different roles from each other in the context of comparison problems. Ex. Using a 10 frame, place a cube in each square. Ex. Use a switch to count to 10. Ex. Count like objects to make a set of 10. PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Domain: Operation and Algebraic Thinking Cluster: Use the four operations with whole numbers to solve problems. Quarter 1: Quarter 2: Multiply or divide to solve word problems. Describe multiplicative comparison. Describe additive comparison. Determine appropriate operation and solve word problems involving multiplicative comparison. Determine and use a variety of representations to model a problem involving multiplicative comparison. Distinguish between multiplicative comparison and additive comparison (repeated addition). Quarter 3: Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. Domain: Operation and Algebraic Thinking Cluster: Generate and analyze patterns. Quarter 1: Identify a number or shape pattern Generate a number or shape pattern that follows a given rule. Analyze a pattern to determine features not apparent in the rule (always odd or even, alternates between odd and even, etc.). Quarter 2: Identify a number or shape pattern Generate a number or shape pattern that follows a given rule. Analyze a pattern to determine features not apparent in the rule (always odd or even, alternates between odd and even, etc.). Quarter 3: Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a number or shape pattern in the form of a rule, Generate successive members of the pattern and identify apparent features of the pattern that were not explicit in the rule itself, (e.g., given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers), Explain informally why the numbers will continue to alternate in this way. Students know: Strategies for generating and recording number or shape patterns from rules, Strategies for identifying and communicating shape and number patterns. Students understand that/are able to: Generate and record number and shape patterns from rules, Use logical reasoning and informal language to explain relationships between successive terms in a pattern. Patterns in the number system can be used with logical reasoning to make conjectures and solve problems, Identifying patterns in the number system leads to a deeper understanding of numbers, their characteristics, and their properties. EE4.OA.5. Use repeating patterns to make predictions. Level IV Students will: EE4.OA.5. Create a pattern based on a given rule and their prediction of what comes next. Ex. Given a BCBC rule, create a pattern based on the rule. Ex. Given a die with plus two, or plus three, rolls the die and creates a number pattern based on the outcome. Level III Students will: EE4.OA.5. Use repeating patterns to make predictions. Ex. Using a number line, predict what the next number will be when you apply the rule “add 2.” Ex. Using a shape pattern (e.g., squares, circles, triangles) predict what will come next in the series of three shapes. Ex. Given a simple ABCABC pattern, indicate, “What comes next?” Level II Students will: EE4.OA.5. Replicate a pattern. Ex. Using wooden beads, copy a pattern. Ex. Rhythmic or tactile patterns. Level I Students will: EE4.OA.5. Differentiate between a pattern and a non-pattern. Ex. A pile of blocks vs. an ABAB pattern of blocks. Ex. Play listening game to determine rhythmic patterns versus non-patterns.
subtraction algorithms. Mathematical problems can be solved using a variety of strategies, models, and representations, Efficient application of computation strategies is based on the numbers and operations in the problems. The steps used in the standard algorithm for addition and subtraction can be justified by using properties of operations and understanding of place value. Among all techniques and algorithms that may be chosen for accurately performing computations, some procedures have been chosen with which all should be fluent for efficiency, communication, and use in other EE4.NBT.4. Solve addition with numbers 20-50 and subtraction problems with numbers 0-20. Ex. Use counters to add and subtract. Ex. Use number lines to add or subtract. Ex. Produce addends to 10 fluently. Ex. The teacher orally states 14 – 1 = 13 and use magnetic symbols to display the problem. Level I Students will: EE4.NBT.4. Solve single digit addition problems to add one to another number. Ex .Use counters to add one to another number. Ex .Use number lines to add one to another number.
