Learn at Home Math Resource Packet 1: Fourth Grade...Learn at Home Math Resource Packet 1: Fourth...
Transcript of Learn at Home Math Resource Packet 1: Fourth Grade...Learn at Home Math Resource Packet 1: Fourth...
Learn at Home Math Resource Packet 1: Fourth Grade
This packet of resources is designed for fourth grade students and their parents/caregivers who
wish to support in-school learning with math activities that can be done at home. This packet
includes five fourth grade activities that focus on understanding concepts related to the
measurement of angles. All activities in this packet can be completed by the student
independently. The activities in this packet should be completed in order. These activities should
each take 40-60 minutes.
Each activity includes:
• materials required for the activity
• instructions for the activity
• possible questions to ask your child as they work on the activity
• suggestions for adjusting or extending the activity
The table on the following page contains the content standard and the standard/s for mathematical
practice that align with each activity.
The activities and scaffolds in this file are adapted from 4th Grade Math Centers , Gds. 3-5 Math
Projects and 4th Grade Math Charts.
For more free 4th Grade math activities visit the 4th Grade Number, Geometry, or Measurement
and Data pages on our website: https://www.k-5mathteachingresources.com
©K-5MathTeachingResources.com
Activity Common Core State Standard
1. Angles in Triangles 4.MD.C.6 Measure angles in whole-number degrees using a protractor.
Standards for Mathematical Practice
MP 2. Reason abstractly and quantitatively.
MP 5. Use appropriate tools strategically.
MP 6. Attend to precision.
MP 7. Look for and make use of structure.
2. Angles in Quadrilaterals 4.MD.C.6 Measure angles in whole-number degrees using a protractor.
Standards for Mathematical Practice
MP 2. Reason abstractly and quantitatively.
MP 5. Use appropriate tools strategically.
MP 6. Attend to precision.
MP 7. Look for and make use of structure.
3. Angle Measures 4.MD.C.7 Recognize angle measure as additive. When an angle is
decomposed into non-overlapping parts, the angle measure of the whole
is the sum of the angle measures of the parts. Solve addition and
subtraction problems to find unknown angles on a diagram in real world
and mathematical problems, e.g., by using an equation with a symbol for
the unknown angle measure.
Standards for Mathematical Practice
MP 2. Reason abstractly and quantitatively.
MP 4. Model with mathematics.
MP 5. Use appropriate tools strategically.
MP 6. Attend to precision.
MP 7. Look for and make use of structure.
4. Word Problems:
Unknown Angles
4.MD.C.7 Recognize angle measure as additive. When an angle is
decomposed into non-overlapping parts, the angle measure of the whole
is the sum of the angle measures of the parts. Solve addition and
subtraction problems to find unknown angles on a diagram in real world
and mathematical problems, e.g., by using an equation with a symbol for
the unknown angle measure.
Standards for Mathematical Practice .
MP 1. Make sense of problems and persevere in solving them.
MP 2. Reason abstractly and quantitatively.
MP 4. Model with mathematics.
MP 6. Attend to precision.
5. Math Project: Build a
Marble Run
4.MD.C.6 Measure angles in whole-number degrees using a protractor.
Standards for Mathematical Practice
MP 1. Make sense of problems and persevere in solving them.
MP 2. Reason abstractly and quantitatively.
MP 5. Use appropriate tools strategically.
MP 6. Attend to precision.
©K-5MathTeachingResources.com
Activity 1: Angles in Triangles
In 4th grade students learn to measure angles using a protractor by placing the origin of the
protractor over the point or vertex of the angle to be measured. Next, the bottom line of the angle is
aligned with the base line and the top line of the angle is followed up to the measurement on the
protractor’s arc. To avoid common misconceptions (e.g. a right angle is an angle that points to the
right, or two right angles represented with different orientations are not equal in measure) students
need many opportunities to measure a variety of angle types and discuss their work.
Materials: triangles sheet, scissors, protractor (if you do not have a protractor, cut out and use the
paper protractor provided)
Directions: Read the directions carefully before commencing work. Gather the materials you will
need and cut out the triangles.
Possible questions:
• How do you know which set of numbers to use when finding the measure of an angle?
• What are the differences between an acute, right and obtuse angle?
• What do you notice about the sum of the interior angles in any triangle?
• If you know the measures of two interior angles of a triangle how can you find the measure of the
third interior angle without using a protractor?
