Mr. RT's Fourth Grade Class

Atlas Curriculum Mapping: Unit Map
Georgia - DoDEA
Thorne, Robert / Math 4 / Grade 4 (Freddie Stowers Elementary Sch)

What Kind of Pattern is This? (2-20 November, 3 Weeks)

Unit Overview
Source: https://ga.dodea.rubiconatlas.org/c/maps/unitMap.php?Restrict
UnitName=1&UnitID=7391&YearID=2010&ClassID=116&CourseType=
Class&SchoolID=8&TimePeriodID=23&strkeys=&mode=browse&

In this unit, students begin a 6-week study of geometry by exploring 1-, 2-, and 3-dimensional shapes.

Instruction will stress the relationships between different types of geometric figures, and will prepare students for the study of geometric transformations in the next unit.

Students will first learn how to identify planes, lines, line segments, and endpoints, and will explore how familiar geometric shapes are composed of these smaller items. A study of angles will also be included in this unit. As students learn these new terms for geometric objects, it is important that they spend some time categorizing groups of familiar shapes in order to extend their understanding of the new terms. A task which has students differentiate between acute and obtuse triangles, for example, helps students identify what types of angles are classified as acute and obtuse, while also exposing students to non-equilateral triangles.

After students study these new features of shape, they should have many experiences to decompose large shapes into smaller ones, as well as to combine small shapes in order to build larger ones. This process of breaking down (or building up) is fundamental to geometric thinking, and will help build students' flexibility in thinking about geometric shapes. Manipulatives such as tangrams and pattern blocks are useful tools for helping students develop sophisticated ideas about how simple shapes relate to each other.

By the end of this unit, students will be able to identify and draw a number of geometric shapes, including lines, rays, angles, and basic 2- and 3-dimensional figures. Students will also be able to identify geometric shapes which could be composed of other shapes.

Primary Standards
Source: http://www.dodea.edu/curriculum/math.cfm?cId=stn&stndId=math

Mathematics, Grade 4 , M2 Algebra
In Grade 4, all students should: M3 Geometry

• M3a: identify, draw representations, and describe the relationships between and among points, lines, line
  segments, and rays using appropriate mathematical tools; e.g., intersecting, parallel, and perpendicular lines;

• Example:  Use the markings on a football field to identify two lines that are parallel. Place a rope across the
  parallel lines and identify any acute angles created by the rope and the parallel lines.

• M3b: identify and draw representations of right angles, obtuse angles, and acute angles using appropriate
  mathematical tools; Example:  Using a protractor, draw a 900, 1250, and 450angle.

• M3c: identify and draw congruent figures using appropriate mathematical tools; Example:  Using a ruler and
  pencil, draw a rectangle that is congruent to a given rectangle.

• M3d: describe the results of subdividing, combining, and transforming shapes; Example:  Describe how you
  can transform a parallelogram into a rectangle in order to determine its area.

• M3e: find the distance between locations of points along horizontal and vertical lines of a coordinate grid; Example: 
  The grid below show the location of 3 areas at the County Fair. Determine the number of yards between the Crafts
  area and the Food area.

• M3f: predict and describe transformations (i.e., translation, reflection, and rotation) to show that two shapes are
  congruent: Example:  John wants to place one of the pentagons on top of the other to show congruence. 
  Describe the transformations necessary to get one of the pentagons on top of the other.

Class work/Homework (Week 11; 9-13 November)

Student Text: Macmillan/McGraw-Hill; Chapter 20

Class Work

Each Monday or the first school day of the week will be used to introduce the new learning which is to take place that week.

●      Students receive assessment from prior week or homework assignment
●      A review of prior learning is conducted.
●      Introduce new learning(Explain and model)
●      Students practice

Homework
Student homework will mirror lessons taught in class. In the event students lose or misplace the homework handout, students can complete the  "Practice and Problem Solving" problems from the student math book.
●      Monday: Chapter 20, Lessons 1.  Correct prior week assessment
●      Tuesday: Chapter 20, Lesson 2 & 4. Transformations, Symmetry,
       and Perimeter Handout
●      Wednesday: No School; Veterans’ Day
●      Thursday: Chapter 20, Lesson 5 & 6.  Circumference and Area
      Handout
●      Friday: No assigned homework. Student assessment conducted in class.

Class work/Homework (Week 12; 16-20 November)

Student Text: Macmillan/McGraw-Hill; Chapter

Class Work
Each Monday or the first school day of the week will be used to introduce the new learning which is to take place that week.
●      Students receive assessment from prior week or homework assignment
●      A review of prior learning is conducted.
●      Introduce new learning(Explain and model)
●      Students practice

Homework
Student homework will mirror lessons taught in class. In the event students lose or misplace the homework handout, students can complete the   "Practice and Problem Solving" problems from the student math book.
●      Monday: Chapter 8.   Correct prior week assessment
        Review of Chapter 8:  Algebra: Expressions and equations
●      Tuesday: Chapter 10. Review Algebra: Functions Handout
●      Wednesday: Chapter 19.  Review Space and Plane Figures    
Handout
●      Thursday: Chapter 20.  Geometry Handout
●      Friday: No assigned homework. Student assessment conducted in class.

• Class Rules
• Class Schedule