Fourth Grade Content Preview
Unit 09
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
Turn on the music and do a quick vocabulary review daily!
Use the following google slide document with any type of music.
Students, WITHOUT TALKING, show a motion to represent the vocabulary word. Vocabulary words can be read by the teacher but build to students reading the word independently to show the motion.
https://drive.google.com/open?id=1gBDOeHQU_3CifwFbf-hfF62G7R4DRUPLLCkJgvZLN3o
Examples:
Edges: use hands down the "sides" of the body
Angles: Form an angle with one bent arm, the other arm makes the angle mark on the inside of the angle
Vertex/Vertices: Make a "corner" with one bent arm and point to the elbow.
Perpendicular: fist to elbow making arms perpendicular
Parallel: Touchdown motion hands overhead
Right Angle: One arm straight up the other straight out to the side
Obtuse Angle: Using arms
Acute Angle: Using arms
Polygons: Clap/hop/dab the number of sides/vertices
Opening (5-10 min)
Songs, Vocabulary, and Justifications:
This unit is heavy in understanding geometric vocabulary and using formal language to justify.
Access the youtube channel created by Lindsay Williamson to use songs to remember some of the details of the attributes of these shapes.
Please contact Lindsay Williamson if you would like her to come in and teach these songs to your grade level either during this unit or as a review before STAAR.
Identifying shapes to 12 sided (dodecagon) https://youtu.be/CxNjORkp_Y8
Identifying triangles by sides and angles: https://youtu.be/hEJpML5KoDc
Parallelograms: https://youtu.be/O_fBBSqkyt4
Trapezoids: https://youtu.be/ayHHG_M42Ps
Rectangles and Rhombus:https://youtu.be/HHnWbV8wA_I
Squares: https://youtu.be/guL0JOADXag
Optional Unit 09 Activities
Creating a "stained glass" art design
Students create a stained glass design.
The design must fit into a frame that has a perimeter of 72in.
Designs must first be drafted on a piece of wax paper with sharpie marker. The design must contain only polygons (regular or irregular).
The design must contain at least 12 different types of polygons. (Remind students triangles and quadrilaterals have several different types).
When the draft design is complete, students use Elmers glue, paint brushes, and tissue paper to create the the real stained glass design.
Students take a picture of the design, and label the drawing using
Students should classify each polygon used. (see chart below).
Students should identify one shape with perpendicular lines, one with parallel lines, two lines that are congruent, a shape that has symmetry, and one of each angle type.
Students also must pick one of the polygons from the table that they did not include in their design and sketch a design of that shape.
Click here for the directions above: https://drive.google.com/open?id=1KF67wf_hM4LMDPGqWXTSkSibxMyR1YOBtsEx7MBH9TY
Love Bird Symmetry
Just in time for Valentine's Day, create a "love bird", an art project that is completely made of hearts and completely symmetrical.
The dimensions of the pieces below are not as important (although you can have students measure and cut their own if time allows or in a station in preparation for this activity)
Materials Needed:
Six different sized pieces of paper (neon pink, pastel pink, red, purple, black, white, or any other six colors).
- Students start by creating a large heart out of the largest piece of paper (full construction paper)
- Another heart is made out of the next largest piece (9 x 12/ half of lg. construction paper) and glued inside the previous heart, with the folded creases lined up.
- The third heart is made from a white piece of paper (3 x6). Do not glue this piece on yet until the next step is completed.
- using a 2 x 4 (approximately) piece of black, create the pupil of the eyes. This will be glued onto the white piece.
- Then glue the white piece behind the large heart with the two top humps of the heart peaking above the large heart, again creases lining up.
- The next heart is made from folding the paper twice and not having the heart go to the bottom of the fold so when you open the paper, you will have two hearts connected at the bottom. This is glued with the crease of the fold (bottom of the hearts) lined up at the bottom of the large heart creating the feet.
- Lastly (and most complicated) fold a 9 x 12 piece of construction paper TWICE. We will create a heart by starting at the common fold and the other two folds at the TOP of the piece of paper. When drawing the heart, extend the top parts of the hearts humps BEYOND the top of the folds (this will allow the hearts to be connected). Open it up and you will have a "beak" for your bird.
- Inside the beak, students can write the justification as to why this bird has complete symmetry, include another picture design of a symmetrical shape, a real world example of an object with symmetry, and a statement about why they love math.
Which One Doesn't Belong?
Click here for sample items before students start creating their own. http://wodb.ca/shapes.html
Once students have become familiar with the different shapes, have them individually or in groups create their own "Which One Doesn't Belong" four square activity.
Have students use actual geometric shapes and justify, using formal language, a reason why each of the figures may not belong with the others.
Hang a list of vocabulary terms so students have a reference of attributes that they can look for within the shapes they have chosen.
Encourage students to help one another with sentence stems such as:
Have you thought about the number of parallel lines? perpendicular lines? Angle sizes? Number of edges?
Students can also build shapes by joining other shapes together.
1. Guided Math
https://drive.google.com/open?id=1IIauW6oMD4kdiDifFwV8dgeuSgYI_vxUPPlTFh3sr_I
3. Review/Preview:
During this station, have students sort shapes first on their knowledge of polygons/non polygon examples, next based on vertices into two categories (square corners/not square corners), shapes into quadrilateral/non-quadrilaterals, then into rhombus, parallelograms, trapezoids, rectangles, and squares.
Fluency:
- At the fluency station, this is an opportunity to think about what your students need to become more fluid with? What do your students need more opportunity for practice. One suggestion for practice at the fluency station is to set up four problems for review. Use your Go Math resource and find a challenging problem from yesterday, a week ago, a month ago, two months ago. This type of practice helps the retrival process in remembering content that has been learned previously and have continued practice with various things throughout the year. For example, you can put a white board at this station with a Go Math workbook and tell the students the page number with ONE problem they will complete in their journal, another page number from the last unit with ONE problem, etc. for a total of four problems.
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment