Structured Curriculum Lesson Plan Day: 126 Subject: Mathematics Grade Level:

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STRUCTURED CURRICULUM LESSON PLAN

Day: 126 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 7A2, 7A3, 7A6, 9B1 ITBS/TAP: Understand geometric properties

and relationships Apply geometric concepts and formulas

ISAT:

Unit Focus/Foci

Measurement

Instructional Focus/Foci Perimeter-1

Materials Six-Group Activity: Perimeter 1 Worksheet (see attached) Terms worksheet (see attached) Homework (see attached) Math journals

Educational Strategies/Instructional Procedures Warm-up Activity: Have students write down the following notes in their math journals. The football field at Amelia Park is 128 yards long and 60 yards wide. The P.E. class was instructed to run around the field. The class started to run beginning at the goal post on the north end of the field. When they reached the south end goal post, the leaders started up the center of the field instead of going around the entire football field.

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60 yds. (Start) * This drawing should be

shown on an overhead or drawn on the chalkboard. 60 yds. Looking at the drawing above, are you able to determine the perimeter of the area the P.E. class ran? Why or why not? Some reasons may be: 1. One cannot measure to find the perimeter because the students did not completely enclose the area. 2. In order to determine perimeter, we need measurements for length and measurements for width, at

least three sides making a closed form. Thus, we can not determine the perimeter from this picture. Next, ask a volunteer to point out two ways to determine the perimeter of the polygon by making a couple of changes. Show on the chalkboard what the two different drawings will look like. The drawings should look like this. 60 yds. 30 yds. * Note the path of the arrows. 30 yds 60 yds.

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Perimeter = 2 x 30 + 2x 128 60 + 256 is the perimeter of the first drawing. (Dark lines) Perimeter = 316 yds. 2 x 60 = 128 = 376 yds. *Perimeter: To find the perimeter of regular polygon you can multiply, add, or count the square units of a grid. Lesson: Allow students to work in pairs with geoboards and rubber bands. Tell them to stretch the band over the studs and count the units to determine the perimeter of the banded area. Have students count the units on their boards, exchange boards with their partner and count his/her units. Compare the numbers of units each person has counted to see if the numbers are the same. Allow time for students to continue to explore, about five minutes. Next, distribute the attached worksheet and have students measure and record the measurements of the polygon figures given. Ask students to name the shapes of polygons shown and label them. (Polygon: Figures with 3 or more sides or line segments to make a closed form.) Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. Perimeter is the measure of the outside of an inclosed former polygon. (yes) 2. Polygons are forms that have three or more sides with line segments that close the form. (yes) 3. A triangle is a polygon that can be measured to find perimeter. (yes) 4. The area of a polygon means how many square units it takes to completely cover a figure. (no) 5. When adding decimals line the decimals up first. (no) 6. Using the geoboard to explore and reinforce polygons and perimeter is a method of reinforcing a

skill that has been taught. (yes) 7. Any inclosed form with at least three line segments has a perimeter is a method of reinforcing a skill

that has been taught. (yes) 8. Parallel lines can be used to divide line segments into equal parts. (no) 9. Perimeter is the sum of the lengths of a polygon. (yes) 10. Two figures are congruent if they are the same size and shape. (no)

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Free-Choice Lesson Have students choose a lesson from the Free Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Perimeter 1 as a teacher-directed lesson. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons Sequence information, especially using timelines Select appropriate information for intended purpose

Connection(s) Enrichment: Fine Arts: Home: Remediation: Technology:

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Assessment Completed assignments and class participation.

Homework See attached

Teacher Notes

Answers to Worksheet: 1. Pentagon 2. Rectangle 3. Trapezoid 4. Rhombus 5. Rectangle

6. Kite/Trapezoid 7. Octagon 8. Square

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Worksheet

Name the forms above. Find the perimeter of each.

1. 2. 8in. 3cm 3cm 4in. 4in. 5cm 5cm 5cm 8in. 3. 6m. 4. 2in

4m. 4m. 1in 1in 2m. 2in

5. 6. 3ft. 2ft. 2yds. 2yrds. 3ft. 1 yd. 1yd. 7. 8. 1cm 4 yds. 1cm 2cm 2cm 2cm 4 yds. 4 yds.

2cm

1cm 1cm

4 yrds

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Terms: Define these terms. 1. Perimeter- 2. Rectangle- 3. Triangle- 4. Pentagon- 5. Polygon- 6. Hexagon- 7. Octagon- 8. Square- 9. Diagonal-

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Homework

Find the Perimeter: 5 cm 5 cm 1 cm 2 cm 2cm 2 cm 2 cm

1 cm 5 cm 3 cm Measure each side to the nearest centimeter. Find the perimeter of each.

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Six-Group Activity Geometry and Measurement: Perimeter 1 Materials: 5 index cards (5” x 7”) 1 envelope (9 ½” x 6 ½”) Activity Cards sheets Scissors Glue 1 Pencil Prepare the following cards using scissors to cut out the activity cards included in the pages that follow and glue each to an index card. Use the pencil to write the answers on the back of the index cards. Answers: 1. 32 cm 2. 14 ft 3. 60 cm 4. 53 ft 5. 109.2 cm Show the students a card and instruct them to find the perimeter of each figure using the measurement provided. After the students have determined the answer for each card, reveal the answer by turning the card over and say: The answer is… Make a copy of the following study board and use it to reteach this activity.

Perimeter 1 The perimeter of a figure is the distance around it and the sum of the lengths of the sides of a polygon. Square P=4 sides Rectangle P=2l + 2w Equilateral triangle P = 3 sides

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Polygon P = 6 sides (Number of sides x length of one side) Find the perimeter of a rectangle or square by adding the lengths of the sides or by using a formula. Example: By measuring: P length width length width= + + + P 35 25 35 25 120= + + + = The perimeter is 120 ft. By using the formula 2l + 2w: P 2 2length width= × + × P 2 35 2 25= × + × P 70 50= + P 120 ft= The perimeter is 120 ft. Have students use these examples to practice before completing the 6 group activity.

10 ft

30ft 8 in

14 in Draw the examples above on a scratch sheet of paper and show students both ways to solve the problem. Tell the students that they are going to do an activity on perimeter. When you lay a card on the table, they can solve it either of the two ways. Make sure the study board is available if they need a visual aid. Store this activity in the envelope.

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ACTIVITY CARDS

8 cm

8 cm

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ACTIVITY CARDS

3 ft

4 ft

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ACTIVITY CARDS

10 cm

20 cm

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ACTIVITY CARDS

21 ft

10 ft 8 ft

14 ft

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ACTIVITY CARDS

17.7 cm

8 cm 45.9 cm

20.2 cm 17.4 cm

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Day: 127 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 9A1, 9B1, 9C2, 9D5, 9D6, 9D7 ITBS/TAP: Understand geometric properties and relationships Apply geometric concepts and formulas

ISAT:

Unit Focus/Foci

Measurement


Materials Six Group Activity: Perimeter 2 Math journals Homework worksheet

Educational Strategies/Instructional Procedures Warm-up Activity: Roll a polygon. Using the dice from the classroom game. Roll a pair of dice and tell students to use their rulers to construct polygons using the rolled measures. Have them give the perimeter of each polygon. Using the following measures construct five polygons: 1) 3, 5, 6 2) 4, 2, 2, 4 3) 1, 6, 1, 6 4) 5, 5, 5, 5 5) 3, 3, 3

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Ask students to give the names of the polygons which have been constructed. Measures should be given in centimeters. Some desired responses may be: 1) 14cm./Triangle 2) 12cm./Rectangle 3) 14cm./Rectangle 4) 20cm./Square 5) 9cm./Triangle Circulate around the room to observe the polygons constructed by the students. Give assistance where needed. Lesson: Tell students to construct (5) five polygons that are different from the one drawn in the warm-up, and to give the perimeter of each. This should be done in the math journals. 1) A four sided polygon 2) A five sided polygon 3) A three sided polygon 4) A six sided polygon 5) An eight sided polygon Ask students if there is a way to compute the perimeter of a polygon other than adding. Tell students that on regular polygons the width can be multiplied. A regular polygon is one in which all sides and angles are equal. If the polygon is drawn on grid paper, count the square units to find the perimeter. Ask students to label the regular polygons and to find the perimeter of the polygons on the attached worksheet. Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. Polygons can be regular or irregular. (yes) 2. Regular polygons have all equal sides.(yes) 3. The perimeter is found only when line segments are completely closed. (no) 4. When finding perimeter using grid paper, the square units can be counted. (yes) 5. A square is an example of a regular polygon. (yes)

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6. This drawing is an example of an irregular polygon. (yes)

(cm.)

7. A quadrilateral is an example of a polygon. (no) 8. is a polygon with a perimeter of 12cm. (yes) (cm.) 9. The rhombus is a polygon. (no) 10. All polygons must have connecting line segments. (yes) Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Perimeter 2 as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s) LA: Understand specific factual information SC: Apply scientific method to solve problems



Connection(s) Enrichment: Fine Arts:

4 3 1

1 2 2 2

4

2 2 4

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Home: Have students measure both their spelling and social studies books and compute the perimeter of each. If desired, have students use grid paper and count the square units for the spelling book. Remediation: Technology:

Assessment

Correctly completed assignments and class participation.

Homework See Attached Worksheet

Teacher Notes Key: A 1. Triangle 2. Quadrilateral 3. Pentagon 4. Hexagon 5. Octagon Key: B Polygons: Circle the following:

2. 4. 5. 6. 8.

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Homework

A. Name these special polygons: 1). 2). 3). 4). 5).

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B. Circle the figures that are polygons: 1). 2). 3). 4). 5). 6). 7). 8). 9). 10).

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Six-Group Activity Geometry and Measurement: Perimeter 2 Materials: 10 index cards (5” x 7”) 1 envelope (9 ½” x 6 ½”) 1 pencil Activity Card sheets Scissors Glue Prepare the following index cards using scissors to cut out the activity cards and then gluing them to the index cards. Use the pencil to write the answer on the back of each index card. Answers:

1) 40cm

2) 33ft

3) 44cm

4) 34ft

5) 26cm

6) 46cm

7) 34m

8) 28in

9) 32in

10) 80in

Lay a card on the table and explain to the students that they are going to find the perimeter of some figures. They will notice there are measurements missing in some of the figures and they are to figure out the length, then give the perimeter of the figure. After the students write the answer to one card, turn it over to show the answer and say: The answer is……. Use this picture to reteach this concept. Write this figure on a sheet of paper so the students can see it.

9 cm

2 cm 5 cm

15 cm

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Say: Look at this figure. Notice that most of the figure has measurements and some parts don’t. (Point to the 5 cm.) This side of the figure measures 5 cm. Look directly to the right of the figure (Point to 2 cm.) Look at 2 cm. If the length to the left is 5 cm and (Point to 2 cm) this measures 2 cm, and if a line was drawn from (Point to the line that starts from 2 cm down) here to here it would be the same length as 5 cm. So, 5 cm-2 cm would give us the length (Point to the end of the figure to your far right) from here to here. This measures 3 cm. Now the length in the middle of the figure to the right (Point to the space) has no measurement. Look at the 9 cm measurement at the top (Point to 9 cm) and the measurement of 15 cm at the bottom of the figure (Point t 15 cm). Subtract 9 cm from 15 cm to get the length of the missing line segment. 15cm – 9cm =6 cm. Now that we have all the missing measurements we can solve the problem:

5 cm + 9 cm + 2 cm + 6 cm + 3 cm + 15 cm = 40 cm Tell the students that they are going to do an activity that calls for them to find the perimeter of a figure. Lay a card on the table and give students time to solve it before revealing the answer by turning the card over and saying: The answer is…… after every card. Store this activity in the envelope.

