Transcription
Getting to the CoreGeometryFourth Grade1
Fourth Grade GeometryTable of ContentsUnit OverviewVan Hiele Theory of Geometric ThoughtPreparing the Learner A – Collaboration and Pre-AssessmentLesson 1 – Open SortLesson 2 – Parallel and PerpendicularLesson 3 - AnglesLesson 4 - Precision with VocabularyLesson 5 - The Greedy TriangleLesson 6 - Shape DeconstructionLesson 7 – Map ProjectSpecial Education Appendix38916233439444955692
Time Frame: 9 daysHow can parallel and perpendicular lines be identified?How can you use only a right angle to classify all angles?What geometric components make up figures?· What properties do geometric objects have in common?Instructional Activities: Activities/Tasks···Objects can be described, classified and analyzed based on their attributes.Geometry4th GradePreparing theLearner ACONCEPTLESSON 1Purpose: Engage students,spark curiosity, “hook” andnecessitateCONCEPTLESSON 3GETTINGPRECISELESSON 4Purpose: attend to precision, pin downdefinitions, conventions, symbolismCONCEPTLESSON 2Sequence of problems, activities, purpose todevelop specific concepts, designed toscaffold, outcome is a delicate (fragile)understandingFORMATIVEASSESSMENTLESSON 7Purpose: use conceptscross contexts,generalize via variablesand parameters anddifferent types ofnumbers, operations,functions, structuresGETTINGGENERALLESSON 5 & 6AssessmentSUMMATIVEASSESSMENTLESSON 7 Post3Each lesson has resources in theappendix for students thatrequire additional support.are available to challenge theaccelerated learner and deepentheir conceptual understanding.ROBUST ANDDIFFEREIATION LESSONSDifferent students work on different things,goals of both moving from a fragile to robustunderstanding via a variety of problemsUnits have many types of lessons that have different purposesUnit Title:GradeLevel/Course:Big nta Ana Unified School District Common Core Unit Planner-Mathematics
Tier II:· Clarification· Collaboration· Norms· Argument· Parallel· Perpendicular· Angle· Acute angle· Obtuse angle· Right angle· Presence· Absence· Vertices· Equilateral· Isosceles· ScaleneOnline ToolsInformation, Media and Technology:Critical Thinking & Problem SolvingLearning and Innovation:What pre-assessment will be given?Geometry Pre-AssessmentEssentialAcademicLanguage:21st CenturySkills:HardwareCreativity & Innovation4How will pre-assessment guide instruction?The Geometry pre-assessment will inform the teacher with the dataneeded that will show what students already know, what they don’tTier III:· Piggyback· Compass RoseSoftwareCommunication & CollaborationDesigning for Opportunities for Standards for Mathematical Practice happen at the Unit LevelFrom: Bill McCallum, Ph.D., University of Arizona
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade4 topics and texts, building on others’ ideas and expressing their own clearly.4.1.a Come to discussions prepared, having read or studied required material;explicitly draw on that preparation and other information known about the topic toexplore ideas under discussions.4.2. b Follow agreed-upon rules for discussions and carry out assigned roles.Listening and Speaking: Engage effectively in a range of collaborativeOpportunities for listening, speaking, reading, writing, andthinking (Cite Literacy Standards (as applicable):4. G.2 Classify two-dimensional figures based on the presence orabsence of parallel or perpendicular lines, or the presence or absence ofangles of a specified size. Recognize right triangles as a category, andidentify right angles. (Two dimensional shapes should include specialtriangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals,e.g., rhombus, square, rectangle, parallelogram, trapezoid.)4. G.1 Draw points, lines, line segments, rays, angles (right, acute,obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.Common Core Mathematics Content Standard(s):StandardsCommon Core Learning Standards Taught and Assessed (includeone or more standards for one or more of the areas below. Pleasewrite out the complete text for the standard(s) you include.)Teacher evaluation of student speaking andlistening:F: Ask and answer questions in pairs andcollaborative groups during and after lessons.F: Work collaboratively using CollaborativeConversation sentence frames to createclassroom norms for the unit of study.5When talking aboutmathematics inpairs andcollaborativegroups, do studentsfollowprotocol/rules/Assessment of Standards (include formative and summative)What assessment(s) will be utilized for thisWhat does theunit? (include the types of both formativeassessment tell us?assessments (F) that will be used throughoutthe unit to inform your instruction and thesummative assessments (S) that willdemonstrate student mastery of the standards.)F: Collaboration throughout the unit of study.Ongoing evidenceF: Picture Sort Activityof students’F: Shape Handout Activitiesunderstanding ofF: Note Taking Guideconcepts presented.F: Student Math JournalDiagnosticinformation forS: Geometry Term Bookintervention orS: Culminating Town Activityacceleration.S: Pre-AssessmentS: Post AssessmentStudentcomprehension ofunit concepts andthe Big Idea:Objects can bedescribed,classified andanalyzed based ontheir attributes.know, and what possible misconceptions there might be.
