Math: Geometry Concepts and Angle Measurement

Suggested Time Frame: 20 Instructional Days

        

Focus TEKS

Attributes of 2-D Figures

  • 4.6D 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. – R RC3
    • 4.6A identify points, lines, line segments, rays, angles, and perpendicular and parallel lines; – S RC3
    • 4.6B identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure; – S RC3
    • 4.6C apply knowledge of right angles to identify acute, right, and obtuse triangles; and – S RC3

Measuring Angles

  • 4.7C determine the approximate measures of angles in degrees to the nearest whole number using a protractor; – R RC3
    • 4.7A illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers; – NT
    • 4.7B illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers; – NT
    • 4.7D draw an angle with a given measure; – S RC3
    • 4.7E determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. – S RC3 [including complementary and supplementary angles]
Numeracy TEKS

Building Fluency with Multiplication and Division Facts (Suggested: 15 days)

  • 3.4F recall facts [sixes, nines, and last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2 [Including the Build Up and Build Down Strategies for Multiplication; Including the Think Multiplication Strategy for Division]
    • 3.4D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10 [arrays representing sixes, nines, and last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit]; – S RC2
    • 3.4E represent multiplication facts [sixes, nines, and last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit] by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting; – S RC2
    • 3.4H determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally; – S RC2

Counting Patterns (Suggested: 3 days)

  • RRISD 4.5 Skip count by whole numbers starting from 0 and other starting numbers and describe patterns observed while counting; [Skip count by tens, hundreds, thousands, and ten thousands within 100,000.]
Spiral Review TEKS

Representing and Solving Story Problems (Suggested: 18 days)

  • Computation and Problem Solving
    • 4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; – R RC2
      • 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and – S RC2
    • 3.4K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. – R RC2
    • 4.8C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. – R RC3
    • 4.9B solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. – S RC4
  • Represent Problem Situations (Strip Diagrams and Equations)
    • 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; – R RC2

Counting Quantities (Suggested: 2 days, using both numeracy and spiral review time)

  • RRISD 4.1 Organize and count a collection of objects and create a recording of how the objects were counted
    • 4.1C  select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
    • 4.1E  create and use representations to organize, record, and communicate mathematical ideas;
  • Counting Coins and Bills (Make this the focus on 1 day of Counting Collections)
    • 3.4C determine the value of a collection of coins and bills; – S RC4

Telling Time (Ongoing)

  • 2.9G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.