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ACTIVITY CARD SHEET

3 cm

6 cm

2 cm

9 cm

15 c

m

5 cm

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ACTIVITY CARD SHEET

4 ft

6 ft

1 ft

3 ft

4 ft

6 ft

6 ft

256

ACTIVITY CARD SHEET

2 cm 4 cm

3 cm

7 cm

5 cm

10 cm

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ACTIVITY CARD SHEET

8 ft

2 ft

2 ft

4 ft

1 ft 1 ft

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ACTIVITY CARD SHEET

8 cm

5 cm

259

ACTIVITY CARD SHEET

112

2 cm

110

2 cm

260

ACTIVITY CARD SHEET

2 m

4.4

m

8.4

m

6 m

2 m

2.6

m

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ACTIVITY CARD SHEET

1 in

1 in

7 in

7 in

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ACTIVITY CARD SHEET

2 in

5 in

3 in

2 in

12 in

8 in

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ACTIVITY CARD SHEET

16 in 16 in

16 in 16 in

16 in

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Day: 128 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 7A2, 7A3, 7B2, 7B6, 7B9, 7C3, 7D1, 7D2 ITBS/TAP: Understand geometric properties and relationships Apply geometric concepts and formulas

ISAT:

Unit Focus/Foci

Measurement


Materials Six-Group Activity: Perimeter word problem Worksheet

Educational Strategies/Instructional Procedures Warm-up Activity: Have students measure items in the classroom such as books, math manipulative, note cards, bulletin board letters, etc. Allow students to present their findings to the class. The report should include the name of the item and the three methods used to find the perimeter of the item. (Addition, multiplication and numeration of the square units on a grid). Draw the following polygon on the chalkboard or display it on the overhead screen. Explain that all polygons have straight sides and where two sides meet is called a (vertex). Point out all of the vertices in the pentagon. (5)

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Example àà

1

5 2

4 3 Pentagon

Lesson: Distribute the following worksheet and direct students to complete it. Name each figure, measure its perimeter and count the vertices of the polygons. (Vertices: where the sides connect).

Worksheet 1. 2. 3 4. 5 ft. 2 m 2 m 8 in 3 ft. 4 cm 4 cm 3 m 3 m 6 in 6 in 3 ft. 5 ft. 2 cm 2 m 5 in For figures one through four, name each polygon. Then find the perimeter and number of vertices for each polygon. (Answers) 1. Triangle 2. Rectangle 3. Pentagon 4. Quadrilateral 10 cm 16 ft. 12 M 25 in. Vertices __ Vertices __ Vertices __ Vertices __

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5. I have 6 sides and six vertices. What am I? _______________.

6. I have 3 vertices and three sides. What am I? _______________. A. Octagon B. Pentagon C. Triangle D Hexagon E. Quadrilateral 2 cm 3 cm

2 cm 2 cm 2 cm 2 cm __ 2 cm 3 cm ___ 2 cm 2 cm 2 cm

2 mm 3 in 2in 4 ft

2 mm 2 mm 3 ft ___ 3 ft

__ 3 in 4ft

____ 4 ft

2 mm 2 mm

Write the letter for the matching polygons. Measure the figures and find the perimeter. Show all steps. Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.

1. Polygons are plane figures with straight lines. (yes) 2. When the straight lines of a polygon meet they form a vertex. (yes) 3. There are three ways to find the perimeter of polygons. (yes) 4. Congruent polygons are the same size and shape. (no) 5. A hexagon has six vertices. (yes) 6. The perimeter can be measured in feet, inches and also in metric measures. (yes) 7. The rectangle and other quadrilaterals are examples of polygons. (yes) 8. The foot, yard and mile are customary units used to measure lengths. (no) 9. To find the perimeter of a square with sides measuring 4 inches each, one can add (4 in + 4 in + 4 in

+ 4 in) or multiply (4 in. x 4 in.) = 16 inches. (yes) 10. Congruent line segments are the same length. (no)

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Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Perimeter word problems as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.





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Assessment Completed assignments and class participation. Ten Statements review.

Homework Draw 4 polygons with the following perimeters:

1. 10 cm 2. 8 cm 3. 9 cm 4. 12 cm

Teacher Notes

(Answers to worksheet) 1. Triangle 2. Rectangle 3. Pentagon 4. Quadrilateral 10 cm 16 ft. 12 M 25 in. Vertices: 3 Vertices: 4 Vertices: 5 Vertices: 4 5. Hexagon 6. Triangle A. Octagon B. Pentagon C. Triangle D Hexagon E. Quadrilateral 2 cm 3 cm

2 cm 2 cm 2 cm 2 cm A 2 cm 3 cm E 2 cm 2 cm 2 cm

2 mm 3 in 2in 4 ft

2 mm 2 mm C 3 ft 3 ft

D 3 in 4ft B 4 ft

2 mm 2 mm

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Six–Group Activity Geometry and Measurement: Word Problems Materials: 6 index cards (5” x 7”) 1 envelope (9 ½” x 6 ½”) 1 pencil Scissors Glue Activity Cards sheet Prepare the following index cards using the scissors to cut the activity cards out and gluing them to an index card for support. Use a pencil to write the answer on the back of each card. Answers:

15cm

302 in

78ft

32ft

174ft

38ft

Lay a card on the table and have the students read the card and find the perimeter of the object described on the card. After they have written the answer to one card, turn the card over and say: The answer is… … Use the study board from Perimeter 1 to reteach this lesson.

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Activity Cards

Find the perimeter of a regular hexagon, or six-sided polygon with sides each measuring

2.5 cm.

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Activity Cards

A mason is placing brick around the outside perimeter of a patio that is an eight-foot

square. What is the perimeter of the patio?

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Activity Cards

Find the perimeter of the computer work station that measures 78 in, 27 in, 24 in, 32

in, 30 in, 30 in, and 81 in.

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Activity Cards

Frank is putting asphalt down on a rectangular driveway. The driveway is 25 ft. wide 62 ft. long. What is the perimeter

of the driveway?

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Activity Cards

A carpet installer is laying carpet in a room 15 feet wide and 24 long. What is the

perimeter of the room?

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Activity Cards

Steven installs wallpaper. The room is 10 feet by 9 feet. What is the perimeter of the

room?

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ISAT:

Unit Focus/Foci

Measurement

Instructional Focus/Foci Area-1

Materials Six-Group Activity: Area of a square and rectangles Math journals Warm-up worksheet Geoboards Rubber bands Centimeter grid paper

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Educational Strategies/Instructional Procedures Warm-up Activity: Allow about three minutes for each student to write a definition for area. Have students volunteer to read his/her definition. After listening to the definitions, decide on the definition of area and give it as: Area-the number of square units needed to cover a region or surface. 1 cm 6 cm

1 cm 1 cm 20 cm 1 2 3 4 5 6 7 8 9 10 11 12

1 cm The area is (12) square cm. The drawing above should be shown on an overhead screen, chalkboard or copied and given to the students. Explain the examples. Each individual cube measures (1) square centimeter. The rectangle is made up of twelve cubes, and the area of the rectangle is (12) square centimeters. (2x6=12 cm). (Multiply length times width). Allow students to complete the examples on the Warm-up Worksheet.

Count the number of square centimeters to find the area of the rectangle.

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Warm-up Worksheet Find the area in square centimeters.

Square centimeters

Square centimeters

Square centimeters

Square centimeters

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Lesson: Allow students to work in pairs to complete the next activity. Distribute geoboards to students and ask one student to band off an area. Have one student give the perimeter and the other the area. Tell students to differentiate between perimeter and area. The following are two target responses. Perimeter is the measurement of the distance around a polygon. Area is the region inside of the polygon or the number of square units needed to cover the surface of the polygon. (1. 4 cm by 3 cm. 2. 8 cm by 5 cm. 3. 2 cm by 2 cm) Units to be used with Geoboards: See above. Count the square units to find the area of figure one. 1. Square ( ) centimeters On centimeter grid paper have students draw rectangles with the following lengths and widths: 3. length 3 cm

width 2cm

4. length 6 cm width 3 cm

5. length 4 cm width 2 cm

6. length 5 cm

Next have students measure the perimeter of each figure. Last have students count he square units inside the polygon to find the area of each figure.

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Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. To find the area of a surface, one can add square units. (yes) 2. Perimeter forms a boundary around a surface. (yes) 3. The number of square units that cover a surface is the area. (yes) 4. A square centimeter measures one (1) centimeter on all sides. (yes) 5. A square centimeter is a metric unit of measurement. (no) 6. When a figure is a rectangle or a square, one can multiply to find the area. (yes) 7. Polygons are plane figures with straight sides that meet. (no) 8. Tick marks can be used to show line segments of equal length. (no) 9. In order to buy fertilizer for a garden plot, one needs to measure the area to be planted. (yes) 10. Area is measured in square centimeters. (yes) Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Area of Squares and Rectangles as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.




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Assessment Classroom participation and completed assignments

Homework Assign students to find the area of a chair bottom, window pane, and a 5 x 7 picture frame.

Teacher Notes Remember to stress accuracy in measurement.

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Six-Group Activity Geometry and Measurement: Area of Squares and Rectangles Materials: 9 index cards (5” x 7”) 1 envelope (9 ½” x 6 ½”) 1 pencil Activity Card sheets Scissors Glue Prepare these cards using scissors to cut out the Activity Cards included in the pages that follow and then glue each to an index card. Use the pencil to write the answers on the back of the index cards. Answers:

1) 48 sq cm 2) 49 sq cm 3) 12 sq ft 4) 42 sq cm 5) 36 sq ft 6) 200 sq cm 7) 450 sq mm 8) 164.7 sq cm 9) 20 sq cm

Tell the students that they are going to find the area of each figure. Lay a card on the table. Lay a card on the table after the students write the answer to the problem shows on the card, reveal the answer by turning the index card over, and say: The answer is… Make a copy of this study board and use it to reteach this lesson to the students.

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Area of Rectangles and Squares The area of a figure is the size of the region it covers. Area is measured in square units. A l w= • You can also use this formula to find the unknown side if the area and one side are known. Example: 248 A in= 48 12 w= × 12 l in= 48 12w = ÷

4 in= The formula for area of a square is:

2 2 ( means side times side)A s s=

If a square has one side that is 4 inches long, each side is 4 inches long. 2=A s 4” 24A = 16 square inchesA = The shaded region is the area of the square The formula for area of a rectangle is:

(lw means length times width)A lw=

If a rectangle has a length of 6 feet and a width of 3 feet, what is its area?

s

s s

s

w w

l

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2=A s A = lw 3’ 2=A s A = 3• 6 2=A s A = 18 sq.in. 6’ The shaded region is the area of the rectangle.

Use these examples to work with students before doing the card activity. 9 cm 6 cm 5 cm 6 cm Tell the students that they are going to do an activity that calls for them to find the area of a figure. Lay a card on the table and give students time to write the answer. After the students have written the answer, turn the card over and say: The answer is… Store this activity in the envelope.

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ACTIVITY CARD SHEET

8 cm

6 cm

A= __________________________

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ACTIVITY CARD SHEET

7 cm 7 cm

A= __________________________

287

ACTIVITY CARD SHEET

3 ft 4 ft

A= __________________________

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ACTIVITY CARD SHEET

14 cm

3 cm

A= __________________________

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ACTIVITY CARD SHEET

2 ft 18 ft

A= __________________________

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ACTIVITY CARD SHEET

20 cm

10 cm

A= __________________________

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ACTIVITY CARD SHEET

150 mm 3 mm

A= __________________________

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ACTIVITY CARD SHEET

13.5 cm 12.2 cm

A= __________________________

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ACTIVITY CARD SHEET

4 cm 5 cm

A= __________________________

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Day: 130-131 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 7A2, 7A3, 7B2, 7B6, 7B9, 7C3, 7D1, 7D2 ITBS/TAP: Understand geometric properties and relationships Apply geometric concepts and formulas

ISAT:

Unit Focus/Foci

Measurement

Instructional Focus/Foci Area-2

Materials Six-Group Activity: Area of a triangle and a parallelogram Math journals Grid paper Scissors Glue

Educational Strategies/Instructional Procedures Warm-up Activity: No Warm-up Activity today.

