Solve: 4 x 6

Prove that your answer is correct in two different ways. § Is the student able to prove the problem in two different ways? § Possible ways to prove his/her answer: skip counting, repeated

addition, drawing a rectangular array or a dot array, drawing a picture.

3) What part of the rectangle is shaded? Give your answer as a fraction.

§ Correct answer: 𝟏𝟎

𝟏𝟓 or 𝟐

𝟑

§ If the student is unable to correctly name the fraction, s/he might need more work naming and understanding fractions before this lesson.

4) Draw a rectangle and shade !

! of the rectangle.

§ Does the student attempt to divide the rectangle into 8 sections? § If so, are the sections reasonably equal? If the sections are not

equal, does the student understand that the denominator indicates equal parts of the whole?

§ If the student does not divide the rectangle into 8 sections, is s/he estimating the answer? Does s/he shade a little less than half of the rectangle?

5) Draw a picture to solve: 5 x !

!

§ Does the student show 5 groups of 𝟑𝟒 ?

§ If so, does the student understand the answer is 𝟏𝟓𝟒

and not 𝟏𝟓𝟐𝟎

? § Does the student rewrite the answer as a mixed number? (3𝟑

𝟒)

§ Note: If the student is able to solve the problem because s/he has learned the process of multiplying 5 x 3 and dividing by 4, but is unable to represent the problem by drawing a picture, the student probably has a minimal understanding of multiplying fractions and needs more work to build conceptual understanding.

If the student is able to answer most, if not all, of these 5 problems and demonstrates a solid conceptual understanding of multiplying a whole number by a fraction, s/he probably needs enrichment – see suggestions provided.

Student Resource Sheet 2A Representing a Fraction Name ______________________

If the yellow hexagon is equal to 1 whole, what fraction is represented by the green triangle? _______

How many green triangles are in your bag? _____

What fraction do your green triangles represent? _____

Complete the sentence to describe your set of green triangles:

______ groups of ______

Write an Equation using multiplication to represent your set:

Skip counting:

Write an equation using repeated addition:

" Student Resource Sheet 2A Representing a Fraction Name ______________________

If the yellow hexagon is equal to 1 whole, what fraction is represented by the green triangle? _______

How many green triangles are in your bag? _____

What fraction do your green triangles represent? _____

Complete the sentence to describe your set of green triangles:

______ groups of ______

Write an Equation using multiplication to represent your set:

Skip counting:

Write an equation using repeated addition:

" Student Resource Sheet 2A Representing a Fraction – Sample Answer Sheet Name ______________________

If the yellow hexagon is equal to 1 whole, what fraction is represented by the green triangle? ___𝟏

𝟔____

How many green triangles are in your bag? __9___(amount could vary for different pairs of students)

What fraction do your green triangles represent? __𝟗

𝟔___

Complete the sentence to describe your set of green triangles:

___9___ groups of __𝟏𝟔____

Write an Equation using multiplication to represent your set:

9 x 𝟏𝟔= 𝟗𝟔

Skip counting:

𝟏𝟔,𝟐𝟔,𝟑𝟔,𝟒𝟔,𝟓𝟔,𝟔𝟔,𝟕𝟔,𝟖𝟔,𝟗𝟔

Write an equation using repeated addition:

𝟏𝟔 + 𝟏

𝟔 + 𝟏

𝟔 + 𝟏

𝟔 + 𝟏

𝟔 + 𝟏

𝟔 + 𝟏

𝟔 + 𝟏

𝟔 + 𝟏

𝟔 =

𝟗𝟔

"

Student Resource 3 Representing Multiplication of Fractions Name ____________________ Directions: Complete each of the representations below for the problem: 5 x 𝟏𝟒

Equation:

_______ X _______ = _______

Complete the sentence:

______ groups of ______

Skip counting:

Repeated addition:

On a number line:

"

Student Resource 3 Representing Multiplication of Fractions Name ____________________ Directions: Complete each of the representations below for the problem: 5 x 𝟏𝟒

Equation:

_______ X _______ = _______

Complete the sentence:

______ groups of ______

Skip counting:

Repeated addition:

On a number line:

Student Resource 4 The Same? Name _____________________ Explain one way that multiplication of fractions is the same as multiplication of whole numbers. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reflecting on your learning. . . . Answer 1 of the following questions:

§ What is one new thing you learned today? § What is one thing you found challenging or interesting in

today’s lesson? § What is something you need more practice with?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student Resource Sheet 5 Exit Ticket: Recipe for Brownies You are using a recipe to make brownies. One tray of brownies calls for 𝟏

𝟒

cup of sugar. You need to make five trays of brownies for your class. How many cups of sugar will you need to make the brownies? Create a model to solve this problem. Write an equation that represents this problem.