Rulers, circles (1/4th of a cutout for each student)Supplementary Materials: Tape, glue, marshmallows, coffee stirrers, construction paperMedia/Technology: Discovery Science Geometry Videos, You Tube, ST Math- GeometryMathematical Tools:(Check all that apply)Opportunities for Observable Data (How will students1. Make sense of problems and persevere in solvingdemonstrate these Mathematical Practices?)them.· Collaborative discussions integrated in all2. Reason abstractly and quantitatively.lessons.3. Construct viable arguments and critique the reasoning· Constructing reasonable and fact based evidenceof others.to defend their mathematical reasoning and4. Model with mathematics.conclusions.5. Use appropriate tools strategically.· Culminating Activity6. Attend to precision.· Completion of Geometry Flip Book7. Look for and make use of structure.· Completion of 2-dimensional figures8. Look for and express regularity in repeatedreasoning.Text(s) Titles: HM Grade 4 Textbook, Saxon Math Seriesroutines forcollaborativediscussions?6Interdisciplinary Cite several interdisciplinary or cross-content connections made in this unit of study (i.e. literature, science, socialConnections:studies, art, etc.)· Literature (The Greedy Triangle)-You Tube video· Art – Geometry Performance TaskResources/Materials:Standards ofMathematicalPractice:4.2.c Pose and respond to specific questions to clarify or follow up on information,and make comments that contribute to the discussion and link to the remark ofothers.4.1.d Review the key ideas expressed and explain their own ideas andunderstanding in light of the discussion.
DifferentiatedInstruction:Based on desired student outcomes, what instructionalvariation will be used to address the needs of EnglishLearners by language proficiency level?· Sentence frames are provided in varying degreesof difficulty to facilitate academic language andconversations.· Use of visual organizers to assist processingmathematical ideas.· Scaffolding by teacher as necessary to supportthe English Learner.· Explicitly teach key academic vocabulary.· Use of manipulates to facilitate conceptualunderstanding.7Accelerated Learners· Concepts of each day’s lessons have beenextended to include a higher level of depth ofcomplexity.· Accelerated students can create their ownrepresentations as an extension to deepen theirunderstanding of the mathematical concepts.Special Needs· Inclusion of Appendix to provide additionalresources to help prepare students. *· Opportunities for verbal rehearsal of concepts.· Use of visual organizers.· Explicitly teach key academic vocabulary.Based on desired student outcomes, what instructionalvariation will be used to address the needs of studentswith special needs, including gifted and talented?
