Mathematics Success Level D
|
|
- Maud McDonald
- 5 years ago
- Views:
Transcription
1 Mathematics Success Level D T819 [OBJECTIVE] The student will be able to find a missing angle measure when two non-overlapping angles form one larger angle. [PREREQUISITE SKILLS] measuring angles with a protractor, adding and subtracting whole numbers, Lesson 27 [MATERIALS] Student pages S272 S280 Transparencies T828, T830, T832, T834, and T836 String (one 6-inch piece per student) Protractor (1 per student pair) [ESSENTIAL QUESTIONS] 1. When an angle is decomposed into two angles and you know the measurement of the original angle and one of the smaller angles, explain how to find the measurement of the second angle. 2. When an angle is decomposed into two angles and you know the measurement of both smaller angles, explain how to find the measurement of the original larger angle. 3. What are non-overlapping angles? [WORDS FOR WORD WALL] non-overlapping, ray, angle, decompose, degrees [GROUPING] Cooperative Pairs (CP), Whole Group (WG), Individual (I) *For Cooperative Pairs (CP) activities, assign the roles of Partner A and Partner B to students. This allows each student to be responsible for designated tasks within the lesson. [LEVELS OF TEACHER SUPPORT] Modeling (M), Guided Practice (GP), Independent Practice (IP) [MULTIPLE REPRESENTATIONS] SOLVE, Verbal Description, Graphic Organizer, Pictorial Representation, Concrete Representation, Algebraic Formula
2 T820 Mathematics Success Level D [WARM-UP] (5 minutes IP, WG, I) S272 (Answers are on T827.) Have students turn to S272 in their books to begin the Warm-Up. Students will classify angles as right, acute, or obtuse. They will then measure each angle with a protractor. Monitor students to see if any of them need help during the Warm- Up. Give students 3 minutes to complete the problems and then spend 2 minutes reviewing the answers as a class. {Pictorial Representation, Verbal Description} [HOMEWORK] (5 minutes) Take time to go over the homework from the previous night. [LESSON] (60 minutes M, GP, IP, CP, WG) SOLVE Problem (3 minutes WG, GP) T828, S273 (Answers on T829.) Have students turn to S273 in their books, and place T828 on the overhead. The first problem is a SOLVE problem. You are only going to complete the S step with students at this point. Tell students that during the lesson they will learn how to find a missing angle measurement when two non-overlapping angles form one larger angle. They will use this knowledge to complete this SOLVE problem at the end of the lesson. {SOLVE, Graphic Organizer} Additive Angle Measures - Concrete (10 minutes M, GP, WG, CP) T828, S273 (Answers on T829.) 10 minutes M, GP, WG, CP: Have students turn to S273 in their books, and place T828 on the overhead. Give each pair of students two pieces of string. Designate the roles of Partner A and Partner B. {Verbal Description, Concrete Representation, Pictorial Representation}
3 Mathematics Success Level D T821 MODELING Additive Angle Measures - Concrete Step 1: Have Partner A take one piece of string and place it on the desk so that it forms a straight line. Model with a piece of string on the overhead. Partner B, identify what type of angle the string represents. (straight) Record. Partner A, explain how many degrees are in a straight angle. (180 ) Record. Step 2: Have Partner B take the other piece of string and place it on the desk so that it is perpendicular to the first string. Model with a second piece of string on the overhead. Partner B, explain what the second piece of string did to the angle. (split it into two angles) Record. Partner A, identify what type of angles these are. (right) Record. How do you know? (You could put a square in the corner of each one.) Partner B, what is the measure of Angle 1? (90 ) Partner A, what is the measure of Angle 2? (90 ) Step 3: Have students add the two right angles together. What is the sum? ( = 180 ) Record. Do the two angles take up the same amount of space as the original angle? (Yes.) What is the measurement of the angle with just one string? (180 ) What is the measurement of the two smaller angles put together? (180 )
4 T822 Mathematics Success Level D Additive Angle Measures - Pictorial (10 minutes M, GP, WG, CP) T830, S274 (Answers on T831.) 10 minutes M, GP, WG, CP: Have students turn to S274 in their books, and place T830 on the overhead. Pass out a protractor to each student pair. {Verbal Description, Pictorial Representation} MODELING Additive Angle Measures Pictorial Step 1: Direct students attention to Problem 1. Have students discuss how the angle is labeled. (Angles can be named with three letters, a point on one ray, the vertex, and a point on the other ray.) Trace each angle on the overhead as you say the names: Angle BAC, trace from Point B to Point A to Point C. Angle CAD, trace from Point C to Point A to Point D. Point out that these two angles share a ray and are non-overlapping. Angle BAD, trace from Point B to Point A to Point D. Point out that this angle is the same as angles CAD and BAC put together. Step 2: Model for the students how to measure angle BAC with the protractor. Be sure they line up ray AC with zero and measure where ray AB hits the protractor. Partner A, identify the measure of angle BAC. (50 ) Record. Step 3: Ask students to measure angle CAD. Have Partner A place the protractor to measure and Partner B tell how many degrees are in angle CAD. Partner B, identify the measure of angle CAD. (25 ) Record. Step 4: Partner A, determine if angle BAC and angle CAD share a common ray. (Yes.) Record. How do angles BAC and CAD relate to angle BAD? (The two angles together have the same measure as angle BAD.) Partner B, explain how you could find the measure of angle BAD without using a protractor. (Add angles BAC and CAD together.) Record. What is the measure of angle BAD? ( = 75 ) Record.