Supporting your child:
• Some students may look at a protractor with a set of double numbers and not know the number
to use when finding the measure of an angle. Remind your child to estimate angle measures by
considering the size of the benchmark angles 0, 90, 180, 270 and 360 degrees before
measuring with a protractor. For support with measuring angles using a protractor refer to the
math reference chart provided, Measure and Draw Angles.
• Encourage your child to use measurement vocabulary as they measure angles (measure, ray,
point, end point, degrees, protractor, right angle, acute angle, straight angle, obtuse angle).
©K-5MathTeachingResources.com
An
gle
s in
Tri
an
gle
s
2.
Me
asure
the inte
rior
angle
s o
f one t
riangle
. C
alc
ula
te th
e s
um
of
the
in
terio
r a
ng
les. S
how
yo
ur
work
.
3.
Re
pe
at w
ith the o
ther
tria
ngle
s y
ou c
hose.
4.
Wha
t d
o y
ou
no
tice
abo
ut
the
su
m o
f th
e in
terio
r a
ng
les in
any
tria
ngle
?
©K
-5M
ath
Te
achin
gR
esourc
es.c
om
1.
Cut
out
fiv
e d
iffe
rent tr
iangle
s.
Ma
teri
als
: tr
ian
gle
s s
heet
, p
rotr
acto
r, sc
isso
rs_
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
Tri
an
gle
Pa
ck
: C
op
y o
n c
ard
sto
ck a
nd
cu
t o
ut fo
r u
se
in c
en
ter.
©K
-5M
ath
Te
achin
gR
esourc
es.c
om
Activity 2: Angles in Quadrilaterals
Materials: quadrilaterals sheet, scissors, protractor (if you do not have a protractor, cut out and use
the paper protractor provided)
Directions: Read the directions carefully before commencing work. Gather the materials you will
need and cut out the quadrilaterals.
Possible questions:
• What do you know about the sum of the measures of the interior angles of a triangle and a
quadrilateral? Do you notice a pattern? How does the sum of the angles change as the number of
sides changes?
• If you know the measures of three interior angles of a quadrilateral how can you find the measure of
the fourth angle without using a protractor?
Supporting your child:
• For support with measuring angles using a protractor refer to the math reference chart provided,
Measure and Draw Angles.
• Extension: Make a table to show the sum of the interior angle measures for a triangle,
quadrilateral, pentagon, hexagon, heptagon and octagon. Explain the pattern in the sum of the
interior angle measures. What conjectures can you make?
©K-5MathTeachingResources.com
An
gle
s in
Qu
ad
rila
tera
ls
2.
Me
asure
the inte
rior
angle
s o
f one q
uadrila
tera
l. C
alc
ula
te th
e
su
m o
f th
e in
terior
ang
les. S
how
yo
ur
work
.
3.
Re
pe
at w
ith the o
ther
quadrila
tera
ls y
ou c
hose.
4.
Wha
t d
o y
ou
no
tice
abo
ut
the
su
m o
f th
e in
terio
r a
ng
les in
any
qua
drila
tera
l?
©K
-5M
ath
Te
achin
gR
esourc
es.c
om
1.
Cut
out
fiv
e d
iffe
rent qua
drila
tera
ls.
Ma
teri
als
: q
ua
dri
late
rals
she
et, p
rotr
acto
r, sc
isso
rs_
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
Qu
ad
rila
tera
l P
ac
k:
Copy o
n c
ard
sto
ck a
nd
cu
t o
utfo
r u
se
in c
en
ter.
©K
-5M
ath
Te
achin
gR
esourc
es.c
om
Activity 3: Angle Measures (ver. 2)
In 4th grade students learn that an angle measure is additive. When an angle is decomposed into
non-overlapping parts (adjacent angles), the angle measure of the whole is the sum of the angle
measures of the parts.
Materials: ruler, protractor (if you do not have a protractor, cut out and use the paper protractor
provided)
Directions: Read the directions carefully before commencing work. Gather the materials you will
need.
Possible questions:
• How do you know this angle is greater than 90 degrees?
• How can you find the measure of the second angle without using your protractor?
• What equation can you write to represent this?
Possible modifications/extensions:
• Have your child draw an angle that measures exactly 90 degrees, divide the angle into two
smaller parts and measure one of the smaller angles using a protractor. Ask your child to
explain how they will find the measure of the second angle without a protractor. Encourage use
of accurate mathematical vocabulary.
• For support with measuring angles using a protractor refer to the math reference chart provided,
Adjacent Angles.