Fourth Grade Geometry4th Grade Unit- TheoryThe 4th grade Geometry Unit was based on research that explains how students develop theirunderstanding of geometric concepts. In order to ensure students success in geometry and to developtheir ability to think and reason in a geometric context, The van Hiele Model of the Development ofGeometric Thought was utilized. The van Hiele model is a sequential model that has a five-levelhierarchy of geometric thinking. In this unit we will be addressing the first three levels.The van Hiele Levels of Geometric Thought Summary(From Elementary and Middle School Mathematics, Teaching Developmentally, by John Van de Walle,Karen Karp, and Jennifer Bay-Williiams. Pearson Education, Inc., Boston (2010).)Level 0: Visualization- Students know vocabulary, can identify shapes by its appearance, and can beginto classify shapes by similarities and differences.Level 1: Analysis- Students begin to recognize parts of shapes, and as they look at them they makegeneralizations to understand the properties of shapes. Students refine their understanding of symmetry,angle classification (right, obtuse, acute), parallel and perpendicular.Level 2: Informal Deduction- Students begin to understand the relationship between properties. Forexample, “If all four angles are right angles, then the shape must be a rectangle. If it is a square, then allangles are right angles. If it is a square, then it must be a rectangle.” If-then reasoning is established tolead to logical arguments of properties.Level 3: Deduction-Students begin to develop definitions, theorems, corollaries, and postulates toestablish geometric truths. Students are able to make conclusions based on abstract statements aboutgeometric properties.Level 4: Rigor- “The objects of thought at level 4 are deductive, axiomatic systems of geometry.”(Generally the level of college geometry courses)The levels are sequential, hierarchical, and not age dependent. Our goal is to guide students through theprogression of these levels.8
Fourth Grade GeometryBig Idea: Objects can be described, classified and analyzed based on theirattributes.Mathematical Standards:Major emphasis standard : 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse),and perpendicular and parallel lines. Identify these in two dimensional figures.4.G.2 Supporting Standard: Classify two-dimensional figures based on the presence or absence ofparallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize righttriangles as a category and identify right triangles.Essential Questions:How can parallel and perpendicular lines be identified?How can you use a right angle to classify all angles?What geometric components make up figures?What properties do geometric shapes have in common?9
HomeworkMaterialstoCompileActivitiesJournal Entry*Math Journals*Chart paper*CollaborativeConversations SentenceFrames- 1 per group*Sierpinski TriangleHandout*Post Content andLanguage ObjectivesLesson 1 HomeworkHandout*Post Content andLanguage Objectives*Geometry Figure Handout*Construction paper (1piece per group)*Scissors*Glue for each group*Chart Paper* CollaborativeConversations SentenceFrames*Post Big Idea andEssential *Compare and Contrast atriangle with a rectangle*Geometric figure sort* Presentation of sort*Create a Geometry wordbankLesson 1* Pre-Assessment* “Sierpinski Triangle”Lesson: Prep ALesson 2 HomeworkHandout*Parallel videoClip*Perpendicularvideo clip*Post Content andLanguage Objectives* CollaborativeConversations SentenceFrames*Glue for each group* Parallel T-Charthandout*Parallel picture sorthandout*Perpendicular T-charthandout*Perpendicular picturesort handout*Math journals*Highlighters*Perpendicular PictureSort*Parallel Picture Sort*CollaborativeConversationLesson 2Angles HomeworkHandout*Post Content andLanguage Objectives* CollaborativeConversations Sentence*Shapes handout*Construction Paper* Crayons: red, blue,yellow*Circle cutout (eachstudent will use a ¼ piece)Content TestDrive Games 4th grade Optional Objectives Line and Angles Parallelor Perpendicular* Math Talk with STMath*Color code anglesutilizing ¼ of a circle as areference for a rightangle.Lesson 34th Grade Common Core Unit Overview: Week 1
HomeworkMaterialstoCompileActivitiesLesson 4 HomeworkVideo*Post Content andLanguage Objectives* Post CollaborativeConversationsSentence Frames*Construction paper(1/student)*Tape or glue*Scissors* Math journalsContent Test DriveGames 4th grade Optional Objectives Line and Angles WhichAngle Level 1* Watch a videoand take notes onhow a shapechanges when aside is added* Math Talk with STMath* Geometric Termsvideo* Create a geometricterms foldableGreedy TriangleHomework handout*Note taking guide*Post Content andLanguageObjectives* PostCollaborativeConversationsSentence Frames*GreedyTrianglevideoLesson 5Lesson 4Lesson 6 homework*Greedy Triangle notetaking guide- forreference*Math journals*baggies*Mini Marshmallows20 per studentStir sticks perstudent:5-whole stir sticks5- 2 ½ inch stir sticks5-3 ½ inch stir sticks*Post Content andLanguage Objectives* Post CollaborativeConversationsSentence Frames*”Pick Up Stick Game”* Students will createshapes using sticks andmarshmallows*Students will drawthe shape and label itsparts in their journalLesson 6Take map home rs*GeometricPerformanceTask sheet*GeometryPerformanceTask: create amap*Write two setsof directionsfrom one placeto another*Post Contentand LanguageObjectives* PostCollaborativeConversationsSentenceFramesLesson 74th Grade Common Core Unit Overview: Week 2*Assessment (sameas Pre-Assessment)AssessmentLesson 8
