BREATHITT COUNTY SCHOOLS 4th Grade Math Curriculum Grade Math Curriculum.pdf · Grade 4 Lessons 4/1 -6 Manipulatives needed for the lesson --See list of technology resources used

BREATHITT COUNTY SCHOOLS 4th Grade Math Curriculum

Week Standard Key Vocabulary Learning Target Resources Assessment

1

Operations and Algebraic Thinking

Weeks 1 2

4.OA.1: Interpret a multiplication

equation as a comparison, e.g.,

interpret 35 = 5 × 7 as a statement

that 35 is 5 times as many as 7 and

7 times as many as 5. Represent

verbal statements of multiplicative

comparisons as multiplication

equations.

4.OA.2: Multiply or divide to solve

word problems involving

multiplicative comparison, e.g., by

using drawings and equations with

a symbol for the unknown number

to represent the problem,

distinguishing multiplicative

comparison from additive

comparison. (Note: See Glossary,

Table 2.)

4.OA.4: Find all factor pairs for a

whole number in the range 1–100.

Recognize that a whole number is a

multiple of each of its factors.

Determine whether a given whole

number in the range 1–100 is a

multiple of a given one-digit

Product, factors, array, Multiple, Commutative , Zero, Identity Property of Multiplication Distributive Property, Inverse operations, fact family,

I can recognize multiplication as repeated addition of equal groups used in arrays and comparisons.

I can use patterns to find products with factors of 2, 5, and 9.

I can use multiplication properties to simplify computations.

I can use the distributive property to find products of the factors of 3, 4, 6, 7, and 8 by breaking apart problems into simpler problems.

I can recognize patterns and continue the pattern.

I can use arrays to write and complete multiplication and division fact families.

EnVision Math Core Standards Grade 4 Lessons 1/1-10 Manipulatives needed for the lesson--See list of technology resources used for each unit.

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Summative Assessment-Topic 1 multiple choice/constructed response test Performance Task p36



2

number. Determine whether a

given whole number in the range

1–100 is prime or composite.

Weeks 3 4

4.OA.5: Generate a number or shape

pattern that follows a given rule.

Identify apparent features of the

pattern that were not explicit in the

rule itself. For example, given the

rule “Add 3” and the starting

number 1, generate terms in the

resulting sequence and observe that

the terms appear to alternate

between odd and even numbers.

Explain informally why the numbers

will continue to alternate in this

way.

Repeating pattern, input, output

I can identify a repeating pattern.

I can identify number sequences.

I can extend a table and generate a number that follows a given rule.

I can write a rule for a situation.

I can extend geometric patterns.

EnVision Math Core Standards Grade 4 Lessons 2/1-6 Manipulatives needed for the lesson--See list of technology resources used for each unit.


Number and Operations in Base Ten

Weeks 5 6

4.NBT.1: 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.

For example, recognize that 700 ÷

70 = 10 by applying concepts of

place value and division.

4.NBT.2: Read and write multi-digit

Digits, place value, standard form, expanded form, word form, compare,

I can read and write numbers in standard, expanded, and word form.

I can recognize that a digit in one place represents ten times what it represents in the place to its right.

I can compare two numbers using <, >, or =.

Grade 4 Lessons 3/1-6 Manipulatives needed for the lesson--See list of technology resources used for each unit.

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Summative Assessment-Topic 3 multiple choice/constructed



3

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 >, =, and < symbols to

record the results of comparisons.

4.NBT.3: Use place value

understanding to round multi-digit

whole numbers to any place.

I can order numbers.

I can round whole numbers.

response test Performance Task p86

Weeks 7

8

4.NBT.3: Use place value

understanding to round multi-

digit whole numbers to any

place.

4.NBT.4: Fluently add and subtract

multi-digit whole numbers

using the standard algorithm.

Breaking apart, compensation, counting on, commutative, associative, and identity properties of addition, inverse operations

I can use mental math to add and subtract whole numbers.

I can fluently add and subtract whole numbers.

I can estimate sums and differences.

Grade 4 Lessons 4/1-6 Manipulatives needed for the lesson--See list of technology resources used for each unit.




4

9 10

4.NBT.5: Multiply a whole number of up

to four digits by a one-digit whole

number, and multiply two two-digit

numbers using strategies based on

place value and the properties of

operations. Illustrate and explain the

calculation by using equations,

rectangular arrays, and/or area models.

product factors multiple multiplication array partial products lattice method

Lesson 5-1 Arrays and Multiplying by 10 and 100

I can use arrays to multiply by 10 and 100.