5 Mathematics Success Level D T823 Step 5: Direct students attention to Problem 2. Model for the students how to measure angle LPN with the protractor. Be sure they line up ray PN with zero and measure where ray PL hits the protractor. Show students that angle LPN measures 162. Record. Step 6: Ask students to measure angle LPM. Have Partner B place the protractor to measure, and Partner A tell how many degrees are in angle LPM. How many degrees are in angle LPM? (108 ) Record. Step 7: Do the two angles share a common ray? What are the angles? (Yes, angles LPM and MPN.) Do you know the measurements of these two angles? (No, we know the largest angle LPN, and one of the smaller angles LPM.) Since we know the largest angle and only one of the smaller angles, how do you think we could find the measure of angle MPN? (Subtract the smaller angle measure from the largest angle measure.) Record. What is the measure of angle MPN? ( = 54 ) Step 8: Tell students that this is called decomposing. When we decompose an angle, it means breaking the angle into two smaller angles. The two smaller parts are non-overlapping angles, which means that they share a ray but do not overlap. Since they take up the same amount of space as the original angle, the number of degrees in the two smaller angles can be added to get the number of degrees in the larger angle. Record. Step 9: Rule: When an angle is decomposed into non-overlapping parts, the angle measure of the whole equals the of the angle measures of the parts. (sum) Record.
6 T824 Mathematics Success Level D Additive Angle Measures - Practice (15 minutes M, GP, IP, WG, CP) T832, S275 (Answers on T833.) 3 minutes M, GP, WG, CP: Have students turn to S275 in their books, and place T832 on the overhead. {Verbal Description, Pictorial Representation, Algebraic Formula, Graphic Organizer} MODELING Additive Angle Measures Practice Step 1: Direct students attention to the graphic organizer on S275. Step 2: In Column 1, the angles are shown and the angle measures are given. Partner A, what is the measure of angle EFH? (170 ) Partner B, what is the measure of angle GFH? (38 ) Step 3: In Column 2, have students identify the two angles to add together to get the third angle. (Angle EFG and GFH equal angle EFH.) Partner B, explain how to write an equation to show that operation. ( EFG + GFH = EFH) Record. Partner B, what measurements can you fill in? (Angle EFH and Angle GFH) What do you think we could use for the measurement we don t know? (use the angle, so it looks like this: EFG + 38 = 170 ) Record. Step 4: Direct students attention to Column 3. Have students discuss what operation can be used to determine a missing addend. (the opposite of addition which is subtraction) Show the work for subtracting. Record. EFG + 38 = = EFG = 132 Step 5: Record the answer in Column 4. (132 )
7 Mathematics Success Level D T825 9 minutes IP, CP: Have students complete Problems 2 4 on S275. Tell students that they will be finding the total measure of the non-overlapping angles or the measure of one of the small angles when given the total measure and the measure of one angle. {Verbal Description, Pictorial Representation, Algebraic Formula, Graphic Organizer} 3 minutes WG: Use the transparency master to go over the answers. Make sure to discuss how the students knew whether they were adding or subtracting. {Verbal Description, Pictorial Representation, Algebraic Formula, Graphic Organizer} Additive Angle Measures - Word Problems (15 minutes M, GP, IP, WG, CP) T834, S276 (Answers on T835.) 5 minutes M, GP, WG, CP: Have students turn to S276 in their books, and place T834 on the overhead. {Verbal Description, Pictorial Representation, Algebraic Formula, Graphic Organizer} MODELING Additive Angle Measures Word Problems Explain to students that on page S276 they will be determining missing angle measurements in word problems. Read Problem 1 aloud. Partner A, identify the information that is given. (Angle measures 108 ; angle is split into 2 angles and one of those measures 69.) Partner B, explain how to find the missing angle. (Subtract ) Record. 7 minutes IP, CP: Have students complete the word problems on S276. Tell students that they will be finding the total measure of the non-overlapping angles or the measure of one of the small angles when given the total measure and the measure of one angle. {Verbal Description, Pictorial Representation, Algebraic Formula, Graphic Organizer} 3 minutes WG: Use the transparency master to go over the answers. Make sure to discuss how the students knew whether they were adding or subtracting. {Verbal Description, Pictorial Representation, Algebraic Formula, Graphic Organizer}