Fourth Grade GeometrySAUSD Common Core Lesson Planner MathUnit:GeometryLesson:Prep ACommonCore rationGrade Level/Course:4Depth ofKnowledgeLevelDuration: 60 minutesDate:Listening and Speaking: Engage effectively in a range of collaborative discussions (one-on-one, in groups,and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressingtheir own clearly.4.1.a Come to discussions prepared, having read or studied required material; explicitly draw on thatpreparation and other information known about the topic to explore ideas under discussions.4.2. b Follow agreed-upon rules for discussions and carry out assigned roles.4.2.c Pose and respond to specific questions to clarify or follow up on information, and make comments thatcontribute to the discussion and link to the remark of others.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of AssessmentPost Big Idea and Essential QuestionsPost Content and Language Objectives dailySierpinski Triangle handout – 1 per studentCollaborative Conversation Sentence Frames – 1 per groupChart paper for Collaborative Talk NormsMath JournalContent:Language:Students will participate in two collaborativeconversations, compare and contrast a smallgroup discussion with a whole group discussion,and create classroom collaboration norms.Students will discuss “Sierpinski Triangle” to composeclassroom collaboration norms.Level 1: RecallLevel 2: Skill/ConceptLevel 3: Strategic ThinkingLevel 4: Extended Thinking1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.Standards forMathematicalPractice4. Model with mathematics.5. Use appropriate tools strategically6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.Focus on the StandardsCommon CoreInstructionalShifts inMathematicsCoherence within and across grade levelsRigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)10Preparing the Learner A
STUDENTSTEACHER PROVIDESFIGURE OUT THESIMPLE EXPLANATIONMEANING(Tier II & Tier III)Academic VocabularyFourth Grade GeometryPre-teachingConsiderationsKEY WORDS ESSENTIAL mentExpandEvidenceWORDS WORTH KNOWINGPiggybackInterruptingRespectStudent desks should be arranged in collaborative groups of four for the entire unit. Student should be able towork successfully in collaborative groups.Lesson DeliveryCheck method(s) used in the lesson:InstructionalModelingGuided PracticeMethodsIndependent PracticeGuided InquiryCollaborationReflectionPrior Knowledge, Context, and Motivation: The purpose of this lesson is to practice how to workLessonOpeningtogether in collaborative groups. Students will have a collaborative discussion which may include argument.Lesson OverviewDifferentiatedInstruction:Teacher Directions·Body of theLesson:Activities/Questioning/Tasks/ Strategies/Technology/Engagement···Pass out pre-assessment and explain to the students that thepurpose of the test is to see what they already know. Theyshould not worry if they don’t know the answers, just do thebest they can. The same test will be given at the end of the unitto measure growth.Introduce Content and Language Objectives.Discuss ways to have a respectful discussion. Explain that in adiscussion it is ok to agree and disagree, but that it must bedone in a respectful way. To facilitate this we will be usingsentence frames. Pass out the sentence frames for collaborativeconversation and review them.Pass out “Sierpinski Triangle” to each student. Ask eachstudent to count how many triangles are in the picture. Givestudents 5 minutes to count the triangles on their own, and thenask them to discuss their answers with their collaborativegroup. Students should be able to give an answer and justify orexplain how they got it. If the students have different answers,(which is expected), have them use the sentence frames todebate the answer.English Learners:Collaborative sentenceframes are provided onCollaborativeConversations handout.Students Who NeedAdditional Support:See AppendixAccelerated Learners:Allow students to createtheir own shape-likeversion of the SierpinskiTriangle. This activity canbe extended over two days.11Preparing the Learner A
