This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Letters can be thought of as geometric figures. How many line segments are needed to make the letter A? How many angles are there? Are they acute, obtu...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The students in Ms. Sun's class were drawing geometric figures. First she asked them to draw some points, and then she asked them to draw all the line ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Draw an angle that measures 60 degrees like the one shown here: Draw another angle that measures 25 degrees. It should have the same vertex and share s...

This is a 4th grade unit interview assessment for geometry.  Instead of giving a "standardized assessment", this is an interview that covers all of the 4th grade geometry standards.  You as a teacher have a chance to see each individual student work through problems and have them explain their thinking.  It is extremely easy to spot where their deficiencies are and be able to give them extra help in those areas.

This is a way to include Project Based Learning (PBL) with 4th-grade geometry standards.  This is a project students have a chance to work on individually as well as collaboratively to show real-world application of their skills and knowledge learned through the unit.

This google slide show is to be used as a routine in grade 4 during the third quarter. Students will be given time to notice and wonder about each slide, with their thinking guided toward geometry. Discussions will promote precise geometry vocabulary and connections between images.

This 20-day module introduces points, lines, line segments, rays, and angles, as well as the relationships between them. Students construct, recognize, and define these geometric objects before using their new knowledge and understanding to classify figures and solve problems. With angle measure playing a key role in their work throughout the module, students learn how to create and measure angles, as well as create and solve equations to find unknown angle measures. In these problems, where the unknown angle is represented by a letter, students explore both measuring the unknown angle with a protractor and reasoning through the solving of an equation. Through decomposition and composition activities as well as an exploration of symmetry, students recognize specific attributes present in two-dimensional figures. They further develop their understanding of these attributes as they classify two-dimensional figures based on them.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This Check Your Readiness Assessment is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down identifying the Essential Standard associated. This assessment should be utilized with the uploaded rubric to determine levels of prerequisite skills when beginning a new unit and allow for placement of interventions.

This Check Your Readiness Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized to determine levels of prerequisite skills when beginning a new unit and allow for placement of interventions.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

Este módulo de 20 días introduce puntos, líneas, segmentos de línea, rayos y ángulos, así como las relaciones entre ellos. Los estudiantes construyen, reconocen y definen estos objetos geométricos antes de usar su nuevo conocimiento y comprensión para clasificar las cifras y resolver problemas. Con la medida de ángulo que juega un papel clave en su trabajo a lo largo del módulo, los estudiantes aprenden cómo crear y medir ángulos, así como crear y resolver ecuaciones para encontrar medidas de ángulo desconocidas. En estos problemas, donde el ángulo desconocido está representado por una letra, los estudiantes exploran ambos midiendo el ángulo desconocido con un protractor y razonamiento a través de la resolución de una ecuación. A través de actividades de descomposición y composición, así como una exploración de la simetría, los estudiantes reconocen atributos específicos presentes en figuras bidimensionales. Desarrollan su comprensión de estos atributos a medida que clasifican las figuras bidimensionales basadas en ellas.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
This 20-day module introduces points, lines, line segments, rays, and angles, as well as the relationships between them. Students construct, recognize, and define these geometric objects before using their new knowledge and understanding to classify figures and solve problems. With angle measure playing a key role in their work throughout the module, students learn how to create and measure angles, as well as create and solve equations to find unknown angle measures. In these problems, where the unknown angle is represented by a letter, students explore both measuring the unknown angle with a protractor and reasoning through the solving of an equation. Through decomposition and composition activities as well as an exploration of symmetry, students recognize specific attributes present in two-dimensional figures. They further develop their understanding of these attributes as they classify two-dimensional figures based on them.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this activity, learners walk the sides and interior angles of various polygons drawn on the playground. As they do so, learners practice rotating clockwise 180 and 360 degrees. Learners discover there is a pattern to the sum of the interior angles of any polygon.