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Lesson: Have students take notes in their math journals. Referencing a rectangle from any rectangle for which students have previously found the perimeter and area, ask students to give two ways to determine the area of a figure. (Expect responses similar to these: Count square units on a grid and/or multiply the length times the width). Ask students which of the methods of determining area is the quicker way. (Answer: To multiply). Ask what should be multiplied. (Answer: The length times the width). Ask students to give the formula for finding the area of regular polygon figures. If there are students who do not know the formula or the steps for using the formula, review the steps. Formula: 1. Copy the formula A = l × w 3 cm 2. Substitute numbers A = 2 cm x 3 cm 3. Perform the math A = 2 x 3 = 6 4. Answer in correct notation A = 6 cm2 / 6 sq. cm 2 cm Ask students how a square and a rectangle are alike and how are they different. A square and a rectangle are alike in that both have four sides which form four right angles and two sets of parallel lines. They are different in that all four sides of a square are equal but a rectangle has opposite sides that are equal. (Congruent) same size and shape and do not intersect. Ask the students to show what the formula would look like if it was modified to show the area of a square. A=s2 or A=side × side Have a couple of volunteers put their example of the modified formula on the chalkboard. If the changes are not adequate, write the example below on the chalkboard and work through it with the class. A = S2 A = 62 A = (6 × 6 = 36) A = 36 cm2 36 sq. cm 6 cm

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The formula for finding the area of a triangle is: A = ½ b h. A= ½ base × height Height Height (h) Base Parallelogram: Area = b h A=base × height Base (b) A parallelogram is a quadrilateral, a four-sided figure with two pairs of congruent parallel lines (lines in the same plane that do not intersect). Distribute grid paper and hae students draw a parallelograms. Have students cut out parallelogram and practice cutting off one end (the left) and gluing or taping it to the right to make a rectangle. What is the shape of the new figure? (Rectangle). Ask students if the area has changed now that the shape has changed. (No) Tell students that a parallelogram is like a stick of gum or a piece of taffy when slightly heated; the shape changes, but not the area. 1. 2. (h) 2 ft. B 5 ft Formula: A = b h

A = 5 x 2 A = 10 ft. A = 10 ft. sq. Next, have students draw or trace a triangle.

4. ( ½ ) 3.

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3. A-2

Ask what part of a parallelogram they think the triangle is. Ask them to produce a drawing to prove

A-1 what they have theorized. Allow students a several minutes to construct a drawing on grid paper. Note drawing number 3. A-1 is the old triangle. A-2 is the new triangle. The tick marks (marks used to show line segments of equal length) indicate congruent sides. The students have been introduced to the formulas for finding the area of a triangle, now ask students to look at the drawings of the parallelogram and the triangle and explain what if any relationships they can make as to how the formulas are alike or different and why. (A triangle is ½ of a parallelogram so the formula for a triangle is: (A = ½ b h). The formula for the parallelogram is: (A = b h) a parallelogram is composed of (2) triangles. Now, have students assign a value or use the value of (6 inches) for the base and (4 inches) for the height. Work through the steps:

A = ½ b h Copy the formula. A = ½ of (6 x 4) or ½ × 6× 4 Substitute the given numbers. A = ½ of (24) or ½ × 24 Perform the math.

A = 12 units square or 12 square units Make sure the answer is given in square units.

Next, write the formulas on the chalkboard or on the overhead and have students copy the formulas and examples in their journals. Now, ask volunteers to name, describe, and construct the four polygons in the lesson. 1. Rectangle-four sided figure (quadrilateral) with four right angles and parallel opposite sides. 2. Square-a polygon where all four sides are equal. 3. Parallelogram-a quadrilateral with two pairs of congruent and parallel. 4. Triangle-a three sided polygon whose three angles total 1800.

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Practice: Have students name the figures and compute the area using the correct formula. A. B. 8 ft 3 cm 5 cm 12 ft. C. D. 8 in. 6 in. 11 mi. Answers: A. Triangle: A = ½ b h B. Rectangle: A = b h A = ½ of (5 x 3) A = 12 x 8 A = ½ of 15 A = 96 ft2 / square feet C. Parallelogram: A = b h D. Square: A = S2

A = 6 x 8 A = 112

A = 48 square inches (or) A = 11 x 11 48 inches A = 121 mi.2 / square miles Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. Formulas can be used to compute area. (yes) 2. The formula for finding the area of a triangle is: A = ½ b h. (yes) 3. A triangle is ½ of a parallelogram. (yes) 4. Tick marks can be used to show line segments of equal length. (yes) 5. Ratio is the comparison of two quantities. (no) 6. Area is the number of square units needed to cover a region. (yes) 7. The formula for the circumference is C = π d. (no) 8. A square is a polygon with four equal sides. (yes) 9. Congruent refers to two pairs of parallel lines that are the same size and shape but do not intersect.

(yes) 10. A cubic inch is a customary unit of volume. (no)

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Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Area of a triangle and a parallelogram as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.



SS: Read and interpret maps, charts, tables, graphs and cartoons Sequence information, especially using time lines Select appropriate information for intended purpose

Connection(s) Enrichment: Find the perimeter and area of this garden plot. I. 20 ft.

15 ft. A = l w Perimeter A = 20 x 15 2 x 20 + 2 x 15 = P A = 300 sq. ft / ft 2 40 + 30 = P P = 70 sq. ft. II. Compose a situation for a garden plot. Find the perimeter and the area. Perimeter to make sure

not to plant on someone else’s plot and area to determine the amount of fertilizer needed.

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Fine Arts: Home: Remediation: Technology:

Assessment Homework and class participation

Homework Assign students to draw each of the polygons named. Assign numbers, measure, and give the area of each. Triangle, Square Triangle, Rectangle, and Parallelogram

Teacher Notes

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Six-Group Activity Geometry and Measurement: Area of a Triangle and a Parallelogram Materials: 10 index cards (5” x 7”) 1 envelope (9 ½” x 6 ½”) 1 pencil Activity Card sheets Scissors Glue Prepare the following index cards using the scissors to cut out the Activity Cards and gluing each one to an index card. Use the pencil to write the answers on the back of the index cards. Answers:

1. 42 cm2 2. 15 ft2 3. 27 ½ in2 4. 25 ½ yd2 5. 37 ½ in2

6. 37.8 dm2 7. 6.11 cm2 8. 10 yd2 9. 56 in2 10. 60 cm2

Lay a card on the table and have the students write the area for each figure. When the answer is written, turn the card over and say: The answer is… … Make a copy of this study board and use it to reteach this activity.

Area of a Triangle and a Parallelogram

The formula for finding the area of a triangle is A = 12

(b × h). The number 12

is significant in the

formula since, without it, there would be no difference in the area of a triangle and the area of a rectangle.

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Example: A = 12

(b • h)

Height 6 A = 12

(5” • 6”)

A = 12

• 30”

5 Base A = 15 square inches

Area of a parallelogram A = bh

6.5 in A = 8” × 6.5” A = 52 in2

8 in Use these examples to work with students before doing this activity with them. 4 in 4 in (h) 8 in (b) 8 in Answers:

l × w A = 12

(b × h)

A = 8 in × 4 in A = 12

(8 × 4) in

A = 32 in2 A = 12

× 32 in

A = 16 in2 Tell students that they are going to do an activity that calls for them to find the area of triangles and parallelograms. Lay a card on the table and give the students enough time to work out the answer. After the students write the answer, reveal the answer by turning the card over and saying: The answer is … …

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7 cm

12 cm A=______________________________

10 ft

3 ft A=______________________________

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5 m

11 m

A=______________________________

6 yd

812

yd

A=______________________________

305

15 in

5 in A=______________________________

9 dm

8.4 dm A=______________________________

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1.3 cm

4.7 cm A=______________________________

5 yd

2 yd

A=______________________________

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16 in

8 in

A=______________________________

6 cm

3 cm

10 cm A=______________________________

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ISAT:

Unit Focus/Foci

Measurement

Instructional Focus/Foci Perimeter and area Problem-solving

Materials Six-Group Activity: Review Number Wheels Math journals

Educational Strategies/Instructional Procedures Warm-up Activity: Review the number of sides in polygons. Make a list with the names of the following figures. Answers in parentheses. 1. Hexagon (6) 6. Parallelogram (4) 2. Triangle (3) 7. Circle (not a polygon) 3. Quadrilateral (4) 8. Octagon (8) 4. Pentagon (5) 5. Rectangle (4)

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Lesson: Have students take notes in their math journals. To reinforce lessons on polygons, have students, construct an outline.

I. Polygons: Three or more line segments forming a closed figure. A. Quadrilaterals: Four sided polygons

1. Parallelograms: Quadrilaterals with two pairs of congruent parallel sides. a. Rectangles: Parallelograms with four right angles b. Squares: Rectangle with and opposite sides equal four right angles and 4

equal sides. B. Triangles: three sided polygons with angles that total 1800.

After students have completed the outline, read the following statements and have students write true (or) false responses to the following statements. 1. All Parallelograms are quadrilaterals. (true) 2. No Rectangles are parallelograms. (false) 3. All Polygons are quadrilaterals. (false) 4. All Triangles are polygons. (true) 5. All Squares are rectangles. (true) 6. No Squares are triangles. (true) 7. All Quadrilaterals are rectangles. (false) 8. All Rectangles are squares. (false) 9. All Squares are parallelograms. (true) Guided and Independent Application Problems. 1. Chris wanted to construct a fence around his backyard pool. The pool took 420 ft. to go around

the perimeter of the yard. The yard is 112 ft. wide. How long is it? 112 +__+__ = 420 (224 + __= 420) (420 – 224 = 196) (196 ÷ 2 = 98) The yard is 98 ft. long. What is the area? (98 x 112 = 10,976) (The area to be enclosed is 10,976 sq. ft.)

2. Andy is making a sailboat in his after school boys club group. He need to make a triangular sail that

is 12 ft. in height with a base of 6 ft. What is the area of the sail? (36 sq. ft.). Draw the figure and apply the correct formula to solve the problem.

A = ½ b h A = ½ of 72

12 ft. A = ½ of (12 x 6) A = 36 sq. ft. 36 ft2

6 ft.

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Using an area of 24 square units, predict how many parallelograms you will be able to construct. (Use only whole numbers). The factors of 24 are: (1 x24) (2 x 12) (3 x 8) and (4 x 6).

A B H Ans.: An area of 24 square 24 1 24 units will make four 24 2 12 parallelograms. 24 3 8 24 4 6

4. Pat is helping his brother put new carpet in the den. The room is 8 meters long and 6 meters wide.

How many square meters of carpet do they need? (48 sq. m 48 meters.) Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. All parallelograms are quadrilaterals. (yes) 2. All polygons are closed figures made of three or more line segments. (yes) 3. All triangles are polygons. (yes) 4. The formula for finding area is: A = ½ b h. (yes) 5. Polygons can have the same area and different perimeters (yes) 6. A ray has one endpoint. (no) 7. Ordered pairs of numbers can be used to locate points on a grid. (no) 8. Rectangles are parallelograms with four right angles. (yes) 9. Triangles are three sided polygons with angles that total 1800. (yes) 10. When you slide the paper in a straight line without turning it, you make a translation of a figure. (no) Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Review as a teacher-directed activity.

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Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information Understand the meaning of words in context SC: Apply scientific method to solve problems




Assessment Class participation and completed assignments.

Homework Remind the students to study for a test to be given the next class session. Draw and label 3 kinds of quadrilaterals.