Fourth Grade Geometry····To continue practicing collaborative conversations, have thestudents pair up with a second collaborative group to againdebate their answers. After approximately 10 minutes, open adiscussion with the whole class comparing/contrasting their twodiscussions. What issues came up when working in a largergroup as opposed to a smaller group? How did the grouphandle disagreement? What norms need to be established forcollaborative talk? Work with the students to create a list of 46 normso Suggested norms§ We listen to one another.§ We share our own ideas and explain them.§ We respect one another’s ideas, even if they aredifferent.§ We respectfully disagree and try to see theother view.§ We let others finish explaining their ideaswithout interrupting.§ We take turns and share time.Explain that throughout the unit the class will be using thenorms in their collaborative groups and have them copy thenorms into their math journal.Review Content and Language Objectives.Homework – In student math journals, students write aparagraph describing a successful collaborative group. (Whatwould you see? What would you hear?)Lesson ReflectionTeacherReflectionEvidencedby StudentLearning/Outcomes12Preparing the Learner A
Fourth Grade GeometryPre-AssessmentDirections: Answer each question. Some questionsmay have more than one correct answer.1. Which of these is a line segment?ABC2. Which lines below are parallel?AB6. Which shapes have an obtuseangle?ABCDC7. Draw a shape with at least oneright angle. Label the parts of theshape.3. Which polygon has two sets ofparallel lines?ABC4. How many acute angles are inthis polygon?A5B4C3D25. Draw an obtuse angle:8. Which of these shapes have NOright angles?Aright triangleBrectangleCacute triangle9. Which shapes have TWO sets ofparallel 0. Alex is teaching Nicolas abouttriangles. He says the trianglebelow is an acute triangle. Is heright or wrong? Explain how youknow?13Preparing the Learner A
Fourth Grade GeometryCollaborative Conversation Sentence FramesWhat to say when you wantclarification What to say when you want to buildon another’s idea · Will you explain that again?· You made a good point when you said.·Ihave a question about what you saidabout .· Do· My idea isrelated to ’s idea. Ithink .you mean that ?·· Could you expand alittle bit on what yousaid about ?I see what you’re saying. I agreebecause .· My ideabuilds on ’s idea. I think.· Could you givean example of what youmean by ?· I’d liketo piggyback on that idea. I think.What to say when you disagree ·Isee what you’re saying, but I think that.What to say when you want to citeevidence from the text · On page , paragraph , theauthor says .· Anotherway to look at it is .· When I read on page , I·Ithought that .do agree with what you said about, but I think .·I· I seeit another way. Based on ,I think .· Another·Ipossibility might be .have a different answer. I wrote downPreparing the Learner Athink the text supports my thinking onpage , paragraph , bystating that .· Another example ofis on page, paragraph, where the authorstates .14
Fourth Grade GeometrySierpinski Triangle15Preparing the Learner A
Fourth Grade GeometrySAUSD Common Core Lesson Planner MathUnit:GeometryLesson: 1Grade Level/Course:Teacher:Duration: 60 minutesDate:44G1CommonCore rationObjectivesDepth ofKnowledgeLevelDraw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicularand parallel lines. Identify these in two-dimensional figures.4.G.2Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or thepresence or absence of angles of a specified size. Recognize right triangles as a category, and identify righttriangles.········Post Big Idea and Essential QuestionsPost Content and Language Objectives dailyGeometric Figure Handoutconstruction paper – 1 piece per groupscissorsgluehomework handoutChart paper for Word Bank·Collaborative Conversation Sentence FramesContent:Students will identify the properties of variousgeometric objects.Language:Students will explain their rationale for sorting shapes andbe able to justify their reasoning.Level 1: RecallLevel 2: Skill/ConceptLevel 3: Strategic ThinkingLevel 4: Extended Thinking1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.Standards forMathematicalPractice4. Model with mathematics.5. Use appropriate tools strategically6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.Common CoreInstructionalShifts inMathematicsFocus on the StandardsCoherence within and across grade levelsRigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)16Lesson 1
STUDENTSTEACHER PROVIDESFIGURE OUT THESIMPLE EXPLANATIONMEANING(Tier II & Tier III)Academic VocabularyFourth Grade GeometryPre-teachingConsiderationsKEY WORDS ESSENTIAL TOUNDERSTANDINGWORDS WORTH KNOWINGStudent desks should be arranged in collaborative groups of four for the entire unit. Student should be able towork successfully in collaborative groups. Review posted norms.Students should be familiar with creating a Double Bubble Thinking Map (Compare and Contrast). Studentsshould have background about triangles and rectangles.Lesson DeliveryCheck method(s) used in the lesson:InstructionalModelingGuided PracticeMethodsIndependent PracticeGuided InquiryCollaborationReflectionPrior Knowledge, Context, and Motivation:LessonOpeningStudents will be familiar with classifying shapes based on their properties.Lesson OverviewMath Warm-upDisplay the triangle and rectangle and ask the students to compare andcontrast them using a Double Bubble map in their math journal. Possiblestudent answers shown below.DifferentiatedInstruction:English Learners:We sorted our shapes bybecause .Body of theLesson:Activities/Questioning/Tasks/ Strategies/Technology/EngagementStudents Who NeedAdditional Support:See AppendixAccelerated Learners:Have the students resortthe shapes in another wayand explain theirreasoning.17Lesson 1