8 T826 Mathematics Success Level D SOLVE Problem (5 minutes GP, WG) T836, S277 (Answers on T837.) Remind students that the SOLVE problem is the same one from the beginning of the lesson. Complete the SOLVE problem with your students. Ask them for possible connections from the SOLVE problem to the lesson. (Students have to use decomposed angles to find the measure of an angle.) {SOLVE, Verbal Description, Graphic Organizer} If time permits (10 minutes IP, CP) S278 (Answers on T838.) Have students work in partners to complete Problems 1 and 2 on S278. [CLOSURE] (2 minutes) To wrap up the lesson, go back to the essential questions and discuss them with students. When an angle is decomposed into two angles and you know the measurements of the original angle and one of the smaller angles, explain how to find the measurement of the second angle. (Subtract the smaller angle measure from the measure of the original angle.) When an angle is decomposed into two angles and you know the measurements of both smaller angles, explain how to find the measurement of the original larger angle. (Add the two smaller angles to get the measure of the original larger angle.) What are non-overlapping angles? (two angles that share one ray) [HOMEWORK] Assign S279 and S280 for homework. (Answers on T839 and T840.) [QUIZ ANSWERS] T841 T843 The quiz can be used at anytime as extra homework or to assess how students progress on understanding the concept of additive angle measures.
Mathematics Success Level D
T782 [OBJECTIVE] The student will explore concepts of angles and be able to use a protractor to measure angle degrees. [PREREQUISITE SKILLS] multiplying multi-digit whole numbers [MATERIALS] Student pages
More informationMathematics Success Level F
T598 [OBJECTIVE] The student will find the perimeter and area of rectangles and triangles. [MATERIALS] Student pages S204 S212 Transparencies T612, T614, T616, T618, T620, T622 Ruler Scissors Gridded index
More informationMathematics Success Level C
T675 LESSON 2: Line Plot [OBJECTIVE] The student will measure lengths to the nearest fourth of an inch, create line plots of the data, and answer questions about line plots. [PREREQUISITE SKILLS] know
More informationMathematics Success Grade 6
T428 Mathematics Success Grade 6 [OBJECTIVE] The students will plot ordered pairs containing rational values to identify vertical and horizontal lengths between two points in order to solve real-world
More informationMathematics Success Grade 8
Mathematics Success Grade 8 T429 [OBJECTIVE] The student will solve systems of equations by graphing. [PREREQUISITE SKILLS] solving equations [MATERIALS] Student pages S207 S220 Rulers [ESSENTIAL QUESTIONS]
More informationAlgebra Success. LESSON 16: Graphing Lines in Standard Form. [OBJECTIVE] The student will graph lines described by equations in standard form.
T328 [OBJECTIVE] The student will graph lines described by equations in standard form. [MATERIALS] Student pages S125 S133 Transparencies T336, T338, T340, T342, T344 Wall-size four-quadrant grid [ESSENTIAL
More informationMathematics Success Grade 8
T936 Mathematics Success Grade 8 [OBJECTIVE] The student will find the line of best fit for a scatter plot, interpret the equation and y-intercept of the linear representation, and make predictions based
More informationObjective: Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure.
Lesson 10 Objective: Use the addition of adjacent angle measures to solve problems using a Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time
More informationGrade 4 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 4 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology
More informationDuring What could you do to the angles to reliably compare their measures?
Measuring Angles LAUNCH (9 MIN) Before What does the measure of an angle tell you? Can you compare the angles just by looking at them? During What could you do to the angles to reliably compare their measures?
More informationLine: A long thin mark that continues forever in both directions. Lines are named by their end points with a line with arrows over the letters.
Name Points,, Lines,, Line Segments, and Rays Point: An exact location in space. Points on a line are given letter names. Name all the points on this line. Line: A long thin mark that continues forever
More informationObjective: Use varied protractors to distinguish angle measure from length
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 4 Lesson 6 Objective: Use varied protractors to distinguish angle measure from length Suggested Lesson Structure Fluency Practice Application Problem Concept
More informationObjective: Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 5 5 Lesson 19 Objective: Draw kites and squares to clarify their attributes, and define kites and Suggested Lesson Structure Fluency Practice Application
More information2. Where might you find an example of a right angle in your home? How could you check that it is a right angle?