• Extension: Have your child draw a mix of angles, some that measure less than 90 degrees and
some that measure greater than 90 degrees, divide the angle into two smaller parts and
measure one of the smaller angles using a protractor. Ask your child to explain how they will
find the measure of the second angle without a protractor. Encourage use of accurate
mathematical vocabulary.
©K-5MathTeachingResources.com
An
gle
Measu
res
Ma
teri
als
: ru
lers
, p
rotr
acto
rs
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
1.
Dra
w a
n a
ngle
with a
measure
gre
ate
r th
an 9
0°.
La
be
l th
e a
ngle
∠D
EF.
2.
Div
ide ∠
DE
F in
to tw
o s
ma
ller
ang
les. M
easu
re o
ne
of
the
sm
alle
r angle
s u
sin
g a
pro
tracto
r.
3.
Ho
w c
an y
ou fin
d t
he m
easure
of
the s
econd a
ng
le w
ith
out
usin
g a
pro
tracto
r? U
se
an
equ
atio
n w
ith
a s
ym
bol fo
r th
e
unkn
ow
n a
ngle
mea
sure
. S
olv
e the e
quation.
4.
Re
pe
at ste
ps 1
-3 fiv
e t
imes. D
ivid
e ∠
DE
F into
tw
o s
ma
ller
ang
les in
diffe
ren
t w
ays.
©K
-5M
ath
Teachin
gR
esourc
es.c
om
D
F
E
ver.
2
Activity 4: Word Problems: Unknown Angles
Fourth grade students solve addition and subtraction problems to find unknown angles in real world
and mathematical problems by using an equation with a symbol for the unknown angle measure.
Materials: set of word problems
Directions: Ask your child to select 6-8 problems to solve. For each problem, your child should:
a) write an equation with a symbol for the unknown number.
b) carry out the operations in the equation to solve the problem.
c) answer the question in a complete sentence.
d) check their work and think, “Is my answer reasonable?”
Possible questions to ask:
• How would you restate the problem in your own words?
• What do the numbers in the problem represent?
• What equation shows this situation?
• What strategy did you use to solve the problem?
• Why did you use that operation?
• How do you know your answer makes sense?
Possible modifications/extensions:
• For support with naming different angle types refer to the math reference chart provided, Classify
Angles.
• This activity can be extended by asking your child to write and solve their own missing angle
word problems.
©K-5MathTeachingResources.com
A
B
C
D©K-5MathTeachingResources.com
A lawn water sprinkler rotates 90 degrees and
then stops. How many times will the water sprinkler
need to be moved in order to cover a full 360 degrees
of lawn?
The wheels on a wheelchair rotate 75 degrees
and then stop. How many more degrees do the
wheels need to rotate in order to make a full rotation?
At ice-skating lessons Sarah attempts to do a
360 degree spin but only manages a quarter-turn on
her first attempt. How many degrees short of her goal
is Sarah’s first attempt?
The wheels on a bicycle make five full rotations
and then stop turning. How many degrees, in total, do
the two wheels rotate before stopping?
Word Problems: Unknown Angles
E
F
G
H©K-5MathTeachingResources.com
Tom is mending his unicycle. He rotates the wheel
120 degrees clockwise. He then rotates it another
160 degrees clockwise. How many more degrees
does Tom need to turn the wheel clockwise for it to
have completed a full rotation?
The blades on a propeller turn and then pause.
After 25 seconds the propeller blades begin
moving again and rotate another 80 degrees to
complete a full 360 degrees. How many degrees
did the blades turn before pausing?
Two of the angles on a triangular sail on a boat
measure 90° and 45 °. What is the measure of
the third angle?
The second hand on a watch makes one
revolution per minute. How many degrees, in
total, does the seconds hand turn in 5 minutes?
I
J
K
L©K-5MathTeachingResources.com
The sum of the interior angles in a regular pentagon
is 540°. What is the measure of each interior angle?
One acute angle of a right triangle measures 32°.
What is the measure of the other acute angle?
The measures of two angles in an obtuse triangle
are 105° and 10°. What is the measure of the third
angle?
Three of the four angles in a quadrilateral measure
75º, 102º, and 84º. What is the measure of the fourth
angle?
M
N
O
P©K-5MathTeachingResources.com
The sum of the interior angles in a regular hexagon
is 720°. What is the measure of each angle?
A right angle is decomposed into two smaller angles.
One of the smaller angles measure 32°. What is the
measure of the other angle?
Jason draws two adjacent angles. The measure of
the first angle is 123°. The sum of the measures of
the two angles is 180°. What is the measure of the
second angle?
In the figure below, QRST is a rectangle and ∠SQT = 38°.