Fourth Grade GeometryTeacher Directions· Introduce Big Idea and Essential Questions. Once you haveintroduced them please display them throughout the entire unit.· Introduce daily Content and Language Objective· Review Collaborative Conservation Frames· Pass out one piece of construction paper, geometric figurehandout, glue, and scissors.· Tell the students that they will be sorting their geometric figuresinto groups after they have cut them out. Each group will decidehow to sort the figures based on a common geometric property(their choice).· Remind students to follow group norms.· Tell students that they will be presenting their completed sort tothe class, and the class will guess how the shapes were sorted.· Give students 5-10 minutes to discuss, sort cards, and glue themon the construction paper.· Collaborative groups will write the property they used to sort thefigures on the top of the construction paper so that it can befolded and hidden from view.· All groups should present one of their groupings. Eachcollaborative group will guess how the shapes were sorted andwrite the group answer on a student whiteboard or piece of paper.When all groups have attempted to guess, the presenting groupwill explain how they sorted.· As groups are presenting the teacher will create add the followingterms to the word bank of geometric terms as they are generatedby the students: line segment, point, ray, line, angle.· After all groups have presented, the students should answer theessential question “What properties do geometric figures have incommon?” in their math journals.ClosureReview Content and Language ObjectivesHomework· Lesson 1 homework handoutLesson ReflectionTeacherReflectionEvidencedby StudentLearning/Outcomes18Lesson 1
Fourth Grade GeometryShapes for Prior Knowledge Activity- Lesson 119Lesson 1
Fourth Grade Geometry20Lesson 1
Fourth Grade Geometry21Lesson 1
Fourth Grade GeometryLesson 1 HomeworkName:Color the lines yellow.Color the line segments blue.Color the rays orange.Color the lines green.Color the points red.22Lesson 1
Fourth Grade GeometrySAUSD Common Core Lesson Planner MathUnit:Lesson: 2Grade Level/Course:Teacher:Duration: 60 minutesDate:44 G.1CommonCore rationObjectivesDepth ofKnowledgeLevelDraw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.Identify these in two-dimensional figures.4.G.2Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or thepresence or absence of angles of a specified size. Recognize right triangles as a category, and identify righttriangles.············Review Big Idea and Essential QuestionsPost Content and Language Objectives dailyCollaborative Conversation Sentence Framesglue for each groupparallel T-chart handoutparallel picture sort handoutperpendicular T-chart handoutperpendicular picture sort handoutmath journalshighlightersLesson 2 homework2 Video segments (2 minutes each)o Show Parallel Video Clip d 0d80ed2b2c86-4aab-a4aa062d612f09eb&fromMyDe 0&isPrinterFriendly 0&provider &isLessonFromHealth 0&productcode US&isAssigned false&includeHeader YES&homeworkGuid o Perpendicular Video Clip d 0d80ed2b2c86-4aab-a4aa062d612f09eb&fromMyDe 0&isPrinterFriendly 0&provider &isLessonFromHealth 0&productcode US&isAssigned false&includeHeader YES&homeworkGuid Content:Language:Students will sort figures by their lines (parallel,perpendicular, and intersecting)Students will define parallel and perpendicular lines.Level 1: RecallLevel 3: Strategic ThinkingLevel 2: Skill/ConceptLevel 4: Extended Thinking1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.Standards forMathematicalPractice3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.23Lesson 2
Fourth Grade GeometrySTUDENTSTEACHER PROVIDESFIGURE OUT THESIMPLE EXPLANATIONMEANING(Tier II & Tier III)Academic VocabularyCommon CoreInstructionalShifts inMathematicsPre-teachingConsiderationsFocus on the StandardsCoherence within and across grade levelsRigor (Balance of conceptual understanding, procedural skill & fluency, and application of skills)KEY WORDS ESSENTIAL TOWORDS WORTH KNOWINGUNDERSTANDINGParallelPerpendicularStudent desks should be arranged in collaborative groups of four for the entire unit. Student should be able towork successfully in collaborative groups. Review posted norms.Lesson DeliveryCheck method(s) used in the lesson:InstructionalModelingGuided PracticeMethodsIndependent PracticeGuided InquiryCollaborationReflectionPrior Knowledge, Context, and Motivation:LessonOpeningStudents should have background knowledge of parallel and perpendicular lines.Lesson
Fourth Grade Geometry 4th Grade Unit- Theory The 4th grade Geometry Unit was based on research that explains how students develop their understanding of geometric concepts. In order to ensure students success in geometry and to develop their ability to think and reason in a geo
