4th Grade Math Curriculum Date 8-4-11 I can: 8-8-12, 2011
I can: • •
Math Lesson
Concept
1.1 Student Ref. Book
1.1 Introduce the Student Reference Book
1.2 Points, Line Segments, Lines, and Rays 1.3 Angles, Triangles, and Quadrangles 1.4 Parallelograms 1.5 Polygons
1.2 Introduce tools for geometry; and to review points, line segments, lines, and rays. 1.3 Construct angles, triangles, and quadrangles, and to classify quadrangles. 1.4 Classify quadrangles based on their properties. 1.5 Identify properties of polygons and distinguish between convex and nonconvex (concave) polygons; and to explore geometric definitions and classification.
KCAS
4.G.1 4.G.2 4.MD.5.A,B
Flashback s
1-4
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines in two-dimensional figures. • Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. • An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. • An angle that turns through n one-degree angles is said to have an angle measure of n degrees. 8-15-19, 1.6 Drawing Circles 1.6 Explore regular polygons; and practice 4.MD.5 5-8 2011 with a Compass using a compass. Aug. 12-½ 1.7 Circle 1.7 Define a circle; and to explore designs day Constructions with circles. 1.8 Hexagon and 1.8 Construct figures with a compass and a Triangle Constructions straightedge. 1.9 Review and Assess 1.9 Review and Assess • I can…. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. • Identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines in two-dimensional figures. • Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. • An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. 8-22-26, 2.1 A Visit to 2.1 Review and find examples of the 4.NBT.1 9-12 2011 Washington, D.C. various ways in which numbers are used; 4.NBT.2 2.2 Many Names for and to introduce the World Tour Project. Numbers 2.2 To find equivalent names for numbers. 2.3 Place Value in 2.3 Name values of digits in numbers up to Whole Numbers hundred-millions; and to read and write 2.4 Place Value with a numbers up to hundred-millions. Calculator 2.4 Practice place-value skills through a 2.5 Organizing and calculator routine; and to read and write Displaying Data large numbers. 2.5 Organize and display data with a tally chart; and to determine the maximum, minimum, range, and mode of a set of data. I can… • Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. e.g. 700 / 70 = 10. • Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. • Compare two multi-digit numbers based on meanings of the digits in each place, using >, <, or =. symbols.