standard_description: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
The purpose of this activity is for students to practice drawing and describing figures with points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.
Students draw two-dimensional figures and then describe it to their partner. Their partner attempts to draw the figure without seeing it, making it important to use precise language to communicate important features of the figure (MP6).
Representation: Develop Language and Symbols.
Provide students with access to definitions or reminders of recently learned terms, such as: ray, line segment, right angle, acute angle, obtuse angle, perpendicular lines, parallel lines.
Supports accessibility for: Memory, Conceptual Processing, Attention
Required Materials
Materials to Gather
Rulers or straightedges
Launch
Groups of 2
Activity
5 minutes: independent work time
8–10 minutes: partner work time
Monitor for diagrams that reflect a variety of geometric features.
Monitor for students who consider both geometric features and measurement in the description.
Student Facing
Create a two-dimensional shape that has at least 3 of the following:
ray
line segment
right angle
acute angle
obtuse angle
perpendicular lines
parallel lines
Without showing your partner, describe the figure so that your partner is able to draw it as best as possible.
Switch roles, and draw your partner’s shape based on their description.
Student Response
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Activity Synthesis
Invite previously selected students to share.
“What would have helped your partner make a more accurate drawing?” (If I described the measure of the angle, measure of the line segment, the location, a grid, using a straight edge)


aligns: no