Unit 8 Plan - 4th Math

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Brenham ISD Unit Plan

Unit 8 Geometry (18 days)

Math/4th

What do we want students to know and be able to do?

Step 1: Identify the essential standards for the unit.

Essential Standards

Supporting Standards

4.6D 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

4.6A Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines

4.6B Identify and draw one or more lines of symmetry, if they exist, for a two‐dimensional figure

4.6C Apply knowledge of right angles to identify acute, right, and obtuse triangles

4.7C Determine the approximate measures of angles in degrees to the nearest whole number using a protractor

4.7D Draw an angle with a given measure

4.7E Determine the measure of an unknown angle formed by two non‐overlapping adjacent angles given one or both angle measures

What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals?

Step 2: Unwrap the essential teks.

Learning Targets (Student Objectives)

What should students know and be able to do?

(Information, processes, concepts, main ideas that students must know or understand)

(Performance, skills, or actions students must do or demonstrate)

Big Ideas: Students will know and be able to do:

How to classify 2 dimensional figures based on lines and angles.
How to Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines
How to Identify and draw lines of symmetry on a given shape
How to Identify triangles based on the presence of a right, obtuse,and acute angle.
How to determine the approximate measure of angles using a protractor.
Draw an angle with a given measure.
How to determine the measure of an unknown angle formed by 2 adjacent angles.

What academic language / vocabulary should students acquire and use?

(Include the term and definition)

Acute angle- an angle that measures less than 90°
Acute triangle- a triangle with three acute angles
Angle-the figure formed by 2 rays that extend from a common endpoint
Attribute- a characteristic or property of a shape or thing
Circle- a two dimensional figure consisting of a closed curve with all points the same distance from the center
Degree- (of an angle) a unit used to measure the size of an angle; the symbol for degree is °
Hexagon-a polygon with six sides and six angles
Obtuse angle-an angle measuring more than 90° but less than 180°
Obtuse triangle- a triangle that has one angle with a measure greater than 180°
Parallel-never meeting or intersecting; always the same distance apart
Parallel Lines-two lines in the same plane that never intersect
Parallelogram-a quadrilateral with opposite sides that are parallel and congruent
Pentagon-a polygon with five sides and five angles
Perpendicular- intersecting at right angles
Perpendicular lines- lines that intersect to form right angles
Polygon- a closed figure made with line segments
Protractor- a tool used to measure angles
Quadrilateral- a polygon with four sides and four angles
Ray- a part of a line that has an endpoint and extends infinitely in the other direction
Regular polygon- a polygon in which all sides are the same length and all angles have the same measure
Rhombus- a parallelogram in which all four sides are congruent opposite sides are congruent
Right angle- an angle with a measure of 90°
Right triangle- a triangle with one right angle
Trapezoid- a quadrilateral with one pair of parallel sides
Triangle- a polygon with three sides and three angles
Two-Dimensional Figure- a plane figure that has length and width
Vertex/vertices- the point where two rays meet, where two sides of a polygon meet, or where the edges of a polyhedron meet; the top point of a cone or pyramid

How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric.
Students will demonstrate mastery of the unit by completing the following: 4.6D 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
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning.
Sequential Plan for Unit Instruction and Monitoring Learning
Days Into Instruction		Common Formative Assessment (What are the formative checkpoints?)
11		4.6 A, B, C, D
18		4.7 C, D, E


<Insert more rows as necessary>
Notes: Misconceptions: When identifying parallel lines, not understanding that the lines do not have to be equal in length nor be shown directly above/below each other Struggling with visualizing geometric figures with given attributes when pictures or images are not provided Identifying polygons by the way they look instead of by attributes (e.g., not being able to identify a right trapezoid as a type of trapezoid) Not recognizing a quadrilateral as having more than one classification (e.g., a square is also a polygon, rectangle, parallelogram, quadrilateral, rhombus) Reading the wrong scale of the protractor (if students are not identifying whether a measurable angle is acute or obtuse)* Thinking the length of the rays relate to the size of the angle measure When given an image of a protractor that does not align at the zero edge, looking at where a ray intersects the protractor rather than calculating the angle measure* Prior Knowledge: The student should be able to classify and sort two‐ and three‐dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language. Students would need to know what a “degree” is prior to teaching this concept.