Master 4.22 Extra Practice 1 Lesson 1: Naming Angles 1. Look at the angles in each of the shapes below. Which angles are acute, right, or obtuse angles? How do you know? 2. Where might you find an example
More informationGRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: Read (in standard form) whole numbers. whole numbers Equivalent Whole Numbers
CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION 1 GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: 2019 2020 GRADING PERIOD: QUARTER 1 MASTER COPY 1 20 19 NUMBER SENSE Whole Numbers 4.NS.1: Read and write whole
More informationLesson 3: Identify, define, and draw perpendicular lines.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 4 4 Lesson 3 Objective: Identify, define, and draw perpendicular lines. Suggested Lesson Structure Fluency Practice Application Problem Concept Development
More informationGrade 4. COMMON CORE STATE STANDARDS FOR MATHEMATICS Correlations
COMMON CORE STATE STANDARDS FOR MATHEMATICS Standards for Mathematical Practices CC.K 12.MP.1 Make sense of problems and persevere in solving them. In most Student Edition lessons. Some examples are: 50
More information9/4/2013. Math. Curriculum Council September 5, topics nouns What? rigor verbs How?
Math Curriculum Council September 5, 2013 Cognitive Change rigor verbs How? Content Change topics nouns What? 1 CHANGES TO STUDENT EXPECTATIONS NEW Standard Change of Grade Level Change of Strand Other
More information1. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 4 Name Date 1. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw.
More information6. True or false? Shapes that have no right angles also have no perpendicular segments. Draw some figures to help explain your thinking.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 4 4 5. Use your right angle template as a guide and mark each right angle in the following figure with a small square. (Note that a right angle
More informationPENNSYLVANIA. List properties, classify, draw, and identify geometric figures in two dimensions.
Know: Understand: Do: CC.2.3.4.A.1 -- Draw lines and angles and identify these in two-dimensional figures. CC.2.3.4.A.2 -- Classify twodimensional figures by properties of their lines and angles. CC.2.3.4.A.3
More informationGRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts.
GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as
More informationTeacher Lesson Pack Lines and Angles. Suitable for Gr. 6-9
Teacher Lesson Pack Lines and Angles Suitable for Gr. 6-9 1 2 Sir Cumference and the Great Knight of Angleland By: Cindy Neuschwander, Charlsebridge Publishing, ISBN: 1570911525 Read the book to the students.
More informationSingapore Math 4-U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous
Singapore Math 4-U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous elementary math textbooks and workbooks meant to be part of
More informationAngle Measure and Plane Figures
Grade 4 Module 4 Angle Measure and Plane Figures OVERVIEW This module introduces points, lines, line segments, rays, and angles, as well as the relationships between them. Students construct, recognize,
More informationNorthern York County School District Curriculum
Northern York County School District Curriculum Course Name Grade Level Mathematics Fourth grade Unit 1 Number and Operations Base Ten Time Frame 4-5 Weeks PA Common Core Standard (Descriptor) (Grades
More informationObjective: Classify shapes based on defining attributes using examples, variants, and non-examples. (10 minutes) (5 minutes)
Lesson 1 1 Lesson 1 Objective: Classify shapes based on defining attributes using examples, variants, Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
More informationObjective: Use square tiles to compose a rectangle, and relate to the array model. (9 minutes) (60 minutes)
Lesson 10 2 6 Lesson 10 Objective: Use square tiles to compose a rectangle, and relate to the array model. Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
More informationUNIT 1 SIMILARITY, CONGRUENCE, AND PROOFS Lesson 2: Constructing Lines, Segments, and Angles Instruction
Prerequisite Skills This lesson requires the use of the following skills: using a compass understanding the geometry terms line, segment, ray, and angle Introduction Two basic instruments used in geometry
More information1. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 4 Name Date 1. Use the following directions to draw a figure in the box to the right. a. Draw two points: and. b. Use a straightedge to draw. c.
More informationAREA & PERIMETER LESSON 1 OBJ ECTIVE: OBJECTIVE: INVESTIGATE AND USE THE FORMULAS FOR AREA AND PERIMETER OF RECTANGLES.