mathematics situations. PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Domain: Number and Operations in Base Ten Cluster: Use place value understanding and properties to perform multi-digit arithmetic. Quarter 1: Quarter 2: Multiply a whole number of up to four digits by a one-digit whole number. Multiply two two-digit numbers. Use strategies based on place value and the properties of operations to multiply whole numbers. Illustrate and explain calculations by using written equations, rectangular arrays, and/or area models. Quarter 3: Multiply a whole number of up to four digits by a one-digit whole number. Multiply two two-digit numbers. Use strategies based on place value and the properties of operations to multiply whole numbers. Illustrate and explain calculations by using written equations, rectangular arrays, and/or area models. Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given multiplication problems (four-digit whole number by whole number, or two-digit numbers by two-digit numbers), Use strategies based on multiplication models (e.g., rectangular arrays, open arrays, area models), place value and properties of operations to find and justify solutions and solution paths. Students know: Place value models for multiplying numbers (e.g., area models, open arrays, place value blocks), Strategies for finding products based on place value and properties of operations. Students understand that/are able to: Use strategies based on an understanding of place value and properties of operations to find products, Use a variety of place value models of multiplication problems to justify solutions and solution paths. Multiplication problems can be solved using a variety of strategies, models, and representations. Efficient application of multiplication computation strategies is based on the numbers and operations in the problems. EE4.NBT 5. N/A (See EE. 4.OA.1.) EE4.NBT 5. N/A (See EE. 4.OA.1.)
PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Domain: Number and Operations in Base Ten Cluster: Use place value understanding and properties to perform multi-digit arithmetic. Quarter 1: Quarter 2: Find whole number quotients and remainders with up to four-digit dividends and one-digit divisors. Use the strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using written equations, rectangular arrays, and/or area models Quarter 3: Find whole number quotients and remainders with up to four-digit dividends and one-digit divisors. Use the strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using written equations, rectangular arrays, and/or area models Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given division problems (up to four-digit dividends and one-digit divisors), Students know: Tools for modeling division problems, Students understand that/are able to: EE4.NBT 6. N/A EE4.NBT 6. N/A
Find whole-number quotients and remainders using strategies that involve using representations based on place value, properties of operations, and/or the relationship between multiplication and division, Justify solutions and solution paths through equations, rectangular arrays, and/or area models. Strategies and methods for symbolically (numerically) recording strategies for solving division problems. Model division problems using appropriate tools, Record strategies for solving division problems, Use logical reasoning to communicate the relationship between models and symbolic (numeric) representations of solutions to division problems, Accurately compute quotients with remainders. Division problems can be solved using a variety of strategies, models, and representations, Efficient application of division computation strategies is based on the numbers and operations in the problems, Relationships between models of division problems and symbolic recordings of those models can be used to justify solutions.
into the sum of smaller fractions/mixed numbers, including unit fractions. Given a variety of addition and subtraction word problems involving fractions with like denominators, Explain and justify solutions using connections among unit fractions, pictorial representations, and related equations involving a single unknown. solving addition and subtraction problems involving fractions. pictorially, or symbolically, Strategically choose and apply a variety of representations to solve addition and subtraction word problems involving like fractions, Use symbols to represent unknown quantities in addition and subtraction equations and solve such equations, Accurately compute sums and differences of fractions, Use logical reasoning and connections among representations to justify solutions and solution paths. Addition and subtraction of fractions are applied to fractions referring to the same whole, The operation of addition with whole numbers and/or fractions represents both putting together and adding to contexts, Level II Students will: EE4.NF.3. Differentiate between whole and half. Ex. Given a whole sandwich versus a half sandwich cut horizontally, vertically, and diagonally select the whole or half upon request. Ex. Show the halfway point on a number line. Ex. With pictures cut into halves and pictures not cut, sort the pictures into halves and wholes. Level I Students will: EE4.NF.3. Recognize that fractions are part of a whole. Ex. Using a self-sticking non-adhesive shape, take apart and put together fractional parts of a whole. Ex. Utilize wooden shapes, separate into halves and put back together into whole. Ex. Shown pictures of the whole class and part of the class, select the picture that shows part of the class upon request.
