Measuring angles

TEKS

4.7 - Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to:

4.7.A - 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;

4.7.C - determine the approximate measures of angles in degrees to the nearest whole number using a protractor;

4.7.D - draw an angle with a given measure; and

4.7.E - determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.

This week our kiddos have to measure angles with protractors.

The way I remember complementary and supplementary angles is that it feels RIGHT to give a complement and supplementary and STRAIGHT both start with S.

Geometry

Before I start my post...
A great website to find angle worksheets. 

Big Idea
The student will apply the knowledge of lines and angles to identify types of triangles (acute, obtuse, and right). The student will classify two dimensional figures based on lines, angles, and symmetry.

The student will understand and apply the characteristics of angles and angle measure. The student will use knowledge of points, lines, and angles to determine the measure of an unknown angle formed by two non-overlapping adjacent angles.

The student will use a spreadsheet to collect data into a table and produce a line graph forecasting the trends of angle measurements.

Guiding Questions

How are 2D shapes formed? (types of lines and angles)
What attributes are used to sort and classify 2D shapes?
How can you check if a figure has symmetry?

How can you relate angles to fractional part of a circle?
How can you determine the measure of an angle separated into parts?
How can you use technology to analyze data?

Some old vocabulary words reappeared! Reasonable and estimate.

Jonas next to my polygon display. 

Different kinds of quadrilaterals. 

My anchor chart! 

I had to show off my T-shirt.

Adding Fractions

I had a question about adding fractions and I wanted to explain the way I teach it.

Numerator- the number on top that tells me how many parts I have

Denominator- the number on the bottom that tells me how many parts make one whole

When you add fractions you ONLY add the numerators, because the amount that it takes to make one whole would still be the same.

For example... If I had two pies that were cut into six slices each, and I had four of those slices.. the fraction is 4/6. The the next week I have 3 slices, the fraction sentence would be 4/6 + 3/6 = 7/6
7/6 is an improper fraction because the numerator is greater than the denominator.
If I wanted to change it into a mixed number, I would have to write how many WHOLES I have, as well as the fractional part.
6/6 is one whole, so in 7/6 I have one whole and 1/6 left over.

Drawing pictures is so helpful for these concepts. I am constantly drawing circles and cutting them  up.

Fractions can also be parts of a group.
For example. I have a class of 17 students. 8 of those students are boys. The fraction of boys in my classroom is 8/17. If I add the fraction of boys 8/17 plus the fraction for girls 9/17, I get one whole class!

If I have 17 kids make up one class, but then I have three more students who aren't in my class show up... My fraction is 17/17 plus 3/17 = 20/17 because now I have more kids than make up one class.

I hope this helps!