Teacher Notes

312

Six-Group Activity Geometry and Measurement: Review of Perimeter and Area Materials: 5 index cards (5” x 7”) 1 envelope (9 ½” x 6 ½”) 1 pencil Activity Card sheets Scissors Glue Prepare the following index cards by cutting out each activity card and gluing it to an individual index card. Use the pencil to write the answers on the back of the index cards. Answers: P=26 cm; A=40 cm2 P=28 cm; A=49 cm2 P=30 ft; A=36 ft2 P=24 cm; A=35 cm2 P=45 cm; A=105 cm2 Instruct the students to determine the perimeter and area of each figure. Reveal the answer for each card by turning it over and saying: The answer is… … Store this activity in the envelope. Use the study board about perimeter and area to review this lesson.

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ACTIVITY CARD SHEET

8 cm 5 cm

P= __________________________ A= __________________________

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ACTIVITY CARD SHEET

7 cm 7 cm

P= __________________________ A= __________________________

315

ACTIVITY CARD SHEET

12 ft

3 ft

P= __________________________ A= __________________________

316

ACTIVITY CARD SHEET

P= __________________________ A= __________________________

1 in

1 in

6 in

6 in

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ACTIVITY CARD SHEET

P= __________________________ A= __________________________

10 cm

5 cm

8 cm

12 cm

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ISAT:

Unit Focus/Foci

Measurement

Instructional Focus/Foci Formal assessment perimeter

Materials

Educational Strategies/Instructional Procedures Correct or collect and correct homework. Administer test.

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Test Perimeter 1. Define area? 2. The number of square units that covers a surface is the . 3. Write the formula for finding the area of a rectangle and draw an example of one.: 4. Write the formula for finding he area of a triangle and draw an example of one. 5. Using the scale provided, what are the areas in square centimeters of the.kitchen, living room,

and dining room? What is the total floor area of the doll house? Each stands for 1 centimeter.

Bedroom

Kitchen Living

Room

Dining Bedroom

Room

6. Write the steps for using the formula for finding the area of a parallelogram. (Base 4in., height 6 in.) 7. How many vertices are there in these figures? A. B. Name these figures ________ ____________

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8. Find the area in square centimeters. Use the formula. Show the steps. 1 cm

1 cm 1 cm 1 square centimeter 1 cm

A. B. _________________

________________ 9. What are the areas of these figures in square centimeters? A. B. 2 cm 1 cm 7 cm 1 cm

A. 12 sq. cm B. 10 sq. cm A. 16 sq. cm B. 9 sq. cm C. 14 sq. cm D. Not here C. 18 sq. cm D. Not here 10. Find the perimeter of ech figure. A. B. 5 cm 5 cm 1 cm 2 cm 2 cm 2 cm cm 2 cm 1 cm 5 cm 3 cm 11. I have 6 sides and 6 vertices. What plane figure am I? ______________. 12. I have 3 sides and 3 vertices. What plane figure am I? ______________.

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13. Using the formula A = ½ bh, find the area of a triangle 24 inches tall with a base of 12 inches. 14.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Use a different color for each figure. A. Make a rectangular shape with a perimeter of 14 inches using exactly 7 squares. B. Can you make a rectangular shape with a perimeter of 12 inches using exactly 8 squares? Show on

geoboard. 15. Treii puts a vinyl covering in his sister’s playhouse. The house measures 5 ft. long and 4 ft. wide.

How many square feet of vinyl does he need to cover the floor of the playhouse? Show the steps.

322

Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. No Ten Statements today. Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity No Six-Group Activity today. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.





323

Assessment

Homework

Teacher Notes

324

Answer Key

1. Perimeter 2. Area 3. A=l x w 4. A = ½ b h A = 4 sq. in 5. Kitchen = 12 cm2, living room = 21 cm2, dining room = 9 cm2, doll house = 70 cm2. 6. A = b h A = 4 x 6 A = 24 sq. in. 7. A.= 4 Vertices Trapezoid B.= 8 Vertices Octagon 8. A. 17 cm2 B. 10 cm2

9. A. 12 sq. cm (D) Not given 10. A. 14 cm B. 14 cm 11. Hexagon 12. Triangle 13. 144 sq. in. 14. Possible answers

A. B.

15. A = l w

A = 5 ft. x 4 ft. A = 20 sq. ft.

1 2 3 4 5 6

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Day: 134 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 7A2, 7A3, 7B2, 7B6, 7B9, 7D1, 7D2 ITBS/TAP: Understand geometric properties and relationships Apply geometric concepts and formulas

ISAT:

Unit Focus/Foci

Measurement

Instructional Focus/Foci Volume (Introduction)

Materials Six-Group Activity: Volume 1 Centimeter cubes (Enrichment) Math journal

Educational Strategies/Instructional Procedures Warm-up Activity: Ask students to generate a definition for volume. Expect answers/responses like: it tells how much something can hold, what it takes to fill something up, the capacity of something, usually refers to amount of liquid something holds. If nothing similar to these is heard, give the correct answer. Lesson: Have students take notes in their math journals. Go through the definitions given by the students. List all of the definitions that refer to volume in one column. Next, define volume as the capacity of a three-dimensional container or region of space. For example, the volume of a pitcher is the amount of liquid it will hold, the volume of an ice cube (solid) is the amount of space that it contains inside. Volume is always stated as a number and a unit of measurement, and is always stated as cube or cubic units. Perimeter is measured in linear units such as20 cm. While, volume would be expressed as 20 cm3. Now, have students work in pairs or small groups. Give each pair/group a set number of centimeter blocks. Have students construct as many different models as possible, draw the models and write the volume of each. (Remind students that volume is expressed as a cubic measure).

326

No matter the shape of the model, the volume will be the number of cubes used to construct the model. The number of cubic units needed to fit the inside of the box is its volume. One cubic centimeter is a metric unit of volume. Find the volume of these boxes: 12 cubic centimeters or 12 cm3

10 cubic centimeters or 10 cm3

Ans. 8 cm3 or 8 cu. cm 32 cubic centimeters or 32 cm3 30 cubic centimeters or 30 cm3

327

Have groups or pairs take turns building models and then giving the volume. They may take the models apart to find the volume of the shapes. (The partner that is to give the volume does not look while the shape is being made.) Next, direct students to repeat the steps above, only this time, they are not permitted to touch or remove the cubes to find the volume. As reinforcement for the skills above distribute worksheets with pictures of various models for students to determine the volume. ( Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. Volume is the amount needed to fill a three dimensional container or a region of space. (yes) 2. Volume is expressed in cubic measurement. (yes) 3. Perimeter is a linear measurement. (yes) 4. The formula for volume is v = l w h. (no) 5. Area is expressed in square units of measurement. (yes) 6. Area is a region with edges. (no) 7. The volume of an ice cube is how much space it contains inside. (yes) 8. When one constructs a model with centimeter cubes the volume is the same as the number of cubes

used. (yes) 9. Volume may be referred to as the capacity of a 3D/object. (yes) 10. The measure of the distance around a closed figure is the perimeter. (no) Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Volume 1 as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.

328




Connection(s)

Enrichment: Given various boxes have students find the volume using centimeter cubes. Fine Arts: Home: Remediation: Technology:

Assessment Class participation and completed assignment

Homework Assign students to find five things in their home or classroom that will serve as examples of volume. They may be things as listed below. (Answers will vary.) 1. Kool-aid pitcher 6. Perfume bottle 2. Lava lamp 7. Water bottle 3. Fish tank 8. Coffee pot 4. Pop-bottle 5. Lavatory tank

Teacher Notes

329

Six-Group Activity Geometry and Measurement: Volume 1 Materials: 10 index cards (5” x 7”) 1 envelope (9 ½” x 6 ½”) 1 pencil Activity Card sheets Scissors Glue Prepare the following index cards by using the scissors to cut out the activity card included in the pages that follow and glue each to an index card. Use the pencil to write the answers on the back of the index cards. Answers: 1. 600 cu ft 2. 48.75 cu ft 3. 1,555.2 cu m 4. 336 cu in 5. 150 cu ft 6. 216 cu in 7. 6 cu m 8. 162 cu in 9. 125 cu ft 10. 27 cu cm Lay a card on the table and instruct the students to write the answers. After each card has been displayed, reveal the answer by turning the card over and saying: The answer is… Make a copy of this study board and use it to reteach this activity.

Volume Volume (V) is the amount of space inside a three-dimensional figure. Volume is measured in cubic units. For a three-dimensional figure shaped like a box, you can use the formula V=l × w × h to calculate volume.

330

Example: 12” 18” 15” Step 1. Write the formula for volume. V = l x w x h Step 2. Substitute the values for l, w, and h into the formula. V = 18 x 12 x 15 Step 3. Multiply the numbers. V = 3,240 cu in Answer: The volume of the box is 3,240 cubic inches. Use these measurements to work with the students before completing this activity. l = 3 cm l = 5 cm w = 5 cm w = 8 cm h = 4 cm h = 7.4 cm (V= 60 cm3) (V=296cm3) Tell students that they are going to do an activity that calls for them to find the volume of several figures. Lay a card on the table and give the students a chance to complete the problem before revealing the answer by turning the card over and saying: The answer is…

331

4’ 25’ 6’

V=______________________________ 3’ 6.5’ 2.5’

V=______________________________

332

16.2 m 8 m 12 m

V=______________________________ 8” 6”

7”

V=______________________________

333

l = 10 ft w = 3 ft h = 5 ft V= ________

l = 2 in w = 6 in h = 18 in V= ________

334

l = 6 m w = 0.5 mm h = 2 m V= ________

l = 3 in w = 9 in h = 6 in V= ________

335

l = 5 ft w = 5 yd h = 5 ft V= ________

l = 3 cm w = 3 cm h = 3 cm V= ________

336



ISAT:

Unit Focus/Foci

Measurement

Instructional Focus/Foci Volume (using formulas)

Materials Six-Group Activity: Space Figures Math journals

Educational Strategies/Instructional Procedures Warm-up Activity: Dictate these facts to students and have students write them in their math journals. 1. Volume measures the space inside of objects. 2. The cubic unit of measurement is used to express volume. 3. Measure an object to find its volume. 4. The formula for volume is v = l w h 5. When cubes of the same size are used to construct models and the same number of cubes are used

in each model, the volume will be the same regardless to the shape of the model. 6. A cubed product of a number multiplied by itself twice (23) is read two cubed. (2 x 2 x 2 =4 x 2 =

8). 7. The formula for finding the volume of a cube is v = S3 where s = 1 side. 8. A cube is a solid figure with six congruent or identical sides. 9. Example: 3 cm

337

10. Steps for working with a formula. V = S3 V = 3 x 3 x 3 V = 33 V = 27 cm3

11. Another formula: V = l w h (students may refer back to earlier notes). Lesson: Display the drawing below on an overhead or chalkboard. Ask student volunteers to describe the model. h Assign the following values. w length = 3 yds. width = 2 yds. l height = 1 yd. Have students select the correct formula, use the assigned values and find the volume of the drawing above. V = l w h V = 3 x 2 x 1 V = 6 x 1 V = 6 yds. Practice: Have students find the volume of the following. 1. A cube with 6 in. sides Ans. V = l w h V = 6 x 6 x 6 V = 216 in3

2. A rectangular prism with a length of 4mm width = 5 mm and h = 6 mm. V = 120 mm3 3. If the volume of a cube is 343 cu in., what is the length of one side? Answer: 7 inches. 4. Define prism: a space figure with two parallel, congruent faces called basses. 5. Draw a prism:

base base

338

Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. Volume is expressed in cubic units. (yes) 2. A cube is a solid figure with six congruent sides. (yes) 3. Volume is the measure of space on the inside of an object. (yes) 4. Find the volume of a pyramid with the formula V = ½ l w h. (no) 5. A space figure with two parallel, congruent faces is a prism. (yes) 6. Each figure with two parallel lines, congruent faces is a prism. (yes) 7. Area is the number of square units needed to cover a region. (no) 8. A cylinder is a solid figure that looks like a pop can. (no) 9. A rectangular prism with a length of 4mm, width of 5 mm and height of 6mm, has a volume of

120mm3. (yes) 10. V = S3 is a formula for determining the volume of a cube. (yes) Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of six students, two from each ability level, complete an activity on Space Figures as a teacher directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.