to decompose the given fraction or mixed number into the sum of smaller fractions/mixed numbers, including unit fractions. Given a variety of addition and subtraction word problems involving fractions with like denominators, Explain and justify solutions using connections among unit fractions, pictorial representations, and related equations involving a single unknown. for whole numbers and like fractions, Strategies for representing and solving addition and subtraction problems involving fractions. pictorially, or symbolically, Strategically choose and apply a variety of representations to solve addition and subtraction word problems involving like fractions, Use symbols to represent unknown quantities in addition and subtraction equations and solve such equations, Accurately compute sums and differences of fractions, Use logical reasoning and connections among representations to justify solutions and solution paths. Addition and subtraction of fractions are applied to fractions referring to the same whole, The operation of addition with whole numbers and/or fractions represents both putting together and adding to contexts, Ex. Using squares of paper, fold it in 1/2 and 1/4 and identify the parts. Level II Students will: EE4.NF.3. Differentiate between whole and half. Ex. Given a whole sandwich versus a half sandwich cut horizontally, vertically, and diagonally select the whole or half upon request. Ex. Show the halfway point on a number line. Ex. With pictures cut into halves and pictures not cut, sort the pictures into halves and wholes. Level I Students will: EE4.NF.3. Recognize that fractions are part of a whole. Ex. Using a self-sticking non-adhesive shape, take apart and put together fractional parts of a whole. Ex. Utilize wooden shapes, separate into halves and put back together into whole. Ex. Shown pictures of the whole class and part of the class, select the picture that shows part of the class upon request.
into the sum of smaller fractions/mixed numbers, including unit fractions. Given a variety of addition and subtraction word problems involving fractions with like denominators, Explain and justify solutions using connections among unit fractions, pictorial representations, and related equations involving a single unknown. solving addition and subtraction problems involving fractions. pictorially, or symbolically, Strategically choose and apply a variety of representations to solve addition and subtraction word problems involving like fractions, Use symbols to represent unknown quantities in addition and subtraction equations and solve such equations, Accurately compute sums and differences of fractions, Use logical reasoning and connections among representations to justify solutions and solution paths. Addition and subtraction of fractions are applied to fractions referring to the same whole, The operation of addition with whole numbers and/or fractions represents both putting together and adding to contexts, Level II Students will: EE4.NF.3. Differentiate between whole and half. Ex. Given a whole sandwich versus a half sandwich cut horizontally, vertically, and diagonally select the whole or half upon request. Ex. Show the halfway point on a number line. Ex. With pictures cut into halves and pictures not cut, sort the pictures into halves and wholes. Level I Students will: EE4.NF.3. Recognize that fractions are part of a whole. Ex. Using a self-sticking non-adhesive shape, take apart and put together fractional parts of a whole. Ex. Utilize wooden shapes, separate into halves and put back together into whole. Ex. Shown pictures of the whole class and part of the class, select the picture that shows part of the class upon request.
PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). Domain: Number and Operations - Factors Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Quarter 1: Quarter 2: Quarter 3: Represent a fraction a/b as a multiple of 1/b (unit fractions). For example, represent 5/4 as an accumulation of five ¼’s. Apply multiplication of whole umbers to multiplication of a fraction by a whole number using visual fraction models. (For example, just as students know that four 3’s can be represented by 4x3, students know that 5 ¼’s is 5 x ¼ which is 5/4.) Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given any fraction, Use their knowledge of multiples of whole numbers to connect a visual representation of a non-unit fraction to a product of a whole Multiple Students know: Associative Property of Multiplication, Characteristics of multiplication contexts for whole numbers and fractions, Students understand that/are able to: Represent and rename fractional quantities as multiples of whole numbers and unit fractions, Strategically choose and apply a variety of EE4.NF.4. N/A (See EE. 4.OA.1-2.) EE4.NF.4. N/A (See EE. 4.OA.1-2.)
PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.NF.4b Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) Domain: Number and Operations - Factors Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Quarter 1: Quarter 2: Quarter 3: Explain that a multiple of a/b is a multiple of 1/b (unit fraction) using a visual fraction model. Multiply a fraction by a whole number by using the idea that a/b is a multiple of 1/b. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5) recognizing this product as (6/5). Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given any fraction, Use their knowledge of multiples of whole numbers to connect a visual representation of a non-unit fraction to a product of a whole number and a unit fraction. Given a multiplication problem involving a whole number and a fraction, Use a visual representation of the problem, understanding of unit fractions, and properties of the operation of multiplication to justify n x (a/b) = (n x a)/b, Given a word problem involving the multiplication of a fraction by a whole number, Explain and justify solutions and the reasonableness of solutions using Multiple Students know: Associative Property of Multiplication, Characteristics of multiplication contexts for whole numbers and fractions, Strategies for representing and solving multiplication problems involving whole numbers and fractions. Students understand that/are able to: Represent and rename fractional quantities as multiples of whole numbers and unit fractions, Strategically choose and apply a variety of representations to solve multiplication word problems involving whole numbers and fractions, Apply knowledge of the Associative Property of Multiplication with knowledge of unit fractions to accurately compute products of whole numbers and fractions, Use logical reasoning and connections among representations to justify solutions, reasonableness of solutions, and solution paths. A fraction a/b is a multiple of the unit EE4.NF.4. N/A (See EE. 4.OA.1-2.) EE4.NF.4. N/A (See EE. 4.OA.1-2.)