AREA & PERIMETER LESSON 1 OBJ ECTIVE: OBJECTIVE: INVESTIGATE AND USE THE FORMULAS FOR AREA AND PERIMETER OF RECTANGLES. Learning Goal By the end of the unit... students will apply the area and perimeter
More information4th Grade Mathematics Mathematics CC
Course Description In Grade 4, instructional time should focus on five critical areas: (1) attaining fluency with multi-digit multiplication, and developing understanding of dividing to find quotients
More informationComplements for Numbers to 10
Complements for Numbers to 10 Grade Level/Course: Kindergarten/1 st grade Lesson/Unit Plan Name: Complements for Numbers to 10 Rationale/Lesson Abstract: Students will find all the complements or partners
More informationThe Basics: Geometric Structure
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design Summer 6-2015 The Basics: Geometric Structure Danielle Kendrick Trinity University Follow
More information4th Grade Common Core Math Vocabulary
+ = + = + = + = + 4th Grade Common Core Math Vocabulary Created by Alexis Sergi Alexis Sergi http://www.teachersnotebook.com/shop/mathmojo = + = + + = + = + 1 Table of Contents!!!!!!!!!!!! Page Number
More informationGeometry. Teacher s Guide
Geometry Teacher s Guide WALCH PUBLISHING Table of Contents To the Teacher.......................................................... vi Classroom Management..................................................
More informationPennsylvania System of School Assessment
Mathematics, Grade 04 Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling
More informationPatterns, Functions & Algebra
Patterns, Functions & Algebra A B A B Y=x +30-(x-2) X=2(y +5) Vocabulary List Patterns, Relations and Functions Equation- an equation is a mathematical statement, in symbols, that two things are the same
More informationGrade 4 Mathematics Indiana Academic Standards Crosswalk
Grade 4 Mathematics Indiana Academic Standards Crosswalk 2014 2015 The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways
More informationDay 1. Last Night s Homework Angle Worksheet (11 problems) Bellwork Angle quiz.
Course: 7 th Grade Math DETAIL LESSON PLAN Wednesday, January 25 / Thursday, January 26 Student Objective (Obj. 3e) TSW use the Pythagorean Theorem to find the missing length of a side of a right triangle.
More informationFor more information on the Common Core State Standards, visit Beast Academy Grade 4 Chapters 1-12:
Beast Academy Scope and Sequence for Grade 4 (books 4A through 4D). The content covered in Beast Academy Grade 4 is loosely based on the standards created by the Common Core State Standards Initiative.
More informationMeasuring Angles With a Protractor Students are asked to use a protractor to determine the measure of four angles.
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas! Resource ID#: 68648 Primary Type: Formative Assessment Measuring Angles With a Protractor Students are asked to
More information(60 minutes) (9 minutes)
Lesson 8 2 6 Lesson 8 Objective: Suggested Lesson Structure Fluency Practice Concept Development Application Problem Student Debrief Total Time (14 minutes) (31 minutes) (5 minutes) (10 minutes) (60 minutes)
More informationMath 21 Home. Book 8: Angles. Teacher Version Assessments and Answers Included
Math 21 Home Book 8: Angles Teacher Version Assessments and Answers Included Year Overview: Earning and Spending Money Home Travel & Transportation Recreation and Wellness 1. Budget 2. Personal Banking
More informationGREATER CLARK COUNTY SCHOOLS PACING GUIDE. Grade 4 Mathematics GREATER CLARK COUNTY SCHOOLS
GREATER CLARK COUNTY SCHOOLS PACING GUIDE Grade 4 Mathematics 2014-2015 GREATER CLARK COUNTY SCHOOLS ANNUAL PACING GUIDE Learning Old Format New Format Q1LC1 4.NBT.1, 4.NBT.2, 4.NBT.3, (4.1.1, 4.1.2,
More informationObjective: Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 5 5 Lesson 18 Objective: Draw rectangles and rhombuses to clarify their attributes, and define Suggested Lesson Structure Fluency Practice Application Problem
More informationObjective: Use square tiles to compose a rectangle, and relate to the array model. (9 minutes) (60 minutes)
Lesson 11 2 6 Lesson 11 Objective: Use square tiles to compose a rectangle, and relate to the array model. Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
More informationLesson Planner. Lesson 7. Measuring and Drawing Angles. Build Vocabulary. Skills Maintenance. Multiplying Fractions and Simplifying Answers
Multiplying Fractions and Simplifying Answers Problem Solving: Measuring and Drawing Angles Build Vocabulary commute Lesson Planner Skills Maintenance Multiplication With Fractions Building Number Concepts:
