|Subject Area||Math and Science|
|Unit of Instruction||Number Sequences, Angles, Plant Traits|
MATH: 4.OA.3.5 (patterns)
4.MD.3.5 4.MD.3.6 4.MD.3.7 4.G.1.1 (angles)
– Generate a number or shape pattern that follows a given rule.
– Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint.
-Measure angles in whole number degrees using a protractor. Sketch angles of specified measure.
– Recognize angle measure as additive.
-Draw points, lines, line segments, rays, right angles (right, acute, obtuse), perpendicular and parallel lines. Identify these lines in two-dimensional figures.
SCIENCE: SC.4.L.16.2 SC.4.L.16.4
– Compare and contrast the major stages in life cycles of Florida plants and animals, such as flowering and nonflowering seed bearing plants, and animals that undergo complete and incomplete metamorphosis.
– Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.
|Learning Targets and Learning Criteria|
The student will:
-Generate a number pattern that follows a given one or two-step rule.
-Recognize an angle as a geometric shape that is formed when two rays share a common endpoint.
– Explain the relationship between a circle and and the number of degrees in an angle.
– Explain an angle as a series of “one degree turns” and the total number of “one degree turns” is the measure of the angle in degrees.
– Explain that since it takes 360 “one degree turns” to rotate through a circle, 1/360 of a circle is a “one degree angle.”
– measure an angle to the nearest whole number degrees using a protractor.
-Use a protractor to sketch an angle given a specific measurement.
– Recognize angle measurement as additive, explaining that the angle measurement of a larger angle is the sum of the angle measures of its decomposed parts.
– Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems.
– Draw points, lines, line segments, rays, right angles (exactly 90 degrees), acute angles (less than 90 degrees), obtuse angles (more than 90 degrees and less than 180 degrees).
– Identify points, lines, line segments, etc. in two-dimensional shapes.
Weekly I-Ready Lessons (Wednesdays)
IXL: K7, K11, K12, Y5, Y8
Math Book: Lesson 3, Sequences
Check My Progress
Lesson 5, Addition/Subtraction Rules
Lesson 6, Multiplication/Division Rules
Chapter 7 Review and Quiz
Chapter 14 – Review of Part 1 Geometry from beginning of year
Chapter 14, Lesson 3 (Model Angles) and Lesson 4 (Classify Angles)
Science: Floridastudents.org “Plant Traits”
Lab Book data for plant growing
**See Weekly Assignment Sheet at top of Lesson Plan**