I can make an array with place-value blocks to help me visualize and find products

Lesson 5-2 Multiplying by Multiples of 10 and 100

I can use multiplication facts and number patterns to multiply by multiples of 10 and 100.

Lesson 5-3 Breaking Apart to

Multiply

I can break apart numbers and use arrays to multiply 2-digit by 1-digit numbers.

Introduce and Practice Lattice

Method for Multiplication

I can use the lattice method to multiply 2-digit numbers.

Lesson 5-4 Using Mental Math to Multiply

I can use compensation to multiply numbers mentally.

enVision Math Grade 4 Lesson 5-1/5-5 Daily Common Core Reviews Quick Check Masters Student Workbook place value blocks grid paper

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Daily Common Core Review Quick Check Masters



5

9 10

Cont.









4.OA.3 Solve multi-step word problems

posed with whole numbers and having

whole-number answers using the four

operations including problems in which

remainders must be interpreted.

Represent these problems using

equations with a letter standing for the

unknown quantity. Assess the

reasonableness of answers using

mental computation and estimation

strategies including rounding.


compensation

Lesson 5-5 Using Rounding to Estimate

I can use rounding to estimate solutions to multiplication problems.

Lesson 5-6 Problem Solving: Reasonableness

I can check for reasonableness by making sure my calculations answer the question asked.

I can use estimation to make sure the calculation was performed correctly.

Lesson 6-1 Arrays and Using an Expanded Algorithm

I can record multiplication using an expanded algorithm.

enVision Math Grade 4 Lesson 5-1/5-5 Daily Common Core Reviews Quick Check Masters Student Workbook place value blocks grid paper

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Daily Common Core Review Quick Check Masters Topic 5 Reteaching pg 130 Summative Assessments Number Sense: Multiplying by 1-digit Numbers Topic Test pg 132, 133 Performance Assessment pg 134 Extended Response



6

11 12










product array factor rounding

Lesson 6-2 Connecting the Expanded and Standard Algorithms

I can multiply 2-digit numbers by 1-digit numbers using paper-and-pencil methods.

Lesson 6-3 Multiplying 2-Digit by 1-Digit Numbers

I can multiply 2-digit numbers by 1-digit numbers using the standard algorithm and estimate to check for reasonableness.

Lesson 6-4 Multiplying 3- and 4-Digit by 1-Digit Numbers

I can use the standard algorithm to multiply 3-and 4-digit numbers by 1-digit numbers.

Lesson 6-5 Multiplying by 1-Digit Numbers

I can multiply 2, 3, and 4-digit numbers by 1-digit numbers using the standard algorithm.

I can estimate to check for reasonableness.

enVision Math Grade 4 Lesson 6-1/6-6 Daily Common Core Reviews Quick Check Masters Student Workbook place value blocks

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Daily Common Core Review Quick Check Masters Summative assessments Review what you know pg 135



7

11 12

Cont.










product array factor rounding

Lesson 6-6 Problem Solving: Missing or Extra Information

I can identify what information in a problem is missing or is not needed.

Lesson 7-1 Arrays and Multiplying 2-Digit Numbers by Multiples of 10

I can use arrays to multiply 2-digit numbers by multiples of 10.

Lesson 7-2 Using Mental Math

enVision Math Grade 4 Lesson 6-1/6-6 Daily Common Core Reviews Quick Check Masters Student Workbook place value blocks

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Daily Common Core Review Quick Check Masters Summative Assessments Developing Fluency: Multiplying by 1-Digit Numbers Topic Test pg 160, 161 Performance Assessment pg 162 Extended Response



8

13 14





rectangular arrays, and/or area models

4.NBT.3 Use place value understanding

to round multi-digit whole numbers to

any place.






equation factors product round array

to Multiply 2-Digit Numbers

I can use patterns to multiply by multiples of 10.

I can use basic facts and place-value patterns to mentally multiply a two-digit number by a multiple of 10 or 100.

Lesson 7-3 Using Rounding to Estimate

I can use rounding to estimate solutions to multiplication problems involving two 2-digit numbers.

Lesson 7-4 Using Compatible Numbers to Estimate

I can use compatible numbers and rounding to estimate solutions to multiplication problems involving two 2-digit numbers.

enVision Math Grade 4 Lesson 7-1/7-5 Daily Common Core Reviews Quick Check Masters Student Workbook grid paper place value blocks

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Daily Common Core Review Quick Check Masters



9

13 14

Cont.

15 16












equation factors product round array compatible numbers

Lesson 7-5 Problem Solving: Multiple-Step Problems

I can identify and answer hidden questions to solve multi-step problems with operations.