More informationWednesday. Friday. Thursday. Tuesday. Name: Monday January 18 th No School. Tuesday January 19 th 11.2 (2 Pages)
Homework Hello Students and Parents. We will continue learning about Angles this week. Students will relate degrees to fractional parts of a circle, they will use a protractor to measure and draw angles,
More informationLesson 5: Area of Composite Shape Subject: Math Unit: Area Time needed: 60 minutes Grade: 6 th Date: 2 nd
Lesson 5: Area of Composite Shape Subject: Math Unit: Area Time needed: 60 minutes Grade: 6 th Date: 2 nd Materials, Texts Needed, or advanced preparation: Lap tops or computer with Geogebra if possible
More informationProblem Solving: Lesson 12 Symmetry on a Coordinate Graph Lesson 12 Skills Maintenance
Lesson 1 Skills Maintenance Lesson Planner Skills Maintenance Adding and Subtracting Positive and Negative Integers Symmetry on a Coordinate Graph We review the concept of symmetry and extend it to the
More informationVocabulary Cards and Word Walls. Ideas for everyday use of a Word Wall to develop vocabulary knowledge and fluency by the students
Vocabulary Cards and Word Walls The vocabulary cards in this file match the Common Core Georgia Performance Standards. The cards are arranged alphabetically. Each card has three sections. o Section 1 is
More informationThe Pythagorean Theorem and Right Triangles
The Pythagorean Theorem and Right Triangles Student Probe Triangle ABC is a right triangle, with right angle C. If the length of and the length of, find the length of. Answer: the length of, since and
More information4th Grade Emphasis Standards
PARCC Emphasis Standards References Module(s) Tested (Max. 2) Module(s) Taught NOT Tested (No Max.) NUMBER AND OPERATIONS IN BASE TEN OA 4.OA.1 4.OA.1 (A) 4.OA.1 (B) 4.OA.2 4.OA.2 (A) 4.OA.2 (B) Use the
More informationElko County School District 5 th Grade Math Learning Targets
Elko County School District 5 th Grade Math Learning Targets Nevada Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;
More informationAssignment. Visiting Washington, D.C. Transversals and Parallel Lines
Assignment Assignment for Lesson.1 Name Date Visiting Washington, D.C. Transversals and Parallel Lines Do not use a protractor in this assignment. Rely only on the measurements given in each problem. 1.
More informationName: Section: Tuesday January 17 th 10.6 (1 page) Wednesday January 18 th 10.7 (1 page) Thursday January 19 th Chapter 10 Study Guide (2 pages)
Homework Hello Students and Parents. We will continue learning about Two-Dimensional Shapes. Students will identify and draw lines of symmetry in two-dimensional figures. Students will describe patterns
More informationMeasuring and Classifying Angles
Practice A Measuring and Classifying Angles Classify each angle as acute, right, obtuse, or straight. 1. 2. 3. 4. 5. 6. Use a protractor to measure each angle. 7. 8. 9. 10. Carl is making a desk for his
More informationSecond Quarter Benchmark Expectations for Units 3 and 4
Mastery Expectations For the Fourth Grade Curriculum In Fourth Grade, Everyday Mathematics focuses on procedures, concepts, and s in three critical areas: Understanding and fluency with multi-digit multiplication,
More informationBy now you should be able to explain the meaning of the following:
Unit 4.7: Circles and Area Lesson: Drawing Circle Graphs Objectives: Students will review the vocabulary of circles. Students will learn to draw angles and measure angles. Students will learn to draw a
More information4 th Grade Mathematics Learning Targets By Unit
INSTRUCTIONAL UNIT UNIT 1: WORKING WITH WHOLE NUMBERS UNIT 2: ESTIMATION AND NUMBER THEORY PSSA ELIGIBLE CONTENT M04.A-T.1.1.1 Demonstrate an understanding that in a multi-digit whole number (through 1,000,000),
More informationCPM EDUCATIONAL PROGRAM
CPM EDUCATIONAL PROGRAM SAMPLE LESSON: ALGEBRA TILES FOR FACTORING AND MORE HIGH SCHOOL CONTENT ALGEBRA TILES (MODELS) Algebra Tiles are models that can be used to represent abstract concepts. Th packet
More information7 Days: August 17 August 27. Unit 1: Two-Dimensional Figures
1 st Trimester Operations and Algebraic Thinking (OA) Geometry (G) OA.3.5 G.1.1 G.1.2 G.1.3 Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent
More informationGeometry Ch 3 Vertical Angles, Linear Pairs, Perpendicular/Parallel Lines 29 Nov 2017
3.1 Number Operations and Equality Algebraic Postulates of Equality: Reflexive Property: a=a (Any number is equal to itself.) Substitution Property: If a=b, then a can be substituted for b in any expression.