Find ∠ RQS.
Activity 5: Math Project: Build a Marble Run
In this project students design and build a freestanding marble run that has at least one right, two
obtuse, and two acute angles.
Materials: household objects such as empty boxes, cardboard, paper towel rolls, paper cups, tape,
scissors, marble (or small ball), protractor
Directions: Have your child read the requirements for the project and the rubric before
commencing work. Provide time to answer any questions they may have.
Possible questions to ask:
• What materials do you plan to use for your marble run?
• What angles have you included in the plan for your marble run?
• How do you plan to present your work?
• How long do you predict it will take a marble to roll from the top to the bottom of the marble run?
• How will you measure the run time accurately?
• What was your fastest/shortest run time?
Possible modifications/extensions:
• Some students may need support to get started on this project. If your child is not familiar with
how a marble runs works s/he may like to look online to get some ideas but encourage him/her
to come up with an original design.
• Have your child use the rubric to self assess throughout the project and at the completion of the
project.
• Set a time for your child to present the completed project to other family members.
©K-5MathTeachingResources.com
Requirements:
Design and draw a plan for your marble run. Your plan must include:A list of materials you will use to build the marble run
A scale drawing of the marble run
At least one right, two obtuse and two acute angles. Use a protractor to measure & label each angle.
Build and test your marble run. Make modifications if necessary.
Time how many seconds it takes for a marble to run from the top to the bottom of your marble run. Repeat 10 times. Record this data in a two column table with the headings: a) Run Number and b) Seconds.
Create a line plot using the data in your table. Give your line plot a title and label the axes. Write 3 comparative statements about your data.
Figure out the average marble run time by adding the seconds from all runs and dividing the result by the number of runs. Show your work.
Build A Marble Run
In this project you will design and build a freestanding marble run that allows a marble to
travel from the top to the bottom of the run without stopping. You can use cardboard, empty boxes, paper towel rolls, paper cups, tape or any
other household materials you think may be useful.
© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com
Be ready to share your project on:
Dat
e:N
ame:
PRO
JEC
T RU
BRIC
: Bui
ld A
Mar
ble
Run
Requ
irem
ents
43
21
Mar
ble
Run
Pla
na
) lis
t of
ma
teri
als
b)
sca
le d
raw
ing
s c)
re
qui
red
ang
les
All
3 co
mp
one
nts
of m
arb
le
run
pla
n a
re p
rese
nte
d in
a
hig
hly
effe
ctiv
e w
ay.
All
3 co
mp
one
nts
of m
arb
le
run
pla
n a
re p
rese
nte
d in
an
effe
ctiv
e w
ay.
An
att
em
pt
is m
ad
e to
p
rese
nt a
ll 3
com
po
nent
s of
th
e m
arb
le r
un p
lan
but
so
me
co
mp
one
nts
are
unc
lea
r.
One
or
mo
re c
om
po
nent
s of
th
e m
arb
le r
un p
lan
are
m
issin
g.
Mar
ble
Run
Ma
rble
run
is w
ell
bui
lt a
nd
rep
lica
tes
pla
n. M
arb
le r
un
has
som
e u
niq
ue e
lem
ent
s o
r m
ake
s in
nova
tive
use
of
eve
ryd
ay
ma
teri
als.
Ma
rble
run
is w
ell
bui
lt a
nd
rep
lica
tes
pla
n.M
arb
le r
un h
as
som
e
cons
truc
tion
fla
ws
but
a
tte
mp
ts to
re
plic
ate
pla
n.
Ma
rble
run
do
es
not
rep
lica
te p
lan.
Tab
le a
nd L
ine
Plo
tD
ata
in t
wo
co
lum
n ta
ble
is
pre
sent
ed
cle
arl
y. Li
ne p
lot
acc
ura
tely
re
pre
sent
s d
ata
in
tab
le.
Da
ta in
tw
o c
olu
mn
tab
le is
p
rese
nte
d c
lea
rly.
Line
plo
t a
ccur
ate
ly r
ep
rese
nts
da
ta in
ta
ble
but
ha
s o
ne m
ino
r e
rro
r.
Da
ta in
tw
o c
olu
mn
tab
le is
un
cle
ar
or
line
plo
t co
nta
ins
mo
re t
han
one
err
or.
Tab
le o
r lin
e p
lot
is m
issin
g.