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a fraction with a denominator of 10 or 100, Write the equivalent fraction using decimal notation. Given a fraction in decimal notation (tenths or hundredths), Write the equivalent fraction. Given a fraction in decimal notation, Create a number line diagram and justify the placement of the fraction on the number line. Students know: Decimal place value, Decimal notation, Fraction notation. Students understand that/are able to: Represent fractional quantities including decimals using visual models, Write fractions including decimals related to visual models. Two fractions are equivalent if they are the same size share (represent the same amount) of the same whole or name the same point on a number line. EE4.NF.5-7. N/A (Decimals begin at grade 7). EE4.NF.5-7. N/A (Decimals begin at grade 7).
PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Domain: Measurement and Data Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Add, subtract, multiply, and divide fractions and decimals. Express measurements given in a larger unit in terms of a smaller unit. Solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money. Solve word problems involving measurement that include simple fractions or decimals. Solve word problems involving measurement that include simple fractions or decimals. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a variety of angles, Accurately measure the angles in whole number degrees using a protractor. Given a variety of angle measurements, Use a protractor and ruler to sketch the corresponding angles. Angle Protractor Students know: Measurable attributes of geometric shapes, specifically angle size, Units of measurement, specifically angle (degrees), Procedures for using a protractor. Students understand that/are able to: Use a protractor to measure angles in whole number degrees, Use a protractor and ruler to sketch angles of a given measure. The rotation of an angle is measured by the number of angles that exactly cover the rotation of the angle. EE4.MD.6. Identify angles as larger and smaller. Level IV Students will: EE4.MD.6. Construct angles of various sizes. Ex. Construct right and acute angles. Ex. Replicate angles from geometric shapes containing right and acute angles. Level III Students will: EE4.MD.6. Identify angles as larger and smaller. Ex. Given an angle shaded to less than 45⁰ and one shaded to more than 120⁰, indicate “Which is larger?” Ex. Given two fraction puzzles pieces, one containing a significantly larger angle than the other, indicate “Which is smaller?” Level II Students will: EE4.MD.6. Differentiate angles in shapes. Ex. Given an angle and a circle, indicates “Which is an angle?” Ex. Given a ball and a cube, indicate “Which has an angle?” Level I Students will: EE4.MD.6. Replicate an angle. Ex. Use popsicle sticks to replicate a given angle. Ex. Bend a pipe cleaner to replicate a given angle.
PVIS CCSS Math Pacing Guide Grade 4 Grade Level: 4th Standard with code: 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Domain: Measurement and Data Cluster: Geometric measurement: understand concepts of angle and measure angles. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Recognize that an angle can be divided into smaller angles Solve addition and subtraction equations to find unknown angle measurements on a diagram. Find an angle measure by adding the measurements of the smaller angles that make up the larger angle. Find an angle measure by subtracting the measurements of the smaller angle from the larger angle. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given real world and mathematical problems involving angle measurement, Use a variety of representations (including diagrams and single unknown equations) to show angle measure as additive and to find and justify solutions and solution paths. Angle Students know: Measurable attributes of geometric shapes, specifically angle size, Units of measurement, specifically angle (degrees), Strategies for representing and solving real world problems, Strategies for finding sums, differences, products, and quotients of whole numbers. Students understand that/are able to: Strategically choose and apply methods for finding sums, differences, products, and quotients of whole numbers, Accurately compute sums, differences, products and quotients of whole numbers. The rotation of an angle is measured by the number of one-degree angles that exactly cover the rotation of the angle, Representations for solving problems are chosen based on the context and numbers in the problem. EE4.MD.7. N/A (See EE4.MD.5.) EE4.MD.7. N/A (See EE4.MD.5.)