More informationFoundations of Multiplication and Division
Grade 2 Module 6 Foundations of Multiplication and Division OVERVIEW Grade 2 Module 6 lays the conceptual foundation for multiplication and division in Grade 3 and for the idea that numbers other than
More informationGeometry Unit 3 Note Sheets Date Name of Lesson. Slopes of Lines. Partitioning a Segment. Equations of Lines. Quiz
Date Name of Lesson Slopes of Lines Partitioning a Segment Equations of Lines Quiz Introduction to Parallel and Perpendicular Lines Slopes and Parallel Lines Slopes and Perpendicular Lines Perpendicular
More informationproblems palette of David Rock and Mary K. Porter
palette of problems David Rock and Mary K. Porter 1. Using the digits, 3, and 5 exactly once to form two different factors, find the greatest possible product.. Determine the next three numbers in the
More informationGraphing and Describing Reflections
Lesson: Graphing and Describing Reflections Day 4 Supplement Lesson Graphing and Describing Reflections Teacher Lesson Plan CC Standards 8.G.3 Describe the effect of dilations, translations, rotations,
More informationLesson 9.1 Assignment
Lesson 9.1 Assignment Name Date Earth Measure Introduction to Geometry and Geometric Constructions Use a compass and a straightedge to complete Questions 1 and 2. 1. Construct a flower with 12 petals by
More informationClasswork Example 1: Exploring Subtraction with the Integer Game
7.2.5 Lesson Date Understanding Subtraction of Integers Student Objectives I can justify the rule for subtraction: Subtracting a number is the same as adding its opposite. I can relate the rule for subtraction
More informationPrerequisite Knowledge: Definitions of the trigonometric ratios for acute angles
easures, hape & pace EXEMPLAR 28 Trigonometric Identities Objective: To explore some relations of trigonometric ratios Key Stage: 3 Learning Unit: Trigonometric Ratios and Using Trigonometry Materials
More informationEureka Math. Grade 4, Module 4. Teacher Edition
A Story of Units Eureka Math Grade 4, Module 4 Teacher Edition Published by the non-profit Great Minds. Copyright 2015 Great Minds. No part of this work may be reproduced, sold, or commercialized, in whole
More informationGeometry Vocabulary Book
Geometry Vocabulary Book Units 2-4 Page 1 Unit 2 General Geometry Point Characteristics: Line Characteristics: Plane Characteristics: RELATED POSTULATES: Through any two points there exists exactly one
More information(3 minutes) Materials: (T) Two-dimensional shape flash cards (Lesson 4 Fluency Template), three-dimensional shapes used in Lesson 3
Lesson 5 1 Lesson 5 Objective: Suggested Lesson Structure Fluency Practice (13 minutes) Application Problem (5 minutes) Concept Development (32 minutes) Student Debrief (10 minutes) Total Time (60 minutes)
More informationTriangles, Rectangles, Squares, and Circles
LESSON Name 2 Teacher Notes: page 27 Triangles, Rectangles, Squares, and Circles Refer students to Circle on page 4 in the Student Reference Guide. Post Reference Chart Circle. Use the compasses from the
More informationISBN Copyright 2015 The Continental Press, Inc.
Table of COntents Introduction 3 Format of Books 4 Suggestions for Use 7 Annotated Answer Key and Extension Activities 9 Reproducible Tool Set 187 ISBN 978--8454-8719-8 Copyright 215 The Continental Press,
More informationObjective: Describe two-dimensional shapes based on attributes. (9 minutes) (60 minutes)
Lesson 1 2 Lesson 1 Objective: Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time (12 minutes) (6 minutes) (32 minutes) (10 minutes) (60 minutes)
More informationObjective: Investigate patterns in vertical and horizontal lines, and interpret points on the plane as distances from the axes.
Lesson 5 Objective: Investigate patterns in vertical and horizontal lines, and interpret Suggested Lesson Structure Application Problem Fluency Practice Concept Development Student Debrief Total Time (7
More informationGrade: 8. Authors: Hope Phillips
Title: Lines and Transversals: An Introducty Lesson Pri Knowledge Needed: Grade: 8 Auths: Hope Phillips BIG Idea: Geometry: Lines Cut by a Transversal - how to determine and identify acute, right, obtuse,
More informationMeasuring and Drawing Angles and Triangles
NME DTE Measuring and Drawing ngles and Triangles Measuring an angle 30 arm origin base line 0 180 0 If the arms are too short to reach the protractor scale, lengthen them. Step 1: lace the origin of the
More information1. There are 3 yellow apples, 6 red apples, and 7 green apples in a bowl. How many apples in all?
First Grade Teacher Key Directions: Will be read aloud to full group of students exactly as written. Say: Spell the best you can give your best guess. Teacher can clarify where to write each new number
More informationAn angle is formed when two lines, line segments or rays meet. The point where they meet is called the vertex. angle. ray.
