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• Math: Introducing Angle Measurement and Deepening Understanding of Classifying 2-D Figures

# Math: Introducing Angle Measurement and Deepening Understanding of Classifying 2-D Figures

### 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]
##### Computational Fluency TEKS

Grade 3 Multiplication and Division Facts (All facts)

• 3.4F recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2
• 3.4E represent multiplication facts 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
##### Spiral Review TEKS

• Represent Fractions (Proper Fractions and Mixed Numbers)
• 3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; – S RC1
• 3.3B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; S RC1
• 3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; – S RC1
• 3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; – S RC1
• 3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8; – S RC1
• 3.6E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. – S RC3
• 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line; – S RC1 [including measuring lengths to nearest half, fourth, and eighth inch/foot/yard, as appropriate]
• Equivalent Fractions
• 3.3F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines; – R RC1
• 3.3G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; – S RC1
• Compare Fractions
• 3.3H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. – R RC1