339


Assessment Class participation and completed assignments

Homework Find the volume for each figure. 1. 4 cm 2 cm

8 cm 2. 5 cm 5 cm

5 cm

Teacher Notes

Assign students to bring in cigar boxes or small shoe boxes or you may use small plastic boxes from a dollar store.

340

Six-Group Activity Geometry and Measurement: Space Figures Materials: 4 Activity Cards (8” x 10”) 1 pencil 1 envelope (9 ½” x 6 ½”) Prepare the following activity cards by writing the answer on the back of each activity card in pencil. Answers:

Name Number of faces Number of edges Number of vertices Rectangular prism 6 12 8 Triangular pyramid 4 6 4 Triangular prism 5 9 6 Square pyramid 5 8 5 Instruct students to write the number of faces, edges, and vertices of each figure you display. Give the students time to write the answer before revealing it by turning the picture over, saying: The answer is… … Make a copy of this study board and use it when reteaching this lesson.

Three-Dimensional Figures Three-dimensional geometric figures are called space figures or solids . The flat surface of a space figure is a face. The line segment where two faces meet is an edge. The point where several edges meet is a vertex.

341

Example: face vertex

edge

Prisms have two congruent bases.

Bases

Cube Rectangular prism Triangular prism Pyramids have only one base.

Base Base Base Triangular pyramid Square pyramid Pentagonal pyramid

342

Some other space figures or solids have curved surfaces.

Cylinder Cone Sphere Use these figures to work with students before completing this activity. Ask the question: How many faces, edges, and vertices does each figure have? Have the students look at the cube and pentagonal pyramid. Point out the parts of each figure and have the students count the number of faces, edges, and vertices. Tell the students that they are going to do an activity called Space Figures in which they will name the number of faces, edges, and vertices. Lay an activity card on the table and ask: How many faces are in this figure? After the answer is written, ask: How many vertices are in this figure? Turn the activity card over and say: The answer is…… Store this activity in the envelope.

343

Activity Card

Rectangular Prism

344

Activity Card

Triangular Prism

345

Activity Card

Triangular Pyramid

346

Activity Card

Square Pyramid

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Day: 136-137 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 7A2, 7A3, 7B2, 7B6, 7B9, 7C3, 7D1, 7D2 ITBS/TAP: Understand geometric properties and relationships Apply geometric concepts and formulas

ISAT:

Unit Focus/Foci

Measurement

Instructional Focus/Foci Volume, distinguishing between perimeter, area and volume

Materials Six-Group Activity: Review perimeter area, and volume Rulers metric and conventional Math journals Boxes to be measured

Educational Strategies/Instructional Procedures Warm-up Activity: Review the material for the warm-up. Have students find this information in their math journal. 1. Area is a surface with distinct boundaries and is measured in square units of measurement.

The formula is A = lw when measuring a rectangle. The formula is A = s2 when measuring a square. The formula is A = ½ bh when measuring a triangle.

2. Perimeter: is the sum of the lengths of the sides of a polygon.

Ex.: 4 ft

2 ft 2 ft 2 + 4 + 2 + 4 = 12 ft. 4 ft

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3. Volume is the measure of capacity of an object and is expressed as cubic units of measurement. Ex.: V = lwh

4 in V = lwh V = 16 x 5 x 4 5 in V = 16 x 5 x = 8 x 4 V = 320 in3 16 in

Find the volume of a rectangular prism that is 7 m in length, 5 m in width and 11 m in height. V = lwh V = 7 x 5 11 V = 35 x 11 385 m3 Lesson: Instruct students to take notes on this information. Have students follow the lesson closely to estimate the volume of a rectangular prism with, length 5.5 ft. width 3.3 ft. height 3.5 ft. V = lwh V 72 ≈ cubic ft. V ≈ 6 x 3 x 4 V ≈ 18 x 4 = 72 ft3 ( ≈ means approximately equal to). Find the perimeter, area of 1 face, and the volume of this cube.

P = 4s A = s2 V = l w h P = 4 x 6 A = 62 V = 6 x 6 x 6 P = 24 in A = 36 sq. in. V = 36 x 6 V = 216 cubic inches

6 in Plan ahead to bring in cigar boxes or some similar sized containers. Display boxes and have students write out their responses to the following: 1. What is the shape of the box? (rectangular prism). 2. To find how many cubic inch blocks the box will hold is to determine the? (volume) 3. If we stretch a rubber band around the box the longest way is to find the perimeter. (yes) 4. To determine how much paper it will take to cover the box is to find the _______? (area). 5. If you want to fence in your yard, you will find the _______. (perimeter)

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6. If you wanted to find how much cereal an oatmeal box could hold, you would look for the ________. (volume).

7. If you want to find out how much flooring is needed to cover a room, you need to find the ________. (area)

Hands On Activity: Divide class into small groups. Give each group a box and a metric and (customary) conventional ruler. Have students measure the box to find the area, perimeter and volume. (use 1 inch cubes) If time is a problem, have students complete the assignment at home. There will be 3 perimeter measurements for rectangular boxes and one for cubes. Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. A triangular prism is a solid figure with a base that is a triangle. (no) 2. A wavy line ≈ means, approximately equal to. (yes) 3. To find how many cubic in blocks a box will hold, is to determine the volume. (yes) 4. V = lwh is the formula for volume. (yes) 5. Volume is expressed as cubic units of measurements. (yes) 6. When measuring to find the area of a triangle the formula is A = ½ bh. (yes) 7. It is possible to estimate when finding the volume of a prism. (yes) 8. One can find the perimeter of one face of a solid figure. (yes) 9. One can round volume to the nearest tenth. (no) 10. A cylinder is a solid shape with two circular bases that have equal areas and are parallel. (no)

350

Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Review perimeter area, and volume as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.




Connection(s) Enrichment: Fine Arts: Home: Complete group activity started in class. Remediation: Technology:

351


Homework Assign students to study for the test. Find the perimeter and volume for this figure.

4 in

2 in

9 in Answer: V = 72 in3 P = 22 in, P = 26 in, and P = 12 in

Teacher Notes Copy test for Volume, Perimeter, Area from lesson 138.

352


353

ACTIVITY CARD SHEET

8 cm

5 cm

P= __________________________ A= __________________________

354

ACTIVITY CARD SHEET

7 cm

7 cm

P= __________________________ A= __________________________

355

ACTIVITY CARD SHEET

12 ft

3 ft

P= __________________________ A= __________________________

356

ACTIVITY CARD SHEET

P= __________________________ A= __________________________

1 in

1 in

6 in

6 in

357

ACTIVITY CARD SHEET

P= __________________________ A= __________________________

10 cm

5 cm

8 cm

12 cm

358



ISAT:

Unit Focus/Foci

Measurement

Instructional Focus/Foci Volume, Perimeter, Area – (Test)

Materials Rulers Cubic unit Blocks Scissors Glue stick

Educational Strategies/Instructional Procedures Distribute test

359

Test I. Draw a line from the item in column A to the correct formula in Column B.

A B 1. Area of a rectangular

Length x width x height (lwh)

2. Volume of rectangular prism

Base x height (bh)

3. Area of a square

½ base x height (12

bh)

4. Area of a triangle

Side squared (s2)

5. Volume of a cube

Length x width (lw)

6. Area of a parallelogram

Side cubed (s3)

7. Mitch is helping Pat put new flooring in the kitchen. The room is 10 meters long and 8 meters wide.

How many square meters of flooring will they need to do the job?

8. 9. (See attachment) 10.

Construct an Area and Volume Box

360

8-10 Cut out pattern on the solid lines. Fold on the dotted lines and paste together to make a box. Using a ruler measure to the nearest inch, the edges of the box Find the area of the shaded side: ______________ sq. inches Find the area of the checked side: ______________ sq. inches The perimeter of the polka-dotted side: ____________ sq. inches PASTE PASTE

PA

STE

F

LA

P

PA

STE

FLAP FLAP

PASTE FLAP

361

Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. No Ten Statements today Free Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity No Six-Group Activity today Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.





362

Assessment

Homework

Teacher Notes

1. length x width (lw) 2. length x width x height (lwh) 3. side squared (s2)

4. 12

base x height (12

bh)

5. side cubed (s3) 6. base x height (bh) 7. 80m2 or 80 sq. m. 8. 2 in2 or 2 sq. in. 9. 4 in2 or 4 sq. in. 10. 12 inches

363


Day: 139 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 7A2, 7A3, 7A4, 7A5; 7B4, 7B5, 7B6; 8A1, 8A2 ITBS/TAP: Understand geometric properties and relationships Apply geometric concepts and formulas

ISAT: Understand and apply geometric concepts and

relationships

Unit Focus/Foci Geometry/Measurement

Instructional Focus/Foci Angles and lines

Materials Six-Group Activity: Line segments Protractors Rulers

Educational Strategies/Instructional Procedures Warm-up Activity: Directions: Draw each diagram on the board without the numbers. Using numbers 6 to 10, find three solutions, which will have the same sum in each direction. Answers: 1. 2. 3.

7

8

9

10 6

7

10

8

9 6

8

6

9

7 10

364

Lesson: A line is a straight direction between two points. A line segment is represented by two dots with a straight path between them. A ray is………… An angle is made up of two rays with a common end point. The endpoint is the vertex. In the example shown, the vertex is at point A, the sides are AB and AC. To name an angle, write the letter of the vertex in the middle. Use the symbol (∠ ) for angle. Now, have students name the angle above. ( ) or BAC CAB∠ ∠ When drawing lines, remember to use

arrows on both ends to show that they go in both directions indefinitely. A B The difference between lines and rays is that a ray starts at a specific point nd continues going in one direction; one arrowhead represents a ray. A B The dots on the line are representative of line segments. This line is called an AB line A B. Lines are drawn with a pencil and a straight edge. Lines may be vertical, diagonal or horizontal. Lines may be parallel and lines may also intersect. Now, define these terms for the students parallel, perpendicular, vertical, horizontal and intersect; give examples of each kind on the chalkboard. 1. Vertical: straight up and down. (|) 2. Diagonal: Slanting form one corner to the next. ( / )s 3. Parallel: the same distance apart. ( | | ) 4. Perpendicular: at right angles. ( + ) 5. Intersect: to divide into parts by crossing over. ( X ) 6. Angles: right angle 90 degrees, acute angle less than 90o, obtuse angle more than 90o, but less than

180o, etc. (< ) Next, tell students that angles are measured with a protractor and the measurement is given in degrees. A protractor has an inner and outer scale. Tell students that when measuring angles, to always align one ray of the angle with the 0o marking on the scale that is left uncovered. Demonstrate measurement at angles using a protractor o an over head projector. (Allow students to practice measuring angles.) Now, have students try dropping two pencils or straws. Trace the position that they land in. Were they parallel, perpendicular or did they form an acute, obtuse or right angle? Have students measure if they formed an angle and tell what kind of angle it is. (Note: Instruct students to hold pencils slightly above the paper on the desk and then drop them). Remember: A right angle will never measure 80o. To name an angle always locate the vertex, and the vertex is always in the middle of the name. Some forms have more than one angle.

A

B

C

365

Practice in small groups measuring angles from their textbooks. Allow students to volunteer to explain how they measured the angles, where the protractor was placed and what scale was used. Encourage students to write their explanations in their math journals. Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. To name an angle, write the letter of the vertex in the middle. (yes) 2. When drawing lines use arrows on both end to show that they go in both directions. (yes) 3. The difference between a line and a ray is that rays only go in one direction. (yes) 4. Parallel, perpendicular, and horizontal are terms used to describe lines. (yes) 5. Area is the number of square centimeters needed to cover a space. (no) 6. Right, obtuse and acute are terms used to describe kinds of angles. (yes) 7. The cubic unit of measurement is used to express volume. (no) 8. Angles are measured with a protractor. (yes) 9. The formula for volume is V=lwh. (no) 10. The measurement for angles is always given in degrees. (yes) Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Line segments as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s) LA: Understand explicit, factual information


366

Home: Remediation: Six-Group Activity Lesson. Technology:


Homework Explain the difference between a line and a line segment. Draw and label the parts of an angle.