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a written or an oral prompt, Strategically choose and use tools to draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, and parallel lines to specifications. Given 2-D figures, Trace or highlight specific components such as angles, line segments, rays, perpendicular lines, and parallel lines. Lines Line segments Rays Angles Perpendicular Parallel Students know: Defining characteristics of geometric figures: points, lines, line segments, angles (right, acute, and obtuse), parallel lines, and perpendicular lines. Students understand that/are able to: Strategically choose and use tools to draw 2-D geometric figures, Decompose 2-D figures in a variety of ways in order to name and identify component parts. Shapes are categorized based on attributes they possess in common such as; angle size, side length, side relationships (parallel and perpendicular). EE4.G.1. Distinguish between parallel and intersecting lines. Level IV Students will: EE4.G.1. Create a representation of parallel and intersecting lines. Ex. Using popsicle sticks, create parallel and intersecting lines. Ex. Play “Simon Says” to illustrate parallel and intersecting lines with arm movements (or eye gaze a picture of students making the correct movements). Level III Students will: EE4.G.1. Distinguish between parallel and intersecting lines. Ex. Using a road map rug, trace over the parallel lines and then trace over the intersecting lines. Ex. Using a map of the school on an interactive whiteboard, trace the classrooms that are in a parallel line and the hallways that intersect. Ex. Find parallel lines in shapes. Level II Students will: EE4.G.1. Identify an intersecting line. Ex. Use sidewalk chalk to draw an intersecting line. Ex. Go on an environment hunt and identify intersecting lines. Ex. Trace intersecting lines (e.g., roads or hallways) on a map. Level I Students will: EE4.G.1. Identify a line. Ex. Using yarn, stretch and glue a line on paper. Ex. Draw a line when directed. Ex. Walk on a line taped to the floor when directed. Ex. Given a line and a circle, indicate which is the line.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a variety of 2-D figures, Justify the classification of the shapes based on the presence or absences of parallel lines or perpendicular lines, or the presence or absence of angles of a specified size. Parallel Perpendicular Right triangle Students know: Defining characteristics of geometric figures: quadrilateral, trapezoid, rhombus, parallelogram, rectangle, square, right triangle, acute triangle, obtuse triangle, angles (right, acute, and obtuse), parallel lines, and perpendicular lines. Students understand that/are able to: Justify classification of shapes based on the characteristics of their attributes. Shapes are categorized based on attributes they possess in common such as: angle size, side length, side relationships (parallel and perpendicular). EE4.G.2. Distinguish between different attributes of shapes (lines, curves, angles). Level IV Students will: EE4.G.2. Classify shapes according to attributes. Ex. After reading “The Button Box,” determine which attributes can be used to sort geometric buttons (buttons can also be felt by visually impaired students or teacher can trace the shapes into the palm of a hand). Ex. Given several shapes, classify the shapes according to attributes such as shape and angles. (Teacher will trace geometric shape into student’s palm and, after given choices of shapes, activate a switch to indicate a category of attribute.) Level III Students will: EE4.G.2. Distinguish between different attributes of shapes (lines, curves, angles). Ex. Sort different types of objects to show lines, curves, and angles. Ex. Find pictures that represent lines, angles, and curves. Ex. Draw a picture and identify the lines, angles, and curves used in the picture. Level II Students will: EE4.G.2. Identify attributes of geometric shapes. Ex. Use attribute blocks to sort shapes. Ex. Assigned a shape, cut out magazine pictures to represent the assigned shape. Level I Students will: EE4.G.2. Identify curves. Ex. Assemble a selection of curved items. Ex. Using a road map, use toy cars to find curves. Ex. Given a square and a circle, indicate which is curved/round.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a variety of 2-D figures, Justify the existence or non-existence of line symmetry within the figures by drawing the lines of symmetry. Line symmetry Students know: Defining characteristics of line symmetry. Students understand that/are able to: Draw lines of symmetry and justify their placement. A line of symmetry divides a shape into two parts such that when folded on the line the two parts match EE4.G.3. Recognize a line of symmetry in a simple shape. Level IV Students will: EE4.G.3. Locate the line of symmetry in a