Guam District Level Lesson Plan

Quarter: 4th

Content: Math Grade/Course: 4th Timeline: week 4 Standard(s): 4.NF.4c Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

DOK 1: I’mjoiningfivegroupsof3⁄4ofapint.Whatmultiplicationequationcanbeusedtodescribehowtojointhepints?

3⁄4+3⁄4+3⁄4+3⁄4+3⁄4=(5x3⁄4)

Lesson Overview:

• Applythisunderstandingtosolveproblemsinvolvingmultiplicationofafractionbyawholenumber,usingmodelstosupportlearning.

Lesson Objective(s):

• Studentspreviouslylearnedthatafractioncanbewrittenasthesumofunitfractionswiththesamedenominator.

• Studentswillapplythisunderstandingtomultiplyfractionsbyfractionsandmixednumbersbywholenumbers.

Vocabulary:Multiple,unitfraction,partofawhole

EssentialQuestion(s):

Willstudentsbeabletodrawfractionsandsolvenumericalproblemsbasedontheirdrawings?

Howwillstudentsknowwhatstrategytousetosolvefractionalwordproblems?

InstructionalStrategies(EL,SIOP,SPED,Marzano)OnlineIntroduction:https://learnzillion.com/lesson_plans/5504-solve-word-problems-involving-multiplying-a-fraction-and-a-whole-number-using-a-fraction-modelReviewlessonspreviouslyDay1:ProblemSolvingStrategy–FractionsLesson10.5Page.326-327Have4studentsactoutthefollowingsituation.Janet,Nick,brian,andMeganarehavingastudentmeetingatasquaretable.BrianandMeganarenotnexttoeachother.JanetstartsthemeetingbyturningtoherrightandaskingMeganforherreport.Whereiseveryonesittingatthetable?Canyouuseanotherstrategytofindtheanswer?(yes,drawapicture.)Teach:Materials:playmoneyTalkthroughthe4stepsprocess.Understand-Havestudentsrestatetheproblemintheirownwordsandanswerthequestions.Plan–discusstheproblem*Whyisusingplaymoneytoactitoutagoodstrategytouse?Possibleanswer:easytotellifeachpersonhasthesameamountSolve–Discusswhyitisnecessarytotradeunitsofmoney.Supposetherewasalsoone$5billinthecashbox.Howmuchextrawouldeachpersonreceive?$1.25LookBack–Havestudentssuggestwaystochecktheanswer.Possibleanswer:Usecalculatorstomultiply4x$1.37;comparethatproductwiththesum.DiscusstheWHATIFquestion.

• Isitalwaystruethattheamountofmoneysharedincreasesasthenumberofpeoplesharingitdecreases?YES

INDEPENDENTWORK/GROUPWORK:1-9STUDENTSWORKTOGETHERTOSOLVEEACHPROBLEMTHENASAGROUPDISCUSSTHEANSWERTHEYCAMEUPWITH.Wrapup:Challengestudentstodescribethestepsnecessarytousetheactitoutstrategy.

• Readtheproblemcarefully• Visualizetheaction• Decidewhatisneededtoatouttheproblem.

• Activelyparticipatetosolvetheproblem.Day2:extraPracticeLesson10.5pageH71Day3:WordProblemMulticulturalconnectionspg.331Objective:Tochecktheananswerisreasonable,answersthequestion,andislabeledappropriatelyCooperativegroups:Havestudentsworkingroupsoffourtosolvetheproblems.

• Forafruit-basketgift,Annebought3apples,2bananas,1pear,and2oranges.WhatmightAnnesaytotellafriendwhatsheboughtinall?(possibleanswer:8piecesoffruit)

• Whyisapplesnotagoodlabelfortheanswer?(AlabelisneededthatdescribeseverythingAnnebought.)Aspinachpieiscutinto8pieces.Fourofthemareeaten.Whatpartofthepieisleft?(4/8,or½,ofthepie.)

• Whyispiecesnotagoodlabelfortheanswer?(Itdoesn’tdescribe½inthisproblem.)Teach:Havestudentsworkingroupstocompletepage331.Andthendiscusstheirmethodsforfindingestimatesandanswers.

• ExplainhowyoucouldmakeamodeltosolveExercise2.(possibleanswer:Useaclockfaceandcount30minutesasthewhole.Thenmarkoffhowjosephspentthetimeinvariousexercises.)