Angles An angle is formed when two lines, line segments or rays meet. The point where they meet is called the vertex. ray angle ray vertex Example There are many angles in a building. Can you find ten
More informationAngles and. Learning Goals U N I T
U N I T Angles and Learning Goals name, describe, and classify angles estimate and determine angle measures draw and label angles provide examples of angles in the environment investigate the sum of angles
More informationPearson's Ramp-Up Mathematics
Introducing Slope L E S S O N CONCEPT BOOK See pages 7 8 in the Concept Book. PURPOSE To introduce slope as a graphical form of the constant of proportionality, k. The lesson identifies k as the ratio
More informationPaper Folding: Maximizing the Area of a Triangle Algebra 2
Paper Folding: Maximizing the Area of a Triangle Algebra (This lesson was developed by Jan Baysden of Hoggard High School and Julie Fonvielle of Whiteville High School during the Leading to Success in
More informationxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopa Grade 2 Math Crook County School District # 1 Curriculum Guide
qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklz Crook County School District
More informationAll About That Base... and Height
All About That Base... and Height Area of Triangles and Quadrilaterals 2 WARM UP Write 3 different expressions to describe the total area of this rectangle. LEARNING GOALS State and compare the attributes
More information3 that follow, the perimeter is the distance around the exterior of a figure. The area of a figure is the sum of the areas of the individual tiles.
COMBINING LIKE TERMS A.. and A..2 Algebra tiles are an important part of th course and will be used throughout. The tiles provide students with the opportunit to see abstract algebraic epressions and equations
More informationSlopes of of Parallel and and Perpendicular Lines Lines Holt Algebra 1
5-8 Slopes of of Parallel and and Lines Warm Up Lesson Presentation Lesson Quiz Bell Quiz 5-8 Find the reciprocal. 1. 2 2. 1 pt 1 pt 1 pt 3. 2 pts 2 pts 2 pts Find the slope of the line that passes through
More informationMathematical Language
NOTES Supplies Calculator Blank 3-by-5 index cards (at least 10 per student) Colored markers Mathematical Language Variable a quantity whose value changes or varies. A variable could also be defined as
More information4 th Grade Curriculum Map
4 th Grade Curriculum Map 2017-18 MONTH UNIT/ CONTENT CORE GOALS/SKILLS STANDARDS WRITTEN ASSESSMENTS ROUTINES RESOURCES VOCABULARY September Chapter 1 8 days NUMBERS AND OPERATIONS IN BASE TEN WORKING
More informationNew Jersey Center for Teaching and Learning. Progressive Mathematics Initiative
Slide 1 / 126 New Jersey Center for Teaching and Learning Progressive Mathematics Initiative This material is made freely available at www.njctl.org and is intended for the non-commercial use of students
More information9.1. Formulas for Area and Perimeter. Are You Ready? Lesson Opener Making Connections. Resources. Essential Question
9.1 Formulas for Area and Perimeter? Essential Question How can you use formulas to find the area and perimeter of shapes? How can you use formulas to find the area and perimeter of shapes? Lesson Opener
More informationTriangles, Rectangles, Squares, and Circles
Triangles, Rectangles, Squares, and Circles Triangle sides Rectangle 4 sides Lesson 21 21 Square length a rectangle with 4 equal sides width Measures of a circle: Radius = 1 diameter Diameter = 2 radius
More informationSimplifying Non-perfect Square Roots. Arlena Miller. Sullivan County. 9/Algebra 1
Simplifying Non-perfect Square Roots Arlena Miller Sullivan County 9/Algebra 1 Lesson Title: Simplifying Non-perfect Square Roots Grade: 9(Algebra I) Alignment with state standards: CLE 3102.2.1 Understand
More informationCommon Core State Standards 1 st Edition. Math Pacing Guide
Common Core State Standards 1 st Edition Math Pacing Guide Fourth Grade 2 nd Nine Week Period 1 st Edition Developed by: Christy Mitchell, Amy Moreman, Natalie Reno ``````````````````````````````````````````````````````````````````````````````````````
More informationMeasuring Angles. Lesson Notes. Drawing Angles - Part one. Here are some features of a protractor that you will need to know:
Measuring ngles Drawing ngles - Part one Throughout this lesson, you are going to be using a: Pencil (and occasionally an eraser!) Ruler Protractor Here are some features of a protractor that you will
More informationContent Area: Mathematics- 3 rd Grade
Unit: Operations and Algebraic Thinking Topic: Multiplication and Division Strategies Multiplication is grouping objects into sets which is a repeated form of addition. What are the different meanings
More informationManchester College Education Department. Lesson Plan by Daniel Haffner
Manchester College Education Department Lesson Plan by Daniel Haffner Lesson: Quiz on Slope, Slope-Intercept Form, and Standard Form Length: 70 min Age or Grade Level Intended: Algebra 1 Academic Standard(s):
More informationLesson 1 6. Algebra: Variables and Expression. Students will be able to evaluate algebraic expressions.
Lesson 1 6 Algebra: Variables and Expression Students will be able to evaluate algebraic expressions. P1 Represent and analyze patterns, rules and functions with words, tables, graphs and simple variable
More information