Teacher Notes

367

Six-Group Activity Geometry and Measurement: Line Segments Materials: 4 index cards (3” x 5”) Scissors Glue Activity Card sheets 1 pencil 1 envelope (9 ½” x 6 ½”) Prepare the following index cards using scissors to cut out the Activity Cards and gluing them to the index cards. Use the pencil to write the answers on the back of the index cards Answers: PQ, , PR QR DC, DF, DG, DH, CF, CG, CH, FG, FH, GH WX, WY, WZ, XY, XZ, YZ JS, , JK SK Have students name all the line segments that are a part of each line. Lay a card on the table and allow students time to write the answer before revealing the answer by turning the card over and saying: The answer is… … Make a copy of this study board and use it to reteach this activity.

Line Segments A point is a location in space. Example: C Read: point C A line is a set of points in a straight path that extends in two directions without end.

Example: C D Read: Line CD or line DC Write: CD or DC

368

A line segment is part of a line that has two endpoints. Example: C D Read: Line segment CD or line segment DC Write: CD or DC Draw an example of a line segment of a sheet of paper. Have the students give the word name of the figure and name the line segment. Tell students that they are going to do an activity that calls for them to name all the line segments that are a part of each line. After the students have written the answers, turn the index card over and say: The answer is … … Store this activity in the envelope.

369

Activity Card Sheet R Q P Z Y

X W

370

Activity Card Sheet H G F C D K

S J

371


Day: 140 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 8A1, 8A2; 7A2, 7A3, 7A4 ITBS/TAP: Understand geometric properties and relationships Apply geometric concepts and formulas


relationships

Unit Focus/Foci Geometry/Measurement

Instructional Focus/Foci Parallel and perpendicular lines

Materials Six-Group Activity: Parallel, Perpendicular lines and rays Protractor/Straightedge

Educational Strategies/Instructional Procedures Warm-up Activity: Tell students to complete the number patterns to find the following: square numbers, triangular number and rectangular numbers. A. 1, 4, 9, 16, 25, ___, ___ (square numbers) *Answer. 36, 49. B. 1, 3, 6, ___, ___ (triangular numbers) *Answer. 10, 15. C. 2, 6, ___, ___, ___ (rectangular numbers) *Answer. 12, 20, 30. Each triangular number is half of its corresponding rectangular number.

372

Lesson: Explain that in this lesson parallel and perpendicular lines will be reviewed. Demonstrate that the sum of the angles in a quadrilateral is 360o. Tell students that parallel lines go in the same direction and never meet. Example A. Lines are perpendicular if they form right angles when they meet. Example B. Next, have students look at the following samples and tell whether they are parallel, perpendicular or neither. A. Neither B. Perpendicular C. Parallel D. Neither E. Neither F. Perpendicular G. Parallel

E

F

G

H

A

D

C

B

373

After the students have had some time to practice, allow them to find examples of parallel and perpendicular lines in the classroom. About five examples of each. Ex. book edge, door facing, etc. Tell students to name, commonly used objects, that are examples of parallel and perpendicular lines. Ask students if they are familiar with the term quadrilateral. Since they should have prior knowledge of quadrilaterals, many of the students will probably volunteer to respond. The response should be some variation of the following. A quadrilateral is a figure with four sides. Quadri means four and lateral means side. Quadrilaterals measure 360o when adding all measure of its angles. A quadrilateral cannot have four acute angles or four obtuse angles. Four of either of the above angles would measure less than 3600 or have a sum of less than 3600. Next, have students practice drawing quadrilaterals and measuring the angles Ask: what is the sum of the angles? If they equal 3600, the figure is a quadrilateral, remember that there is always a small margin of error. Have students draw a quadrilateral EFGH, then draw a line segment EG.

E F

H G Look at the first triangle EFG and measure the sum of the angles. Now, have students measure angles EGH. What is the sum of angles EGH? 180o. Add the sums together:

180

180 180 360

EFG EGH ∠ + ∠ = + =

o

o oThus, the sum of angles of two triangles forming a quadrilateral =360o.

374

Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. Parallel lines are lines that go in the same direction and never meet. (yes) 2. The term quadrilateral came from quadri, which means four, and lateral, which means side. (yes) 3. A quadrilateral measures 360o when the angles are measured. (yes) 4. Four acute angles cannot form a quadrilateral. (yes) 5. Perpendicular lines are lines that form right angles when they meet. (yes) 6. Railroad tracks are examples of parallel lines. (yes) 7. A line is a straight direction between two points. (no) 8. The angle symbol is the one shown here. (<). (no) 9. Triangles can form quadrilaterals as shown in today’s lesson. (yes) 10. The difference between a line and a ray is lines go in both directions indefinitely. A ray is a line that

goes in one direction. (no) Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Parallel, Perpendicular lines and rays as a teacher directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.


375

Connection(s) Enrichment: Fine Arts: Home: Remediation: Six-Group Activity Lesson. Technology:

Assessment Class participation, completed assignments

Homework Remind students to keep notes for the future test. Explain why a quadrilateral measure 360o.

Teacher Notes

376


Day: 141 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 9B1 ITBS/TAP: Identify, describe compare and classify geometric

figures.

ISAT:

Unit Focus/Foci

Geometry

Instructional Focus/Foci Congruency and similarity

Materials Six-Group Activity: Congruence Student copies of shapes

Educational Strategies/Instructional Procedures Warm-up Activity: Ask students to think of real life examples of parallel lines. (sides of picture frames, books, rail road tracts, yellow double lines in the streets, borders of doors, etc.) See how many examples students can find in five minutes. Check to see which student finds the most correct examples. If students give examples that are not parallel lines, explain why they are not paralle. Lesson: Introduce the terms congruence and similarity. Congruent: Means that a figure is the same size and shape, however their positions may differ. Similarity: The figures appear to be the same, however the size and shape may differ, after close examinations. Rotations, Reflections, and translations are known as Transformational Geometry. Explain the difference between the two terms. Present a display of shapes, have student select shapes that are congruent to figure A.

377

List shapes that appear similar to figure A. (Look congruent to A) E, G, I (Look similar to A) D, K Now list figures that are congruent to figure B, list those shape that are similar to figure B. Next have the students write the definition of the terms: Translation: A translation is made when a figure can slide in the same plane to fit over a duplicate figure. Rotation: To flip a figure over an imaginary line to conform to a like figure is said to be a reflection. All of the above figures may be congruent. Using an overhead show students examples of the reflection, rotation and translation. Make sure that you include a couple of examples that are congruent. Explain that a reflection is like looking into a mirror, and if you turn the paper over it will fit the figure. Pass out copies of the following worksheet. Have students trace figures A, B, and C on wax paper. Show figures D through L on the overhead. Ask student to tell which figures they think are congruent to figure “A”? List them. Next have students take the copies that the teacher has prepared in advance and slide the figures that they traced on the wax paper to see if they will fit directly over the figures they thought were congruent. Do they fit?

A

C D

E

F

B

G

H I

J

K L M

A. (C, F, H, J) look congruent

B. (L, M) look similar

378

WORKSHEET A B C D E F G I H J K L

379

Introduce the term: Symmetry Symmetry: means that if a figure is folded in half they are exactly alike. A line of symmetry is the exact point of a figure that will determine symmetry. Are any of the figures above symmetrical? Yes (A) (G), and (D). (Have students complete the worksheet). Ten Statements Review the ten statements and have the students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. A translation is when a figure can slide in the same plane to fit over a duplicate figure. (yes) 2. Congruent means that a figure is the exact same size and shape. (yes) 3. The sides of a picture frame are real life examples of parallel lines. (yes) 4. When a figure must be turned or shifted to fit over another like figure it is called a rotation. (yes) 5. A vertex is the point where any two edges meet. (no) 6. Angles are measured in degrees. (no) 7. Symmetry refers to figures when folded in half are exactly alike. (yes) 8. Railroad tracks are an example of read life parallel lines. (yes) 9. If all sides of a polygon are equal in length the polygon is a regular polygon. (no) 10. To flip a figure over an imaginary line to conform to a like figure is called a reflection. (yes) Free Choice Lesson Have the students choose a lesson from the Free Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Congruence as a teacher-directed activity. Math Workshop Have the students work in the Math Workshop after completing their Free Choice Lesson.

Integration with Core Subject(s) LA: Understanding explicit, factual information

380


Assessment Completion of assignments and class participation

Homework Draw two figures that are congruent. Draw two figures that are similar.

Teacher Notes

381

Six-Group Activity Geometry and Measurement: Congruence Materials: 5 index cards ( 5” x 7”) 1 envelope (9 ½” x 6 ½”) 1 pencil Activity Card sheets Scissors Glue Prepare the following index cards by cutting out the activity cards and gluing them to the index cards for support. Use the pencil to write the answers on the back of the index cards. Questions asked: 1. Does this figure have congruent sides? If so, name them. 2. Does the figure have congruent angles? If so, name them. Answers: 1. Yes; , , and , AB CD AD BC 2. Yes; A, B, ,C D∠ ∠ ∠ ∠

Yes; , , and , EF HG EH FG Yes; E, G, and ,F H∠ ∠ ∠ ∠

Yes; , , , PQ QR RS SP Yes; P, R, ,Q S∠ ∠ ∠ ∠

Yes; , , , JK KL LM MJ Yes; J, K, ,L M∠ ∠ ∠ ∠ No Yes; *Note: Each index card has two sets of answers for the two different questions about the same figure. Make a copy of this study board and use it to reteach this lesson.

382

Congruence Congruent figures are figures that have the same size and shape. These two triangles are congruent. If you trace figure A and put it on top of figure B, they will match.

These two squares are not congruent. They are not the same size.

Sometimes a figure has sides or angles that are congruent to each other. An equilateral triangle has three congruent sides and three congruent angles. The marks indicate congruent sides and congruent angles. Measure the angles with a protractor to tell if they are congruent. They are congruent if their measures are equal. Example:

Shows congruent sides

Shows congruent angles

A B

E F

383

Draw these three figures and ask: Are these figures congruent? Why? or Why not? Tell the students that they are going to do an activity that calls for them to answer two questions about each figure. Does this figure have any congruent sides? If so, name them. Does this figure have any congruent angles? If so, name them. After asking both questions for each card, reveal the answer by turning the card over and saying: The answer is…… Store this activity in the envelope.

384

ACTIVITY CARD SHEET

C

B

D

A

385

ACTIVITY CARD SHEET

F

E

G

H

386

ACTIVITY CARD SHEET

P Q

S R

387

ACTIVITY CARD SHEET

J K

M L

388

ACTIVITY CARD SHEET

X

W

Y

Z

389


Day: 142 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 9A1, 9A2, 9C2, 9C3 ITBS/TAP: Describe, identify, compare, and classify

geometric figures

ISAT:

Unit Focus/Foci

Geometry

Instructional Focus/Foci Symmetry, congruence and fractions

Materials Six-Group Activity: Congurence

Educational Strategies/Instructional Procedures Warm-up Activity: Present the following problem. Have students solve by drawing a picture. Burn is planning a design for a six by six grid. She will make a star in every third square, and make a border around every sixth square. How many squares will be empty when the grid is finished? (A=24).

1 2 3 4 5 6

390

Lesson: Have students write the alphabet in manuscript capital letters. (A B C D E F G H I J K L M N O P Q R S T U V W X Y Z.) Which letters have a line of symmetry? (Write s, under the symmetrical letters. Remember, lines of symmetry cut figures into two equal parts. Some figures have more than one line of symmetry. Look at the figures below (polygon figures) and find the lines of symmetry. What other mathematical concepts are there when one examines symmetry? (Fractions) How does symmetry relate to fractions? Write out the fractional parts after you draw your lines of symmetry. Have students label lines and line segments using capital letters. Ex. (A-B) (H-F) etc. A E B 1

4 14

H Shade ½ the area of each figure.