MulticulturalNote:KipchogeKeinowasthefirstgreatKenyanrunner,buttherehavebeenmanymore.Kenyanshavewon24Olympicmedalsinmen’srunningevents.TheyalsohavewontheHonoluluMarathon,theNewYorkCityMarathon,andtheBostonMarathontwice.NowthewomenofKenyaalsocompleteformedalsattheOlympics.Wrapup:Howcanyoucheckananswerisreasonable?(Possibleanswer:Estimatefirstandthencomparetheanswerandtheestimate.Findtheanswerbyasecondmethod;comparetheanswerwithwhatyouknowfromexperience)Howcanyoubesureyouhaveansweredthequestionandthattheanswerislabeledproperly?(rereadtheoriginalquestion)Day4-5Reviewpreviouslessons.WorksheetChapterReviewTestingpg.340-341#1-49WhatDidIlearn?GroupDiscussionandteamwork.Page342-343CumulativeTesting:Page345#1-12ReviewStudentswithPREVIOUSLESSONSTOPREPAREFORACTASPIRETESTING.

Otherstrategiestoconsider:ManyofthesamestrategiesusedwhendecomposingfractionswillapplyinthisBigIdea.Theuseofvisualmodelstorepresentfractionswillreinforcetheconceptspresentedherein.Careshouldbegiventoensurethatthewholeremainsthesamewhenrepresentingrepeatedfractions,andstudentsshouldprogressfromtheconcrete/visualmodeltotheabstractrepresentationwithnumbersandsymbols.(Marzano:NonlinguisticRepresentations)Estimationcanplayakeyroleinsupportingstudents’understandingastheywillstrugglewithhowmultiplicationismakingthesolutionsmallerinvalue.Usethelanguagewithwholenumberstohelpstudents.3x4isthreegroupsof4.Similarly,1⁄2x4ishalfofagroupof4.Whenyousaythis,doesitmakesensethatyouwon’tendupwithawholesetof4butrathersomethingsmallerthan4?Makeconnectionstowordproblemsasyouteachthisconcept.Hereareacoupleofexamples:

• Kim runs 2/3 mile every day. How far does she run in one week?

• Ms. Howard is making punch. The punch uses 3/4 cup of orange juice for one serving. If �she makes 8 servings, how many cups of orange juice does she need?

�Considerusingvideosaswaytoinstructthisidea.Thisisoneinaseriesofsevenshortclipsthatyoucanusedirectlyinyourclassroom(MultiplyingFractionsbyaWholeNumber).Youcanalsousegamessuchasthisone(Game:MultiplyingFractionsbyWholeNumbers)forstudentstopracticethisidea.Itisagreatsiteaseachproblemisdonewithavisualusinganareamodel. (Marzano:HomeworkandPractice)�

Asinpreviousinstruction,solvingwordproblemswillinvolvestudentsworkingwithapartnertoexplainandjustifytheirreasoning.Thismathematicsdialoguepromotesrichconceptualunderstandingandhelpsstudentslearntowriteformallyaboutthemathematicsastheydoit.

Accommodations/Modifications: Peer tutoring, group activity, open book, more time for completion Resources (Textbook and Supplemental):

Orange book: Mathematics Plus

MultiplyingFractionsbyaWholeNumber

Game:MultiplyingFractionsbyWholeNumbers

Supportfor4.NF.4Thissitecontainsseverallinksformultiplyingfractionsbyawholenumber.

Guam District Level Lesson Plan Quarter: 4th

Content: Math Grade/Course: 4th Timeline: week 5-6 Standard(s): 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a �single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in �a two-column table.

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, �including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

BigIdea3,Studentswilldevelopanunderstandingoftheprocessofmeasurementincludingexpressions,conversions,andequivalences.

Lesson Overview: Studentscompletetheyearbyexploringmeasurementandunitconversions.Conversionsingrade4arelimitedtoexpressingmeasurementinalargerunitintermsofasmallerunitwithinthesamesystem.ThekeyunderstandingsfromthisBigIdeaare:

• Knowtherelativesizesofunitswithinasystem;forexample,thereare1000metersinakilometerand100centimetersinameter(4.MD.1).Itisimportantforstudentstorealizethatunitswiththesamemeasurementsystemarerelatedtooneanother.Theyneedtoknowtherelationshipsthatexistforthecustomarysystemandthemetricsystem.Bothofthesesystemsshouldberelatedtoeverydaymeasures.

• Expressmeasurementsinalargerunitintermsofasmallerunit(4.MD.1).

• Useatabletorecordequivalentmeasurements(4.MD.1).

Lesson Objective(s): Studentswillconvertmeasurementsbetweensystemsandfromsmallerunitstolargerunits.

