Unit 6

3.6C I will determine the area of rectangles with whole number side lengths in problems using multiplication.

 

3.6D I will decompose composite figures  to determine the area.

 

3.6E I will 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.

3.6B I will use attributes to recognize

• rhombuses,
• parallelograms,
• trapezoids,
• rectangles, and
• squares

as examples of quadrilaterals

and draw examples of quadrilaterals that do not belong to any of these subcategories.

 

3.6A I will classify and sort two- and three-dimensional figures, including

• cones,
• cylinders,
• spheres,
• triangular prisms,
• rectangular prisms,
• cubes.

This is a fun online sorting game for quadrilaterals.
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/QuadShapesShoot.htm


This is a fun online sorting game for all polygons.
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/PolygonShapesShoot.htm

Geometry

Geometry is so much fun. It's an opportunity to get away from the numbers and into the shapes and visuals. For some of my students, it's a much needed break from multiplication and division. However, without the right tools... geometry just isn't as much fun!
Thankfully, my donors at Donors Choose came in and I now have some awesome graph paper, legos, and geoboards!! :)

Here are the TEKS for geometry in fourth grade:

Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to:

(A)  identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;

(B)  identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;

(C)  apply knowledge of right angles to identify acute, right, and obtuse triangles; and

(D)  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.

Shout out to my assistant principal for coming up with the idea (and tape) to put in my hallway. We made different polygons and the kiddos had to describe them to the best of their ability with as many details as possible. See an example of what one kiddo said below: