HPISD Curriculum: Grade 4 TAG Math

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Lucinda Harmon
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1 Unit Overview HPISD Curriculum: Grade 4 TAG Math Title Estimated Duration 9 Weeks Geometry and Measurement 8 weeks Properties/attributes of polygons, triangles, quadrilaterals Area and perimeter Volume of a cube or rectangular prism (models and formulas) Problem solving requiring conversion with measurement Concepts/Big Ideas Shapes and Solids Two- and three-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. Area The measurement of a surface. Perimeter The continuous line forming a boundary of a geometric surface. Volume The amount of 3-dimensional space an object occupies. Measurement Finding a number that shows the size or amount of something. Conversion Representation of the same value with different units of measure within the same system.

2 Enduring Understandings The student will understand that: Guiding/Essential Questions 2-and 3-dimensional figures are defined by their critical attributes. The spatial orientation of a geometric figure does not affect its properties. Area is calculated by multiplying length times width and represents the amount of space inside a figure. Perimeter is calculated as the sum of the length of a figure s sides and represents the length around the outside of a figure. Volume is the amount of space inside an object that is measured in cubic units. Quantifiable attributes of objects can be estimated and measured to solve problems and answer questions. How can you identify and classify polygons? How can you classify triangles? How can you classify quadrilaterals? How can you use formulas to find the perimeter and area of a shape? How can you find the volume of a cube or rectangular prism? Using cubes and formulas? What tools and units would you use to measure length, capacity, and weight or mass? How can you compare and convert customary units of length, capacity, and weight? How can you solve multi-step problems that include measurement conversions? How can you compare and convert metric units? How can you use the strategy make a table to help you solve problems about customary and metric conversions? Learning Targets Students identify, classify, and describe 2- and 3-dimensional figures by their attributes, using formal geometry vocabulary. Students will use formulas to solve the perimeter and area of geometric figures. Students will be able to find the volume of a cube or rectangular prism. The students will apply mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The students will solve problems by calculating conversions within the same measurement system.

3 Formative Assessments Summative Assessments TEKS: Readiness Standards TEKS: Supporting Standards 5.5 Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties. 5.4H Represent and solve problems related to perimeter and/or area and related to volume. 5.14(A) identify the mathematics in everyday situations; TEKS: Process Standards 5.6A Recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible. 5.6B Determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base. 5.7A Solve problems by calculating conversions within a measurement system, customary or metric. 5.14(B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; 5.14(C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; 5.14(D) use tools such as real objects, manipulatives, and technology to solve problems. 5.15(B) relate informal language to mathematical language and symbols. 5.16(A) make generalizations from patterns or sets of examples and nonexamples 5.16(B) justify why an answer is reasonable and explain the solution process

4 Processes and Skills: What students should be able to DO Given the essential attributes of a shape, some identifying information about its location in quadrant I, and a description of a translation, sketch the resulting shape. Given two shapes (2- and/or 3-D) identify common attributes, or use Venn diagram to compare/contrast them. Given the name of a 2- or 3-dimensional shape identify examples and non-examples of its attributes (see STAAR sample item #8) Given a completed Venn diagram comparing shapes A and B, identify the two shapes. Calculate area and perimeter of complex figures including missing sides. Find the base area of a prism. Calculate the volume of a cube or rectangular prism. Identify the attribute you want to measure. Select an appropriate unit (one with the same attribute you are measuring). Compare the unit to the object to find out how many units are needed to match the attribute of the object. Report the number of units that describe the attribute of that object. Find equivalent units in the same system (ex: feet to inches or meters to millimeters). Estimate for reasonableness. Take the appropriate measurement and apply in a formula to find the perimeter, area, or volume. Select appropriate operations for solving problems. Label measurements appropriately. Facts: What students should KNOW Find area and perimeter. The different polygons. Identify the different triangles and quadrilaterals. Find base area Calculate volume Using smaller units of measure results in greater accuracy when measuring length. Length can be measured in different systems (customary and metric) and can be expressed with different units in each system that are related to each other. Length can be estimated in different measurement systems. Topics

5 Area Congruence Capacity Length Perimeter Shapes Volume Weight Language of Instruction acute angle area capacity congruent convert cubic unit customary edge equilateral face fluid ounce formula go base area height hexagon isosceles State Assessment Connections length metric obtuse octagon pentagon perimeter prism product right scalene square unit sum vertex volume width National Assessment Connections Resources Go Math Module 11: Geometry Module 12: Volume Module 13: Converts units of measure

Mathematics - LV 6 Correlation of the ALEKS course Mathematics MS/LV 6 to the State of Texas Assessments of Academic Readiness (STAAR) for Grade 6

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