Day 1: To measure and compare length using inch, centimeter, and a nonstandard unit Day 2: To estimate length in metric units; to choose the appropriate metric unit for measuring length Day 3: To estimate length in customary units; to choose the appropriate unit from customary units for measuring length Day 4: To use the Draw a Picture strategy to solve problems Day 5: To find the perimeter of an object, using metric units Day 6: To estimate and measure capacity, using customary units; to choose the appropriate customary unit of capacity Day 7: To use more than 1 step to solve problems Day 8: To estimate and measure capacity, using metric units; to choose the appropriate metric unit of capacity Day 9: To estimate mass of objects in metric units; to choose the appropriate metric unit of mass Day 10: To estimate weight of objects in customary units; to choose the appropriate customary unit of weight Day 11: To change larger customary units to smaller units by multiplying and to change smaller units to larger units by dividing

Vocabulary:conversion,metricsystem,customary Focus Question(s):

system,unitofmeasure,(eachoftheunitsofmeasurethatwillbeused)

Howaremodelsimportantinshowingtherelationshipofunits?

InstructionalStrategies(EL,SIOP,SPED,Marzano)

Day1:Lesson7.1/Lesson7.2ExploringUnitsofMeasure/Length–MetricUnits(pg.208-211)

Day2:Lesson7.3/Lesson7.4Length–CustomaryUnits/ProblemSolving(pg.214-217)

Day3:Lesson7.5/Lesson7.6MeasuringPerimeter/CustomaryUnitsofCapacity(218-221)

Day4:Lesson7.6/Lesson7.7ProblemSolving(222-225)

Day5:Lesson7.8/Lesson7.9Capacity–MetricUnits/Mass–MetricUnits(pg.226-229)

Day6:Lesson7.10/Lesson7.11Weight–CustomaryUnits/ChangingUnits(230-233)

Itisimportantforstudentstoexperiencemeasurementwithmanyhands-onactivities.Theyneedopportunitiestomeasurethesameobjectusingdifferentunitsofmeasure.Forexample,howtallaretheyininches?Howtallaretheyinfeet?Howarethesemeasuresrelated?Howtallaretheyincentimeters?Howtallaretheyinmeters?Howaretheserelated?

CustomaryUnitsofMeasureshouldincludethefollowingmeasures.

MetricUnitsofMeasureshouldincludethefollowingmeasures.

Length

Mass/Weight

Capacity

1meter(m)=1,000mm1meter=100cm1meter=10dm1cm=10mm

1dm=10cm1km=1,000m

1g=1,000mg1kg=1,000g

1l=1,000mL

Allstudents(andespeciallythosewhostrugglewiththemeasurementsystems)canhaveaconversion

chartavailableastheyworkthroughtheconversionsinthisBigIdea.Itmaybenecessarytobegininstructionwith“friendly”numbers,andthenmoveontoanywholenumbersforconversion.Problemsshouldincreaseindifficultytoincludesimplefractionsanddecimalnumbersasindicatedinthestandard.Besuretousechartsasatooltosupportstudentstoconvertmeasurements.Hereisanexampleofalessonthatyoumightuseinyourclassroom:ConvertingUnitsofTime.Youcanreinforcetheideasusinggamessuchasconcentration.Hereisanexample:ConcentrationGameonMeasurementEquivalencies.(Marzano:HomeworkandPractice)Youshouldalsoconsiderhowstudentsmightcreaterepresentationsoftherelationshipsofunitsofmeasure.Hereisanexampleofcustomaryliquidcapacities.(Marzano:NonlinguisticRepresentation)

Theseconversionsaredoneforapurposeandthatistosolveproblemsinvolvingmeasurements.Instructionshouldembedmultipleopportunitiesforstudentstousethisinformationtosolveproblems.Youmightbeginwithconvertinglargerunitstosmallerunitssuchasfeettoinchesormeterstocentimeters,ordollarstocents.Furthermore,theproblemsshouldinvolvemultiplesteps.Thislinkwillprovideyouwithseveralexamplesofmulti-stepproblemsinvolvingmeasurement(Supportfor4.MD.2).

Whenstudentsapplyconversiontofractionsanddecimalnumbers,theywillreferbacktothestrategiestheyusedearlierintheyear.

Accommodations/Modifications: Clear instructions, modify by simplifying directions, peer tutoring and Home school connections.

Resources (Textbook and Supplemental):

Chapter 7 MEASUREMENT: Mathematics Plus (orange book) pg. 208-233/ Chapter Test pg. 234

Quiz: Pg. 220 #1-23

ConcentrationGameonMeasurementEquivalencies

ConvertingUnitsofTime

UnitConversionOnlineResources

Supportfor4.MD.2

Guam District Level Lesson Plan Quarter: 4th

Content: Math Grade/Course: 4th Timeline: week 5-6 Standard(s): 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a �single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in �a two-column table.

