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.
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.
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.
Our next unit is all about angles and symmetry and geometry.
I wanted to start off with going over what they should already know from previous years.
Types of polygons, what makes a polygon a polygon, sides, angles, vertices,
TEKS
4.6 - 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:
4.6.A - identify
points, lines, line segments, rays, angles, and perpendicular and parallel
lines;
4.6.B - identify
and draw one or more lines of symmetry, if they exist, for a two-dimensional
figure;
4.6.C - apply
knowledge of right angles to identify acute, right, and obtuse triangles; and
4.6.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
4.1 - Mathematical process standards.
The student uses mathematical processes to acquire and demonstrate mathematical
understanding. The student is expected to:
4.1.A - apply
mathematics to problems arising in everyday life, society, and the workplace;
4.1.E - create and
use representations to organize, record, and communicate mathematical ideas;
4.1.F - analyze
mathematical relationships to connect and communicate mathematical ideas;
4.1.G - display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
4.1 - Creativity and innovation. The student uses creative thinking
and innovative processes to construct knowledge and develop digital products.
The student is expected to:
4.1.A - create original products using a variety of resources 4.1.B- analyze trends and
forecast possibilities, developing steps for the creation of an innovative
process or product 4.1.C - use virtual environments to explore systems and
issues.