14 1

4

D G C A C. Semicircle Isosceles Triangle B. Square D. Rectangle

391

Next, ask students if any of these figures are congruent. Draw in the lines of symmetry, show any fractional parts.

1 2 3

4 5 6 How many angles are there in each figure.

1 (one) 2 (three) 3 (six) 4 (none) 5 (four) 6 (three) Mathematics utilizing lines of symmetry also demonstrates a relationship between geometry and fractions. It also shows how parallel lines that are the same distance apart can be used to divide a line segment into equal parts. Tell students that there are two ways to check to see if a figure is symmetrical.

1 Fold a figure along the line being checked, if the parts match there is a line of symmetry. 2 Place a mirror along the line, if the reflection is such that the half of the figure showing together with its reflection looks like the whole original figure, then the line is a line of symmetry.

392

Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. Letters A, H, M and O have a line of symmetry. (yes) 2. Fractions are evident in figures that have a line of symmetry. (yes) 3. Parallel lines can be used to divide line segments into equal parts. (yes) 4. A heart shape is a line of symmetry. (yes) 5. The first letter in the name of a ray is its endpoint. (no) 6. A square has at least three lines of symmetry. (yes) 7. The parallel lines can be used to divide a line segment into equal parts. (yes) 8. 6

6 is a fraction. (yes)

9. Congruent means that a figure is the exact same size and shape. (yes) 10. Angles are measured in degrees. (yes) Free Choice Lesson Have students choose a lesson from the Free Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Congruence as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.



393

Home: Remediation: Six-Group Activity Lesson. Technology:

Assessment Completion of assignments and class participation

Homework 1. Draw a figure that has a line of symmetry. 2. Draw a figure that does not have a line of symmetry.

Teacher Notes

394

Six-Group Activity Geometry and Measurement: Congruence Materials: 5 index cards ( 5” x 7”) 1 envelope (9 ½” x 6 ½”) 1 pencil Activity Card sheets Scissors Glue Prepare the following index cards by cutting out the activity cards and gluing them to the index cards for support. Use the pencil to write the answers on the back of the index cards. Questions asked: 1. Does this figure have congruent sides? If so, name them. 2. Does the figure have congruent angles? If so, name them. Answers: 1. Yes; , , and , AB CD AD BC 2. Yes; A, B, ,C D∠ ∠ ∠ ∠

Yes; , , and , EF HG EH FG Yes; E, G, and ,F H∠ ∠ ∠ ∠

Yes; , , , PQ QR RS SP Yes; P, R, ,Q S∠ ∠ ∠ ∠

Yes; , , , JK KL LM MJ Yes; J, K, ,L M∠ ∠ ∠ ∠ No Yes; *Note: Each index card has two sets of answers for the two different questions about the same figure. Make a copy of this study board and use it to reteach this lesson.

395

Congruence Congruent figures are figures that have the same size and shape. These two triangles are congruent. If you trace figure A and put it on top of figure B, they will match.

These two squares are not congruent. They are not the same size.

Sometimes a figure has sides or angles that are congruent to each other. An equilateral triangle has three congruent sides and three congruent angles. The marks indicate congruent sides and congruent angles. Measure the angles with a protractor to tell if they are congruent. They are congruent if their measures are equal. Example:

Shows congruent sides

Shows congruent angles

A B

E F

396

Draw these three figures and ask: Are these figures congruent? Why? or Why not? Tell the students that they are going to do an activity that calls for them to answer two questions about each figure. Does this figure have any congruent sides? If so, name them. Does this figure have any congruent angles? If so, name them. After asking both questions for each card, reveal the answer by turning the card over and saying: The answer is…… Store this activity in the envelope.

397

ACTIVITY CARD SHEET

C

B

D

A

398

ACTIVITY CARD SHEET

F

E

G

H

399

ACTIVITY CARD SHEET

P

S

Q

R

400

ACTIVITY CARD SHEET

J

M

K

L

401

ACTIVITY CARD SHEET

X

W

Y

Z

402


Day: 143 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 9A1, 9A2, 9C1, 9C2, 9C3 ITBS/TAP: Identify, describe, compare and classify geometric

figures Describe geometric properties, patterns and

relationships

ISAT:

Unit Focus/Foci

Geometry

Instructional Focus/Foci Identifying solid figures

Materials Six-Group Activity: Naming and measuring angles Measuring Instruments

Educational Strategies/Instructional Procedures Warm-up Activity: Write this problem on the chalkboard. A basketball bounces ½ of the height from which it is dropped. If the ball is dropped from a height of 146 feet and keeps on bouncing, how far will it have traveled when it strikes the ground for the time?

Ans. 19 ft.8

( )14 73 ( )73 3612 ( )36 1

2 18 14 ( )18 1

4 9 18

Take ½ of every number to get the height/distance the ball will bounce on the 5th bounce. Review the answer with the class.

403

Lesson: Find a page in the math book that has pictures of spheres, cylinders, pyramids, and prisms. Say: The objects are probably used every day, however, no one ever pays very much attention to them. Ask students if the objects remind them of anything they have seen today. Start with the cylinder as most of them will relate to a glass or pop can. Have students write the definition for each figure in his/her notebook. Have each student list five examples of each object in their books. Discuss the objects and review term like: congruent, polygon, point, and parallelogram. Have sheets of construction paper and scissors available so that students can draw a flat figure and cut it out and fold it to make 3-dimensional forms. The flat forms are sometimes referred to as nets when they are folded to make a 3-dimensional figure. (See if students can guess what figure the net they are assigned will make before actually drawing and cutting out the figure. Tell students that pyramids and prisms have only polygons as faces, and they have no curved surfaces. Pyramids have one base, all of the other faces are triangles that meet at one vertex. Prisms have at least one pair of parallel bases, and the other faces are rectangles. Next, tell the students that solids can be sorted into different groups. Show the following figures and ask students to group them using the following criteria. (Remind students that solids can be grouped as pyramids. Pyramids Prisms A B C D E

F G H

vertex face edge

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1. Solids that have at least three triangular faces. A, B. 2. Solids with at least one pair of congruent faces A, B, C, D, E, F. 3. Solids that have an even number of edges. A, B, D, E. 4. Solids with at least one square face. B, D. 5. Solids with only one base. A, B, G. 6. Solids with no pairs of parallel bases. A, B, G, H. Ten Statements Review the ten statements and have the students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. Pyramids are solids that are at least three triangular faces. (yes) 2. A solid object with two congruent bases and sides that are parallelograms is a prism. (yes) 3. A cylinder is a solid object with two congruent curved bases. (yes) 4. A right triangle has two sides that are perpendicular. (no) 5. Flat forms which are used to make three dimensional forms are sometimes referred to as nets. (yes) 6. Many solid figures have faces, edges and vertices. 7. The area of a figure means how many square units will be needed to completely cover it. (no) 8. Pyramids have only polygons as faces and they have no curved surfaces. (yes) 9. A water glass is an example of a cylinder. (yes) 10. An angle is made up of two rays that have a common endpoint. (no) Free Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity Naming and measuring angles as a teacher directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.

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Assessment Class participation and completion of assignments

Homework Assign students to find examples of a cylinder, sphere, and prism in their home and tell what they are used for.

Teacher Notes

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Six-Group Activity Geometry and Measurement: Naming and Measuring Angles Materials: 16 index cards (5” x 7”) 1 envelope (9 ½” x 6 ½”) 1 pencil Activity Card Sheet Scissors Glue Protractor Sheet (on transparency) Prepare the following index cards by cutting the activity cards and protractor sheet out and glue it to an index card for support. Use the pencil to write the answers on the back of the card. Answers:

Obtuse Right Obtuse Right Acute

Acute Obtuse Right Obtuse Acute

Have the students classify each angle as right, acute, or obtuse. Then give each student an index card and protractor and let them measure the angle. You will give the correct measurement by checking their measurement. Make a copy of this study board to reteach this lesson.

Naming and Measuring Angles An angle is formed by two rays that share a common endpoint. The common endpoint is called the vertex.

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Example: Vertex A

B R You name an angle using a point on each side and the vertex. The name of the vertex is always in the middle. You can also name an angle by its vertex. Example: Read: Angle ABR, angle RBA, or angle B Write: , , ABR RBA B∠ ∠ ∠ Using a protractor to measure an angle in degrees. Step 1. Place the center mark of the protractor on the vertex, D. Step 2. Align the 0o mark of the scale of the protractor with DF

u u u r of the angle.

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Step 3. To read the measure of the angle, find the place where DEuuur

passes through the scale on the protractor. Read the inner scale if the angle opening is on the right. Read the outer scale if the angle opening is on the left.

Right angle measures 90o Acute angle measures less

than 90o

Obtuse angle measures greater than 90o but less than

180o Draw some angles on a sheet of paper and show students how to measure and recognize different angles. Tell students that they are going to do an activity that calls for them to name angles and use a protractor to measure the angle. Lay a card on the table and give students time to write ht answer. After each card reveal the answer on the back by saying the answer is… After this activity give each studne3 an index card with the angle on it and a protractor and have them measure that angle. You must check for accuracy and give the correct answer. Store this activity in the envelope.

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Day: 144 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 9A1, 9C1, 9C2 ITBS/TAP: Understand geometric properties and relationships Apply geometric concepts and formulas


relationships

Unit Focus/Foci Geometry

Instructional Focus/Foci Angles and rotation

Materials Six-Group Activity: Identifying kinds of angles Scissors Protractors

Educational Strategies/Instructional Procedures Warm-up Activity: Present the following to the class:

Lisa was facing the statue in the middle of the art museum. She turned 14

of a turn in a clockwise

direction, then 12

of a turn in a counter-clockwise direction. How much of a turn and in what direction

should she move in order to face the statue?

Answer: 12

turn clockwise or 34

turn counter-clockwise.

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Lesson: There are right angles, acute angles, and obtuse angles. Angles are measured in degrees. Ask students how many degrees a right angle has? Answer: 90o. An obtuse angle has more than 90o, but less than 180o. Acute angles measure less than 90o.

The angle that measures 90o, and is 14

of a complete turn is called right angle. Right angles look like the

following.

A. B. C. D. Next, look at some different angles: Find the measurement and name the angles.

When we give the size of an angle, we give the smaller size whether we turn clockwise or counter-clockwise. See example:

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These turns are also referred to as rotations. If a rotation is 14

of a full turn, the angle is a right angle. If

it is less than 14

of a full turn, the angle is acute. If the turn is more than 14

of a full turn the angle is

obtuse. Remember to remind students that the tool used to measure angles is called a protractor. Remind students that clockwise refers to the direction that the hands move on a clock, and counter-clockwise is the reverse direction of the hands on a clock. Tell them that the vertex of an angle is where the two rays meet to form a common or single endpoint. These rays are named, and the symbol (∠ ) is used for angle. Example: Now have students review the following terms. Note: This review is based on prior knowledge. 1. Line: A straight direction between two points 2. Line segment: A line segment is represented by two dots with a straight path between them. Ten Statements Review the ten statements and have students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. When one gives the size of a turn or rotation, one always gives the smaller size. (yes) 2. A straight direction between two points is a line. (yes) 3. An angle is made-up of two rays with a common endpoint. (yes) 4. The endpoint of an angle is the vertex. (yes) 5. Six-group activity is used to reinforce skills. (no) 6. Area is measured in square units. (no) 7. A dot and a line with an arrowhead to show the direction of the line is a ray. (yes) 8. A protractor is a tool used to measure angles. (yes) 9. Surface area is the total area of all of the faces of a solid figure. (no) 10. A ray is a line that goes in one direction. (yes)

14

turn clockwise

34

counter-clockwise

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Free-Choice Lesson Have students choose a lesson from the Free-Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete and activity on Identifying kinds of angles as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.