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, �including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

BigIdea3,Studentswilldevelopanunderstandingoftheprocessofmeasurementincludingexpressions,conversions,andequivalences.

Lesson Overview: Studentscompletetheyearbyexploringmeasurementandunitconversions.Conversionsingrade4arelimitedtoexpressingmeasurementinalargerunitintermsofasmallerunitwithinthesamesystem.ThekeyunderstandingsfromthisBigIdeaare:

• Knowtherelativesizesofunitswithinasystem;forexample,thereare1000metersinakilometerand100centimetersinameter(4.MD.1).Itisimportantforstudentstorealizethatunitswiththesamemeasurementsystemarerelatedtooneanother.Theyneedtoknowtherelationshipsthatexistforthecustomarysystemandthemetricsystem.Bothofthesesystemsshouldberelatedtoeverydaymeasures.

• Expressmeasurementsinalargerunitintermsofasmallerunit(4.MD.1).

• Useatabletorecordequivalentmeasurements(4.MD.1).

Lesson Objective(s): Studentswillconvertmeasurementsbetweensystemsandfromsmallerunitstolargerunits.

Day 1: To measure and compare length using inch, centimeter, and a nonstandard unit Day 2: To estimate length in metric units; to choose the appropriate metric unit for measuring length Day 3: To estimate length in customary units; to choose the appropriate unit from customary units for measuring length Day 4: To use the Draw a Picture strategy to solve problems Day 5: To find the perimeter of an object, using metric units Day 6: To estimate and measure capacity, using customary units; to choose the appropriate customary unit of capacity Day 7: To use more than 1 step to solve problems Day 8: To estimate and measure capacity, using metric units; to choose the appropriate metric unit of capacity Day 9: To estimate mass of objects in metric units; to choose the appropriate metric unit of mass Day 10: To estimate weight of objects in customary units; to choose the appropriate customary unit of weight Day 11: To change larger customary units to smaller units by multiplying and to change smaller units to larger units by dividing

Vocabulary:conversion,metricsystem,customary Focus Question(s):

system,unitofmeasure,(eachoftheunitsofmeasurethatwillbeused)

Howaremodelsimportantinshowingtherelationshipofunits?

InstructionalStrategies(EL,SIOP,SPED,Marzano)

Day1:Lesson7.1/Lesson7.2ExploringUnitsofMeasure/Length–MetricUnits(pg.208-211)

Day2:Lesson7.3/Lesson7.4Length–CustomaryUnits/ProblemSolving(pg.214-217)

Day3:Lesson7.5/Lesson7.6MeasuringPerimeter/CustomaryUnitsofCapacity(218-221)

Day4:Lesson7.6/Lesson7.7ProblemSolving(222-225)

Day5:Lesson7.8/Lesson7.9Capacity–MetricUnits/Mass–MetricUnits(pg.226-229)

Day6:Lesson7.10/Lesson7.11Weight–CustomaryUnits/ChangingUnits(230-233)

Itisimportantforstudentstoexperiencemeasurementwithmanyhands-onactivities.Theyneedopportunitiestomeasurethesameobjectusingdifferentunitsofmeasure.Forexample,howtallaretheyininches?Howtallaretheyinfeet?Howarethesemeasuresrelated?Howtallaretheyincentimeters?Howtallaretheyinmeters?Howaretheserelated?

CustomaryUnitsofMeasureshouldincludethefollowingmeasures.

MetricUnitsofMeasureshouldincludethefollowingmeasures.

Length

Mass/Weight

Capacity

1meter(m)=1,000mm1meter=100cm1meter=10dm1cm=10mm

1dm=10cm1km=1,000m

1g=1,000mg1kg=1,000g

1l=1,000mL

Allstudents(andespeciallythosewhostrugglewiththemeasurementsystems)canhaveaconversion

chartavailableastheyworkthroughtheconversionsinthisBigIdea.Itmaybenecessarytobegininstructionwith“friendly”numbers,andthenmoveontoanywholenumbersforconversion.Problemsshouldincreaseindifficultytoincludesimplefractionsanddecimalnumbersasindicatedinthestandard.Besuretousechartsasatooltosupportstudentstoconvertmeasurements.Hereisanexampleofalessonthatyoumightuseinyourclassroom:ConvertingUnitsofTime.Youcanreinforcetheideasusinggamessuchasconcentration.Hereisanexample:ConcentrationGameonMeasurementEquivalencies.(Marzano:HomeworkandPractice)Youshouldalsoconsiderhowstudentsmightcreaterepresentationsoftherelationshipsofunitsofmeasure.Hereisanexampleofcustomaryliquidcapacities.(Marzano:NonlinguisticRepresentation)

Theseconversionsaredoneforapurposeandthatistosolveproblemsinvolvingmeasurements.Instructionshouldembedmultipleopportunitiesforstudentstousethisinformationtosolveproblems.Youmightbeginwithconvertinglargerunitstosmallerunitssuchasfeettoinchesormeterstocentimeters,ordollarstocents.Furthermore,theproblemsshouldinvolvemultiplesteps.Thislinkwillprovideyouwithseveralexamplesofmulti-stepproblemsinvolvingmeasurement(Supportfor4.MD.2).

