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4th Grade Geometry

Date Taught: 6/30/17


Teachers: Ari Birth, Giselle Lammi
Topic: Angles and Fractions

Standard: CCSS.MATH.CONTENT.4.G.A.1, CCSS.MATH.CONTENT.4.NF.A.1


Objectives: Students will be able to draw an obtuse, right, and acute angle and they will be able
to understand the similarities between fractions when they have a different denominator with
100% accuracy.

Assessment Plan: Watch the students as they work with fractions and angles. Probe them
when they seem to have misconceptions. Give them an angles and fraction worksheet to
assess what they have learned after the concept has been taught

Materials Needed: Waste basket, crumpled up paper, paper, pencils, markers, rulers, tape,
protractors, whiteboard markers, angles worksheet
(https://www.mathworksheets4kids.com/angles/classify/identifying-types-large.png), fractions
worksheet
(http://www.homeschoolmath.net/worksheets/grade4/PDFs/Equivalent_Fractions_Write_Frac
tions.pdf).

Key Vocabulary: Acute, Right, Obtuse, Vertex, Perpendicular, Ray, Parallel, Numerator,
Denominator, and Fraction.

Anticipatory Set (Gain attention/motivation/recall prior knowledge):


 We will start with a small addition and subtraction game that blank asked to bring to
help get their minds ready to work with math.
 We will then ask the students to draw perpendicular and parallel lines, acute, right and
obtuse angles, a ray and line segment.

Instructional Inputs:
 Inform the students that we will be learning more about angles and lines to ensure that
each of them grasps the concepts. Ask them to please pay attention during instruction
so that they are able to play games later.
 Give them the angles worksheet and encourage them to complete the worksheet and
then save it for later use with a protractor.
 Ask the students if they know how to use or have ever seen a protractor. Ask the
students how they would try to use one.
 Ask the students when a protractor would help them.
 Ask students to explain what they know about fractions (later in the lesson).
 Ask students to show you examples of fractions, explain to them that they are going to
play a game. Explain that we will be throwing paper into a wastebasket and we will be
creating fractions based upon the number of times that we make it in. Explain that they
all need to participate and assure them that it doesn’t matter if they make it or not.

Modeling:
 Grab a protractor and explain how you use it. Explain that you line up the protractor
with the point that the lines touch (the vortex) then show them how you follow the line
up to find the degree. Show the children that a right angle is 90 degrees, and anything
below that is an acute angle. Also show them that anything bigger than 90 degrees is an
obtuse angle.
 Have the students grab a paper ball and ask them to throw it ten times. Show them how
to do this and throw the ball in yourself 10 times. Calculate how many times you made it
into the bin. Show them your calculated fraction on the board. Turn this fraction into a
smaller fraction and show them that it is the same. If this is too hard to do with the
number of times that you have made it then change the fraction. Show them ½ and ¼.

Guided Practice:
 Have the students grab a protractor and ask them to find the degrees of the lines on the
angles worksheet that will be provided before this activity.
 Work with students who need extra help with this measurement activity and make sure
to write what constitutes a right angle, an acute angle, and an obtuse angle.
 Make sure to ask if anyone has any questions before you begin the activity to ensure
that they will not feel overwhelmed.
 Grab the tape and place it on the table after the students have completed the
protractor worksheet activity. Have the students help you to put tape all over the table.
Once this is done give them markers and have them label all the angles and lines on the
table.
 Have each student grab a paper ball and throw it into the trashcan. Have the students
keep track of how many times that they make it to create their own fraction. Explain
that you can change fractions and that they still equal the same thing.
Closure:
 Review angles and fractions especially. Draw on the whiteboard and ask the students to
name what they see or to change fractions into new fractions.

Independent practice/application:
 Give them each a worksheet dealing with fractions to see if they understood the
concept that was taught.

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