Lesson 8-1 Arrays and Multiplying 2-Digit Numbers

I can use arrays to multiply two-digit numbers by two-digit numbers to find the product.

enVision Math Grade 4 Lesson 7-1/7-5 Daily Common Core Reviews Quick Check Masters Student Workbook

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Daily Common Core Review Quick Check Masters Summative Assessments Number Sense: Multiplying by 2-Digit Numbers Topic Test pg 180, 181 Performance Assessment pg 182 Extended Response



10

15 16

Cont.









rounding Commutative Property compatible Distributive Property rounding Commutative Property compatible Distributive Property

Lesson 8-2 Arrays and an Expanded Algorithm

I can use an expanded algorithm to multiply two-digit numbers to find the product

Lesson 8-3 Multiplying 2-Digit

Numbers by Multiples of 10

I can use grids and patterns to multiply 2-digit numbers and multiples of 10.

Lesson 8-4 Multiplying 2-Digit

by 2-Digit Numbers

I can use partial products to multiply 2-digit numbers by 2-digit numbers and find the products.

Lesson 8-5 Problem Solving:

Two-Question Problems

I can solve two-question problems.

enVision Math Grade 4 Lesson 8-1/8-5 Daily Common Core Reviews Quick Check Masters Student Workbook grid paper

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Daily Common Core Review Quick Check Masters Summative Assessments Number Sense: Multiplying by 2-Digit Numbers Topic Test pg 200, 201 Performance Assessment pg 202 Extended Response



11

Number Operations/Fractions/Algebraic Expressions

Weeks 17 18

4.NBT.6: Find whole-number quotients and

remainders with up to four-digit dividends

and one-digit divisors, using strategies

based on place value, the properties of

operations, and/or the relationship

between multiplication and division.

Illustrate and explain the calculation by

using equations, rectangular arrays,

and/or area models.

4.OA.3: Solve multistep word problems



operations, including problems in which





reasonableness of answers using mental

computation and estimation strategies

including rounding

4.OA.2: Multiply or divide to solve word

problems involving multiplicative

comparison, e.g., by using drawings and

equations with a symbol for the unknown

number to represent the problem,

distinguishing multiplicative comparison

from additive comparison. (Note: See

Divide Divisor Quotient Remainder Dividend Estimate Multiplication equation

I can use mental math to divide.

I can estimate quotients.

I can estimate quotients for greater dividends.

I can divide with remainders.

I can decide whether to multiply or divide in a math story.

I can draw a picture and write an equation to solve a problem.

EnVision Math Core Standards Grade 4 Lessons 9-1/9-6 Manipulatives needed for the lesson--See list of technology resources used for each unit.

Formative assessments (bell ringers, exit slips, quizzes, class/homework) Summative Assessment-Topic 9 multiple choice/constructed response test



12

Glossary, Table 2.)

4.NBT.5: Multiply a whole number of up to

four digits by a one-digit whole number,

and multiply two two-digit numbers, using

strategies based on place value and the

properties of operations. Illustrate and

explain the calculation by using equations,


Weeks 19 20

4.NBT.6: Find whole-number quotients and

remainders with up to four-digit dividends

and one-digit divisors, using strategies

based on place value, the properties of

operations, and/or the relationship

between multiplication and division.

Illustrate and explain the calculation by

using equations, rectangular arrays,

and/or area models.

4.NBT.1: 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. For example,

recognize that 700 ÷ 70 = 10 by applying

concepts of place value and division.

4.NBT.5: Multiply a whole number of up to

four digits by a one-digit whole number,

and multiply two two-digit numbers, using

strategies based on place value and the

Repeat Subtraction Division Quotient Divisor Dividend Remainder Multiples Operation digit

I can show division as repeated subtraction.

I can divide using repeated subtraction.

I can use objects to divide.

I can divide 2 digit by one digit numbers.


I can decide where to start dividing.


I can solve multiple-step problems.

EnVision Lessons 10-1/10-8 Manipulatives needed for the lesson--See list of technology resources used for each unit.

Summative: Topic 10 test Multiple Choice/constructed response test Performance Task Topic 10 Create an array or use division to help solve the task. Formative assessments (bell ringers, exit slips, quizzes, class/homework)



13

properties of operations. Illustrate and

explain the calculation by using equations,


4.OA.3: Solve multistep word problems



operations, including problems in which





reasonableness of answers using mental

computation and estimation strategies

including rounding.

Weeks21 22

4.OA.4: Find all factor pairs for a whole

number in the range 1–100. Recognize

that a whole number is a multiple of each

of its factors. Determine whether a given

whole number in the range 1–100 is a

multiple of a given one-digit number.