Whenstudentsapplyconversiontofractionsanddecimalnumbers,theywillreferbacktothestrategiestheyusedearlierintheyear.

Accommodations/Modifications: Clear instructions, modify by simplifying directions, peer tutoring and Home school connections.

Resources (Textbook and Supplemental):

Chapter 7 MEASUREMENT: Mathematics Plus (orange book) pg. 208-233/ Chapter Test pg. 234

Quiz: Pg. 220 #1-23

ConcentrationGameonMeasurementEquivalencies

ConvertingUnitsofTime

UnitConversionOnlineResources

Supportfor4.MD.2

Guam District Level Lesson Plan Quarter: 4th

Content: Math Grade/Course: 4th Timeline: week 7-8 Standard(s): 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a �single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in �a two-column table.

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, �including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

BigIdea3,Studentswilldevelopanunderstandingoftheprocessofmeasurementincludingexpressions,conversions,andequivalences.

ASSESSMENTWEEKANDREVIEWOFPREVIOULESSONS

Lesson Overview: Studentscompletetheyearbyexploringmeasurementandunitconversions.Conversionsingrade4arelimitedtoexpressingmeasurementinalargerunitintermsofasmallerunitwithinthesamesystem.ThekeyunderstandingsfromthisBigIdeaare:

• Knowtherelativesizesofunitswithinasystem;forexample,thereare1000metersinakilometerand100centimetersinameter(4.MD.1).Itisimportantforstudentstorealizethatunitswiththesamemeasurementsystemarerelatedtooneanother.Theyneedtoknowtherelationshipsthatexistforthecustomarysystemandthemetricsystem.Bothofthesesystemsshouldberelatedtoeverydaymeasures.

• Expressmeasurementsinalargerunitintermsofasmallerunit(4.MD.1).

• Useatabletorecordequivalentmeasurements(4.MD.1).

Lesson Objective(s): Studentswillconvertmeasurementsbetweensystemsandfromsmallerunitstolargerunits.

Day 1: To measure and compare length using inch, centimeter, and a nonstandard unit Day 2: To estimate length in metric units; to choose the appropriate metric unit for measuring length Day 3: To estimate length in customary units; to choose the appropriate unit from customary units for measuring length Day 4: To use the Draw a Picture strategy to solve problems Day 5: To find the perimeter of an object, using metric units Day 6: To estimate and measure capacity, using customary units; to choose the appropriate customary unit of capacity Day 7: To use more than 1 step to solve problems Day 8: To estimate and measure capacity, using metric units; to choose the appropriate metric unit of capacity Day 9: To estimate mass of objects in metric units; to choose the appropriate metric unit of mass Day 10: To estimate weight of objects in customary units; to choose the appropriate customary unit of weight Day 11: To change larger customary units to smaller units by multiplying and to change smaller units to larger units by dividing

Vocabulary:conversion,metricsystem,customarysystem,unitofmeasure,(eachoftheunitsofmeasurethatwillbeused)

Focus Question(s): Howaremodelsimportantinshowingtherelationshipofunits?

InstructionalStrategies(EL,SIOP,SPED,Marzano)

Day1:Lesson7.1/Lesson7.2ExploringUnitsofMeasure/Length–MetricUnits(pg.208-211)

Day2:Lesson7.3/Lesson7.4Length–CustomaryUnits/ProblemSolving(pg.214-217)

Day3:Lesson7.5/Lesson7.6MeasuringPerimeter/CustomaryUnitsofCapacity(218-221)

Day4:Lesson7.6/Lesson7.7ProblemSolving(222-225)

Day5:Lesson7.8/Lesson7.9Capacity–MetricUnits/Mass–MetricUnits(pg.226-229)

Day6:Lesson7.10/Lesson7.11Weight–CustomaryUnits/ChangingUnits(230-233)

ChapterReviewTestpg.234–235#1-43

Day7:WhatDidIlearn?Activitywithstudents–groupworkPg.236-237

Day8:CumulativeReviewTestPage239#1-12

Day9-10DoalltheExtraPracticeforeachlessons.