Connection(s) Enrichment: Provide students with various angles. Allow students to name the angles, show the vertices, and measure the angels to prove that they are correct. Fine Arts: Home: Remediation: Six-Group Activity Lesson. Technology:

Assessment Classroom participation and completed assignment

Homework Have students list at least seven objects, items in the home that are examples of the different angles. Tell them to also practice measuring to prove accuracy.

Teacher Notes Remind students that the regular clock is an excellent manipulative to show the different angles.

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Six-Group Activity Geometry and Measurement: Identifying Kinds of Angles Materials: 10 index cards (3” x 5”) 1 black marker 1 pencil 1 picture 1 envelope (9 ½ “ x 6 ½”) Prepare the following index cards using the black marker to write the problems on the front of the index cards. Use the pencil to write the answers on the back of the index cards.

12o

68o ∠ AFD ∠ AFE 890

90o ∠ CFE 1150 1370 ∠ BFE

Answers:

Acute Acute Obtuse Straight Acute

Right Right Obtuse Obtuse Obtuse

For all the cards, have the students identify the angles as right, acute, obtuse, or straight. Use the picture when needed. Make a copy of two kinds of angles, rays or sides, which extend from the same vertex.

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You can use three letters to name an angle. The middle letter should be the vertex. Or you can use one capital letter, the vertex, to name an angle. A Vertex Angle ABC or angle B Symbol: ∠ ABC or ∠ B B C Angles are measured in units called degrees (0) and are named by their degree measure.

Right angle 90o Acute angle (less

than 90o) Obtuse angle

(more than 90o) Straight angle

(180o) Reflex angle (more

than 180o) Have students draw some sample angles on a sheet of paper and measure them to determine what kind of angle they are. Tell the students that they are going to do on an activity that calls for them to identify angles by degrees and by looking at a picture. Set the card up so that you do the degrees cards first. When you lay a card on the table, the students will write the answer. Reveal the answer on the back of each card, and say: The answer is……

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The Picture

C B D

A F E

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Day: 145 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 9B1, 9C3, 9C3 ITBS/TAP: Understand geometric properties and

relationships; apply geometric concepts and formulas

ISAT:

Unit Focus/Foci

Geometry

Instructional Focus/Foci The circle

Materials Six-Group Activity: Parts of a circle Compasses

Educational Strategies/Instructional Procedures Warm-up Activity: Distribute copies of this triangle. Without the letters. Ask students to find as many triangles as they can. Answers will vary. The answer is twelve.

C D E

F A B

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Lesson: Tell students that there are four parts of the circle. They are identified in Example A and B. A compass is the instrument used to draw a circle. The point forms the center and the pencil forms a curved line, the circumference or outer outline. Example: A Example: B Radius Arc Diameter A line segment from the center to any point on the circumference is called a radius, a line segment that passes through the center with end points that rest on the circumference is called the diameter. By moving the arms of the compasses and keeping the point fixed, one can draw a set of circles all of which have the same center, this set of circles is called concentric circles. Include examples. The circumference of a circle is about three times the diameter. Have students use a coin or some round object, stand it on its edge and mark the edge touching the desk. Roll the coin until the line comes back to the mark. Draw a line from the start to the point the mark gets back to desk and strip. Measure with a string or a strip of paper, now this strip or sting should fit them circular object. Allow students to practice for a few minutes. Next explain to students that any straight line that joins two points on the circumference of a circle is called a chord. A chord divides the circle into two segments. Any part of a circles circumference is called an arc, from the Latin word meaning bow. Example: C Arc Chord

Segment

Segment

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Next have students complete the following worksheet. � � 6 cm

Divide into segments and show a chord.

Measure the circumference and the radius. � � 4 cm Give the diameter. Measure the diameter

Point out an arc.

� Put in the points and give the diameter of the circles.

� Draw a circle and draw in six chords. Answer: � R=3 cm � Refer to example � Diameter=4 cm � Diameter=1 cm � Put a point in each circle. Measure for diameter.

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Ten Statements Review the ten statements and have the students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson. 1. Any part of circle circumference is called the arc. (yes) 2. A chord from the Latin word string divides a circle into segments. (yes) 3. A circle is a plane shape. (yes) 4. A line segment from the center of a circle to any point on the circumference of a circle is called a

radius. (yes) 5. The volume of a box is the number of cubic units that will fit inside the box. (no) 6. The length of the line that cuts a circle exactly in half, passing through the center is called the

diameter. (yes) 7. The circumference of a circle is about three times its diameter. (yes) 8. If a circle is sliced exactly in half, then each half is called a semicircle. (no) 9. If an object is shaped like a circle we say it is circular. (no) 10. An instrument for drawing circles is called a pair of compasses. (yes) Free Choice Lesson Have students choose a lesson from the Free Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Parts of a circle as a teacher-directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.


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Assessment Draw five circular objects found in your home. Tell what each item is. Give the diameter and radius of one circle. Measure the circumference of another circle. Divide one into segments. Point out the arc, and put a chords in the final circle.

Homework Review the following terms to start preparing for quiz: line, line segment, ray, right angle, obtuse angle, acute angle, parallel lines, radius, diameter, circumference.

Teacher Notes

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Six-Group Activity Geometry and Measurement: Parts of a Circle Materials: 10 index cards (3” x 5”) 1 black marker 1 pencil 1 picture of a circle 1 envelope (9 ½” x 6 ½ “) Prepare the following index cards using the black marker to write the problems on the front of the index cards. Use the pencil to write the answers on the back of the index cards. Identify each of the following for the circle: (Write one item per card.) the center two radii a chord a diameter name of the circle how many diameters are in the circle Have students identify the parts of a circle. Give directions and have the students draw the parts of a circle. Give these directions: Draw a circle. Label the center E. Draw a radius and label it D. Draw a chord and label it MN.

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Answers:

A;

AB,AJ,AD,AF; NM,DF; DF; A;

1;

E

D E

M D E N

Make a copy of this study board draw and use it to reteach this lesson.

Identifying Parts of a Circle A circle is a geometric figure with points that are the same distance from a point called the center. The center point is used to name the circle. A E Center Radius C D Chord Diameter B F A radius (r) is a line segment from any point on the circle to the center. Each line segment (CA , CD , and CB ) is a radius (r). A chord is a line segment that has endpoints on the circle. Line segment EF is a chord.

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The diameter (d) of a circle is a chord that passes through the center of the circle. Line segment AB is a diameter (d).

G A B T E H N

D Use this circle to work with students before doing the activity. Ask them to identify the parts of the circle, and have them construct one based on your directions. Tell students that they are going to do an activity that calls for them to construct a circle and identify the parts of a circle based on directions given. Place the picture of the circle on the table along with an index card. Tell students to write the letter that identifies the center. Repeat this with the next five cards. Give feedback after each card by turning the card over and saying: The answer is…… The next set of cards asks the students to show parts of a circle and label them. Read what is on the card once. Give the students time to write the answer before turning the card over and saying: The answer is… Store this activity in the envelope.

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Picture of a Circle M N F

A D B J

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Day: 146 Subject: Mathematics Grade Level: 4 Correlations (SG,CAS,CFS): 9B1, 9C3, 7A2, 7A3, 7A6 ITBS/TAP: Understand geo metric properties. Describe,

identify, compare and classify geometric figures

ISAT:

Unit Focus/Foci

Geometry and Measurement

Instructional Focus/Foci Angles, rays and lines

Materials Six-Group Activity: Review Protractor Worksheet (Review)

Educational Strategies/Instructional Procedures Warm-up Activity: Draw the following (without the letters) on a piece of paper or on an index card. Allow students to get into small groups to solve. Check to see which group has the most rectangles. If none of the groups are able to find all eighteen of the rectangles, point them out for students.

1) Ask the group to count as many rectangles as possible.

2) Hint: There are more than 15.

Answer. Eighteen (18)

A

E

I

B

F

J

C

G

K

D

H

L

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Lesson: Say: Today we will examine angles more thoroughly. We will compare, measure and construct angles. When the rays of an angle form a square corner the angle is called a right angle and has

a 90 ° measurement. Angles are measured with a protractor. (Ex. A) (Ex. B)

90 ° Obtuse angles Right angle An angle: Two rays that have the same end point. (Ex. B) An angle which is larger than a right angle is an obtuse angle. An obtuse angle measures more than 90o; but less than 180o. (Ex. C) An angle smaller than a right angle is an acute angle and measures less than 90o. (Ex. C) The clock is the perfect example of all angles at specific hours or fractional hours. Have students find different objects in the class room that have right angles. Straight Angles: A straight angle is an angle in which the two rays form a line. (Do not forget to remind students!!) When measuring angles, to make accurate measurements, check to see that one side of the angle is on the zero line. Ask students to name three examples from real life experiences that form right angles. Expect to hear answers like: intersections, cross on a church, dividers in some windows, picture frames, and the edge of a book. Have students practice measuring right angles. Present the following sheet of figures (test) and have students label the parts. Rays, angles, points, vertices, parallel lines, perpendicular lines etc. Allow students time to complete the sheet and go over the answers orally in class. If there are questions, attempt to clarify any uncertainties.

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REVIEW Name each ray. 1. 2. 3. 4. M B T K L N R M

________________ ________________ ________________ ________________ How many right angles can you find in each figure? 5. 6. 7. 8.

________________ ________________ ________________ ________________ Name each angle. 9. O 10. S 11. 12. N S E T Y W P I I T

________________ ________________ ________________ ________________ Name each angle. 13. 14. 15. 16. E B A Y M W T I Y I P O

________________ ________________ ________________ ________________

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Ten Statements Review the ten statements and have the students write yes if they heard it in today’s lesson and no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.

1. A right angle measures 90° . (yes) 2. An angle which is larger than a right angle is an obtuse angle. (yes) 3. A straight angle is an angle in which the two rays form a line. (yes) 4. Angles are measured with a protractor. (yes) 5. A ray is a line going in only one direction. (yes) 6. The vertex is the end point of an angle. (yes) 7. Area is measured in square units. (no) 8. The total area of all of the faces of a solid figure is called surface area. (no) 9. Geometry is the study of shapes. (no) 10. An angle is two rays that have the same endpoint. (yes) Free Choice Lesson Have students choose a lesson from the Free Choice Activity sheet (one box per day). Six-Group Activity Have a group of students, two from each ability level, complete an activity on Review as a teacher directed activity. Math Workshop Have students work in the Math Workshop after completing their Free-Choice Lesson.




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Assessment

Homework

Draw right, acute, and obtuse triangles. Label and record the measurement of the angles. Next, draw a triangle. Measure and record all three of its angles.

Teacher Notes Answers to Reviw:

1. MN 2. KL 3. RB 4. MT 5. 4 6. 1 7. 0 8. 2 9. ∠ TOY or ∠ YOT 10. ∠ SEW or ∠ WES 11. ∠ PIN or ∠ NIP 12. ∠ SIT or ∠ TIS 13. ∠ MIT or ∠ TIM 14. ∠ PIE or ∠ EIP 15. ∠ BOY or ∠ YOB 16. ∠ WAY or ∠ YAW

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ACTIVITY CARD SHEET

8 cm

5 cm

P= __________________________ A= __________________________

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ACTIVITY CARD SHEET

7 cm

7 cm

P= __________________________ A= __________________________

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ACTIVITY CARD SHEET

12 ft

3 ft

P= __________________________ A= __________________________

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ACTIVITY CARD SHEET

P= __________________________ A= __________________________

1 in

1 in

6 in

6 in

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ACTIVITY CARD SHEET

P= __________________________ A= __________________________

10 cm

5 cm

8 cm

12 cm

Structured Curriculum Lesson Plan Day: 126 Subject: Mathematics Grade Level:

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