Determine whether a given whole number

in the range 1–100 is prime or composite.

4.OA.5: Generate a number or shape

pattern that follows a given rule. Identify

apparent features of the pattern that were

not explicit in the rule itself. For example,

given the rule “Add 3” and the starting

number 1, generate terms in the resulting

fraction Numerator Denominator Factors Multiples Prime Composite Equivalent Compare Order Common denominator benchmark

I can use multiplication to find all the factors of a number.

I can find prime and composite numbers.

I can find multiples of a number.

I can find equivalent fractions.

I can find equivalent fractions on a number line.

I can use the number line or fraction strips to find equivalent fractions.

I can order fractions.

EnVision Lessons 11-1/11-8 Manipulatives needed for the lesson--See list of technology resources used for each unit.

Standardized test with assessments (bell ringers, exit slips, quizzes, class/homework) Summative Test-Topic 11-Multiple Choice and Constructed response



14

sequence and observe that the terms

appear to alternate between odd and even

numbers. Explain informally why the

numbers will continue to alternate in this

way.

4.NF.1: Explain why a fraction a/b is

equivalent to a fraction (n × a)/(n × b) by

using visual fraction models, with attention

to how the number and size of the parts

differ even though the two fractions

themselves are the same size. Use this

principle to recognize and generate

equivalent fractions.

4.NF.2: Compare two fractions with different

numerators and different denominators,

e.g., by creating common denominators or

numerators, or by comparing to a

benchmark fraction such as 1/2.

Recognize that comparisons are valid only

when the two fractions refer to the same

whole. Record the results of comparisons

with symbols >, =, or <, and justify the

conclusions, e.g., by using a visual

fraction model.

I can compare fractions with different numerators and denominators.



15

Weeks 23 24

4.NF.3: Understand a fraction a/b with a > 1

as a sum of fractions 1/b.

a. Understand addition and subtraction of

fractions as joining and separating parts

referring to the same whole.

b. Decompose a fraction into a sum of

fractions with the same denominator in

more than one way, recording each

decomposition by an equation. Justify

decompositions, e.g., by using a visual

fraction model. Examples: 3/8 = 1/8 + 1/8

+ 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8

= 8/8 + 8/8 + 1/8.

c. Add and subtract mixed numbers with like

denominators, e.g., by replacing each

mixed number with an equivalent fraction,

and/or by using properties of operations

and the relationship between addition and

subtraction.

d. Solve word problems involving addition

and subtraction of fractions referring to the

same whole and having like

denominators, e.g., by using visual

fraction models and equations to

represent the problem.

Fractions Denominators Numerators Number line Improper Mixed number Compose Decompose equation

I can model addition of fractions.

I can add fractions with like denominators.

I can model subtraction of fractions.

I can subtract fractions with like denominators.

I can add and subtract fractions on a number line.

I can write an improper fraction as a mixed number.

I can write a mixed number as an improper fraction.

I can model addition and subtraction of mixed numbers.

I can add mixed numbers.

I can subtract mixed numbers.

I can compose and decompose fractions.

I can draw a picture and write an equation to solve a problem using fractions.

EnVision Lessons 12-1/12-11 Manipulatives needed for the lesson--See list of technology resources.

Summative: Pages 324-325 Performance Task Topic 12-page 326 Formative assessments (bell ringers, exit slips, quizzes, class/homework)



16

Weeks 25, 26

Topic 13 Extend-

ing Fraction

Concepts

4.NF.4a Understand a fraction a/b as a multiple of 1/b. 4.NF.4b Understand a fraction a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. 4.NF.4c Solve word problems involving multiplication of a fraction by a whole number. 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with a denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

Unit Fraction Decimal Point

Hundredth Tenth

I can show fractions as multiples of unit fractions by using models.

I can multiply a fraction by a whole number by using models.

I can multiply a fraction by a whole number using symbols to solve problems.

I can write a fraction as a decimal.

I can write a decimal as a fraction.

I can locate and name fractions on a number line.

I can locate and name decimals on a number line.

I can use equivalent fractions to write fractions as decimals.

I can use models and place-value charts to represent decimals to hundredths.

EnVision Lessons 13-1 through 13-10 Manipulatives needed

for the lesson--See list of technology

resources used for each unit.

Formative:

bell ringers

exit slips

quick check quizzes for each lesson

participation and success during whole-group activities and discussion and lesson practice problems

ability to teach/share/lead during small-group activities

journaling, Summative:

( quick check quizzes for each lesson)

Topic 13 Test: multiple choice and short answer, student text pages 360-361

Alternate test master for Topic 13 from assessment book

Topic 13 Performance Task student text page 362



17

4.NF.6 Use decimal notation with denominators 10 or 100. 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols <,>, or =, and justify the conclusions. 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

I can read and write decimals to the hundredths in expanded, standard, and word form.