Itisimportantforstudentstoexperiencemeasurementwithmanyhands-onactivities.Theyneedopportunitiestomeasurethesameobjectusingdifferentunitsofmeasure.Forexample,howtallaretheyininches?Howtallaretheyinfeet?Howarethesemeasuresrelated?Howtallaretheyincentimeters?Howtallaretheyinmeters?Howaretheserelated?

CustomaryUnitsofMeasureshouldincludethefollowingmeasures.

MetricUnitsofMeasureshouldincludethefollowingmeasures.

Length

Mass/Weight

Capacity

1meter(m)=1,000mm1meter=100cm1meter=10dm1cm=10mm

1dm=10cm1km=1,000m

1g=1,000mg1kg=1,000g

1l=1,000mL

Allstudents(andespeciallythosewhostrugglewiththemeasurementsystems)canhaveaconversion

chartavailableastheyworkthroughtheconversionsinthisBigIdea.Itmaybenecessarytobegininstructionwith“friendly”numbers,andthenmoveontoanywholenumbersforconversion.Problemsshouldincreaseindifficultytoincludesimplefractionsanddecimalnumbersasindicatedinthestandard.Besuretousechartsasatooltosupportstudentstoconvertmeasurements.Hereisanexampleofalessonthatyoumightuseinyourclassroom:ConvertingUnitsofTime.Youcanreinforcetheideasusinggamessuchasconcentration.Hereisanexample:ConcentrationGameonMeasurementEquivalencies.(Marzano:HomeworkandPractice)Youshouldalsoconsiderhowstudentsmightcreaterepresentationsoftherelationshipsofunitsofmeasure.Hereisanexampleofcustomaryliquidcapacities.(Marzano:NonlinguisticRepresentation)

Theseconversionsaredoneforapurposeandthatistosolveproblemsinvolvingmeasurements.Instructionshouldembedmultipleopportunitiesforstudentstousethisinformationtosolveproblems.Youmightbeginwithconvertinglargerunitstosmallerunitssuchasfeettoinchesormeterstocentimeters,ordollarstocents.Furthermore,theproblemsshouldinvolvemultiplesteps.Thislinkwillprovideyouwithseveralexamplesofmulti-stepproblemsinvolvingmeasurement(Supportfor4.MD.2).

Whenstudentsapplyconversiontofractionsanddecimalnumbers,theywillreferbacktothestrategiestheyusedearlierintheyear.

Accommodations/Modifications: Clear instructions, modify by simplifying directions, peer tutoring and Home school connections. Resources (Textbook and Supplemental):

Mathematics Plus (orange book)

Chapter 7 MEASUREMENT: Mathematics Plus (orange book) pg. 208-233/ Chapter Test pg. 234

Quiz: Pg. 220 #1-23

ConcentrationGameonMeasurementEquivalencies

ConvertingUnitsofTime

UnitConversionOnlineResources

Supportfor4.MD.2

Guam District Level Lesson Plan Quarter: 4th

Content: Math Grade/Course: 4th Timeline: week 7-8 Standard(s): 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a �single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in �a two-column table.

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, �including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

BigIdea3,Studentswilldevelopanunderstandingoftheprocessofmeasurementincludingexpressions,conversions,andequivalences.

ASSESSMENTWEEKANDREVIEWOFPREVIOULESSONS

Lesson Overview: Studentscompletetheyearbyexploringmeasurementandunitconversions.Conversionsingrade4arelimitedtoexpressingmeasurementinalargerunitintermsofasmallerunitwithinthesamesystem.ThekeyunderstandingsfromthisBigIdeaare:

• Knowtherelativesizesofunitswithinasystem;forexample,thereare1000metersinakilometerand100centimetersinameter(4.MD.1).Itisimportantforstudentstorealizethatunitswiththesamemeasurementsystemarerelatedtooneanother.Theyneedtoknowtherelationshipsthatexistforthecustomarysystemandthemetricsystem.Bothofthesesystemsshouldberelatedtoeverydaymeasures.

• Expressmeasurementsinalargerunitintermsofasmallerunit(4.MD.1).

• Useatabletorecordequivalentmeasurements(4.MD.1).

Lesson Objective(s): Studentswillconvertmeasurementsbetweensystemsandfromsmallerunitstolargerunits.