Wri
ting
Co
nven
tions
• sp
ellin
g
• p
unct
uatio
n •
cap
italiz
atio
n •
gra
mm
ar
• p
ara
gra
phi
ng
Da
ta c
om
pa
rativ
e s
tate
me
nts
de
mo
nstr
ate
str
ong
gra
sp o
f a
ll g
rad
e le
vel w
ritin
g
conv
ent
ions
.
Da
ta c
om
pa
rativ
e s
tate
me
nts
de
mo
nstr
ate
so
und
gra
sp o
f a
ll g
rad
e le
vel w
ritin
g
conv
ent
ions
. So
me
min
or
err
ors
tha
t d
o n
ot
imp
air
re
ad
abilit
y.
Da
ta c
om
pa
rativ
e s
tate
me
nts
de
mo
nstr
ate
ba
sic g
rasp
of
gra
de
leve
l wri
ting
co
nve
ntio
ns e
vid
ent
.
Da
ta c
om
pa
rativ
e s
tate
me
nts
are
miss
ing
or
de
mo
nstr
ate
m
inim
al g
rasp
of
gra
de
leve
l w
ritin
g c
onv
ent
ions
.
Pres
enta
tion
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
, cre
ativ
e a
nd
hig
hly
effe
ctiv
e w
ay.
Pro
ject
is p
rese
nte
d in
an
org
ani
zed
and
eff
ect
ive
wa
y.So
me
pa
rts
of t
he p
roje
ct
are
pre
sent
ed
in a
n o
rga
nize
d a
nd e
ffe
ctiv
e w
ay.
Pro
ject
is n
ot
org
ani
zed
or
pre
sent
atio
n sh
ows
min
ima
l ef
fort
.
Tota
l:/2
4©
K-5
Ma
th T
ea
chin
g R
eso
urce
sw
ww
.k-5m
ath
tea
chin
gre
sour
ces.
com
Ave
rage
Mar
ble
Run
Tim
eA
ll ca
lcul
atio
ns a
re s
how
n a
nd c
om
ple
ted
acc
ura
tely.
All
calc
ula
tions
are
sho
wn
with
one
err
or.
Wo
rk c
ont
ain
s 2-
3 ca
lcul
atio
n e
rro
rs.
Wo
rk c
ont
ain
s m
ore
tha
n 3
calc
ula
tion
err
ors
An
ACU
TE A
NG
LE m
easu
res
be
twee
n 0°
and
90°
.
An
OBT
USE
AN
GLE
mea
sure
s
betw
een
90°
and
180°
.
AN
GLE
: tw
o lin
e se
gmen
ts, o
r ray
s, th
at h
ave
a co
mm
on e
nd p
oint
(the
ver
tex)
.
A R
IGH
T A
NG
LE m
easu
res
90°.
A S
TRA
IGH
T A
NG
LE m
easu
res
180°
.
CLA
SSIF
Y A
NG
LES
A
BC
MEA
SURE
AN
D D
RAW
AN
GLE
SM
EASU
RE
ABC
WIT
H A
HA
LF-C
IRCL
E PR
OTR
ACT
OR
1. P
lace
the
cent
er p
oint
on
the
prot
ract
or o
ver
verte
x B o
f the
angl
e. A
lign
the
0° m
ark o
n th
e
prot
ract
or w
ith ra
y BC.
2. R
ead
the
degr
ee m
easu
re w
here
ray B
A int
erse
cts
the
edge
of t
he p
rotra
ctor
. Ext
end
the
ray i
f ne
cess
ary.
Be su
re to
use
the
scale
that
mak
es
sens
e fo
r the
size
of t
he an
gle
you
are
mea
surin
g (u
se th
e be
nchm
ark a
ngles
0°,
90° a
nd 1
80°).
1. U
se th
e st
raig
ht e
dge
of th
e pr
otra
ctor
to
draw
and
label
ray D
E.
2. P
lace
the
cent
er p
oint
of t
he p
rotra
ctor
ove
r po
int D
. Alig
n th
e 0°
mar
k on
the
prot
ract
or
with
ray D
E.
3. L
ook a
long
the
scale
and
mar
k a p
oint
at th
e re
quire
d m
easu
re (in
this
exam
ple,
60°
). Be
su
re to
use
the
scale
that
mak
es se
nse
for
the
size
of th
e an
gle
you
are
draw
ing.
4. D
raw
a ray
from
the
verte
x thr
ough
the
m
arke
d de
gree
.
m
ABC
= 7
5
m
CDE
= 60
°
DRA
W
CD
E W
ITH
A M
EASU
RE O
F 60
°
C
DE
DCE
DCE
AD
JACE
NT
AN
GLE
S
B
DE
C