I can use models and place-value charts to compare decimals to the hundredths.

I can use the four operations to solve word problems involving decimals (money) and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

I can solve problems with fractions and decimals by drawing a picture.

Weeks 27, 28

Topic 14: Measure-

ment Units and

4.MD.1 Know relative sizes of measurements unit within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurements equivalents in a

Inch Foot Yard Mile

I can estimate and measure length by choosing the appropriate unit of length.

I can measure length with customary units.



resources used for each unit

Formative:

bell ringers

exit slips


participation and success



18

Conver-sions

two-column table. For example, know that 1 frt is 12 times as long as 1 in. Express the length of a 4ft snake as 48 inches. Generate a conversion talbe for feet and inches listing the number pairs: (1,12), (2,24), (3,36)….

Capacity Weight Ounce Pound Ton

I can measure lengths with metric units.

I can estimate fluently with customary units: cups, pints, quarts, and gallons.

I can compare the relative sizes of capacity measurements.

I can estimate fluently and measure with units of weight: ounces, pounds, and tons.

I can convert between customary units of measure for length and capacity.

I can solve and explain word problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

during whole-group activities and discussion and lesson practice problems


journaling,

Summative:




Topic 14



19

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Millimeter Centimeter Decimeter Meter Kilometer Milliliter Liter Mass Gram Kilogram

I can estimate and measure length to the nearest centimeter, and choose the most appropriate metric unit for measuring length.

I can estimate fluently with milliliters and liters.

I can measure capacity with milliliters and liters.

I can estimate and measure with units of mass: grams and kilograms.

I can convert between metric units.

I can compare several different units of time and freely convert from one unit of time to another.

I can solve word problems that

require finding the original times,

measurements, or quantities that

led to a result that is given.

Performance Task student text page 398



20

Weeks 29, 30

Topic 15 Solving

Measure-ment

Problems

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in linie plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

Perimeter Area Line plot

I can use the formulas for the perimeter and area of rectangles to solve real-world problems.

I can use diagrams to show data and analyze how the quantities are related to solve real-world measurement problems.

I can solve real-world problems that involve money and giving change by counting.

I can construct line plots using given data and use the line plot to answer questions about the data set.

I can break a problem into smaller, more manageable pieces and find a pattern to fit.



resources used for each unit

Formative:

bell ringers

exit slips




journaling,

Summative:



Alternate test master for Topic 15from assessment book

Topic 15 Performance

Task student text page 418

Weeks 31, 32

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and

Point Line Plane

I can identify and describe points, lines, and planes.

EnVision Lessons 16-1 through 16-11

Formative:

bell ringers



21

Topic 16 Lines,

Angles, and

Shapes

perpendicular and parallel lines. Identify these in two-dimensional figures. 4.G.2 I can classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

Parallel lines Intersecting lines Perpendicular lines Line segment Ray Angle Right angle Acute angle Obtuse angle Straight angle Polygon Side Vertex Triangle Quadrilateral Pentagon Hexagon Octagon Equilateral triangle Isosceles triangle Scalene triangle Right triangle Acute triangle Obtuse triangle Rhombus Trapezoid Parallelogram

I can use geometric terms to describe parts of lines and types of angles.

I can learn to identify polygons.

I can learn to identify triangles.

I can learn to identify quadrilaterals.

.

I can solve problems by making and testing generalizations.

Manipulatives needed for the lesson--See list of technology resources used for each unit

exit slips




journaling,

Summative:




Topic 16 Performance

Task student text page 450



22

4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. 4.MD.5a 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. 4.MD.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees. 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

Rectangle Square Symmetric Line of symmetry Degree Unit angle Angle measure

I can determine if a plane figure has line symmetry and, if so, how many lines of symmetry it has.

I can use unit angles and fractions of a circle to find angle measures.

I can find the measure of an unknown angle by adding and subtracting.

I can use a smaller angle to measure a larger angle by repeating the unit

I can measure and draw angles.



23

4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angels on a diagram in real world and mathematical problems.

Protractor

I can find the measure of an unknown angle by adding and subtracting

Documents

BREATHITT COUNTY SCHOOLS 4th Grade Math Curriculum Grade Math Curriculum.pdf · Grade 4 Lessons 4/1 -6 Manipulatives needed for the lesson --See list of technology resources used