Day 1: To measure and compare length using inch, centimeter, and a nonstandard unit Day 2: To estimate length in metric units; to choose the appropriate metric unit for measuring length Day 3: To estimate length in customary units; to choose the appropriate unit from customary units for measuring length Day 4: To use the Draw a Picture strategy to solve problems Day 5: To find the perimeter of an object, using metric units Day 6: To estimate and measure capacity, using customary units; to choose the appropriate customary unit of capacity Day 7: To use more than 1 step to solve problems Day 8: To estimate and measure capacity, using metric units; to choose the appropriate metric unit of capacity Day 9: To estimate mass of objects in metric units; to choose the appropriate metric unit of mass Day 10: To estimate weight of objects in customary units; to choose the appropriate customary unit of weight Day 11: To change larger customary units to smaller units by multiplying and to change smaller units to larger units by dividing

Vocabulary:conversion,metricsystem,customarysystem,unitofmeasure,(eachoftheunitsofmeasurethatwillbeused)

Focus Question(s): Howaremodelsimportantinshowingtherelationshipofunits?

InstructionalStrategies(EL,SIOP,SPED,Marzano)

Day1:Lesson7.1/Lesson7.2ExploringUnitsofMeasure/Length–MetricUnits(pg.208-211)

Day2:Lesson7.3/Lesson7.4Length–CustomaryUnits/ProblemSolving(pg.214-217)

Day3:Lesson7.5/Lesson7.6MeasuringPerimeter/CustomaryUnitsofCapacity(218-221)

Day4:Lesson7.6/Lesson7.7ProblemSolving(222-225)

Day5:Lesson7.8/Lesson7.9Capacity–MetricUnits/Mass–MetricUnits(pg.226-229)

Day6:Lesson7.10/Lesson7.11Weight–CustomaryUnits/ChangingUnits(230-233)

ChapterReviewTestpg.234–235#1-43

Day7:WhatDidIlearn?Activitywithstudents–groupworkPg.236-237

Day8:CumulativeReviewTestPage239#1-12

Day9-10DoalltheExtraPracticeforeachlessons.

Itisimportantforstudentstoexperiencemeasurementwithmanyhands-onactivities.Theyneedopportunitiestomeasurethesameobjectusingdifferentunitsofmeasure.Forexample,howtallaretheyininches?Howtallaretheyinfeet?Howarethesemeasuresrelated?Howtallaretheyincentimeters?Howtallaretheyinmeters?Howaretheserelated?

CustomaryUnitsofMeasureshouldincludethefollowingmeasures.

MetricUnitsofMeasureshouldincludethefollowingmeasures.

Length

Mass/Weight

Capacity

1meter(m)=1,000mm1meter=100cm1meter=10dm1cm=10mm

1dm=10cm1km=1,000m

1g=1,000mg1kg=1,000g

1l=1,000mL

Allstudents(andespeciallythosewhostrugglewiththemeasurementsystems)canhaveaconversion

chartavailableastheyworkthroughtheconversionsinthisBigIdea.Itmaybenecessarytobegininstructionwith“friendly”numbers,andthenmoveontoanywholenumbersforconversion.Problemsshouldincreaseindifficultytoincludesimplefractionsanddecimalnumbersasindicatedinthestandard.Besuretousechartsasatooltosupportstudentstoconvertmeasurements.Hereisanexampleofalessonthatyoumightuseinyourclassroom:ConvertingUnitsofTime.Youcanreinforcetheideasusinggamessuchasconcentration.Hereisanexample:ConcentrationGameonMeasurementEquivalencies.(Marzano:HomeworkandPractice)Youshouldalsoconsiderhowstudentsmightcreaterepresentationsoftherelationshipsofunitsofmeasure.Hereisanexampleofcustomaryliquidcapacities.(Marzano:NonlinguisticRepresentation)

Theseconversionsaredoneforapurposeandthatistosolveproblemsinvolvingmeasurements.Instructionshouldembedmultipleopportunitiesforstudentstousethisinformationtosolveproblems.Youmightbeginwithconvertinglargerunitstosmallerunitssuchasfeettoinchesormeterstocentimeters,ordollarstocents.Furthermore,theproblemsshouldinvolvemultiplesteps.Thislinkwillprovideyouwithseveralexamplesofmulti-stepproblemsinvolvingmeasurement(Supportfor4.MD.2).

Whenstudentsapplyconversiontofractionsanddecimalnumbers,theywillreferbacktothestrategiestheyusedearlierintheyear.

Accommodations/Modifications: Clear instructions, modify by simplifying directions, peer tutoring and Home school connections. Resources (Textbook and Supplemental):

Mathematics Plus (orange book)

Chapter 7 MEASUREMENT: Mathematics Plus (orange book) pg. 208-233/ Chapter Test pg. 234

Quiz: Pg. 220 #1-23

ConcentrationGameonMeasurementEquivalencies

ConvertingUnitsofTime

UnitConversionOnlineResources

Supportfor4.MD.2