Livingston County Schools
4th Grade Unit 3 Geometry/Equivalent Fractions
Math
Unit Overview
Students describe, analyze, compare, and classify 2-D shapes. Through building drawing and analyzing 2-D shapes, students deepen their
understanding of properties of 2-D objects. They use knowledge of 2-D shapes and angles to begin measuring angles, decomposing angles and
solve problems involving symmetry. Students use 2-D shapes to extend previous understandings about how fractions are built from unit
fractions, composing fractions from unit fractions and decomposing fractions into unit fractions. They explore the relationship between
multiplication, perimeter, and area when dealing with rectangles.
Length of unit: ____5 weeks______
KY Core Academic Standard
4.OA.1 Interpret a
multiplication equation as a
comparison, e.g. , interpret
35 = 5 x 7 as a statement
that 35 is 5 times as many
as 7 and 7 times as many as
5. Represent verbal
statements of multiplicative
comparisons as
multiplication equations
Learning Target
I can use multiplication strategies
I can interpret a multiplication
equation as a comparison (e.g. 18 =
3 times as many as 6.
K
R
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Critical
Vocabulary
Fact family
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Texts/Resources/Activities
edHelper
U-tube
Discovery Education
Flowcabulary
www.superteacher.com
Study Island
Brainpop
Teachers Domain
Coach Crosswalk Lesson 3
I can represent verbal statements
of multiplicative comparisons as
multiplication equations
4.OA.2. Multiply or divide to I can multiply or divide to solve
solve word problems
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
I can describe multiplicative
comparison.
I can describe additive comparison
I can determine appropriate
operation and solve word problems
involving multiplicative
comparison.
I can determine and use a variety
of representations to model a
problem involving multiplicative
comparison.
I can distinguish between
multiplicative comparison and
additive comparison (repeated
addition).
4.G.1 Draw points, lines, line
I can draw points, lines, line
segments, rays, angles (right,
segments, rays, angles (right, acute,
acute, obtuse), and perpendicular
and parallel lines. Identify these in obtuse), and perpendicular and
parallel lines.
two-dimensional figures.
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Coach Crosswalk Lesson 3
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Angle
Ray
Vertex
Endpoint
Degree
Coach Crosswalk Lessons
37, 38
KCCT Coach Lesson 23
I can analyze two-dimensional
figures to identify points, lines, line
segments, rays, angles (right, acute,
obtuse), and perpendicular and
parallel lines
4.G.2 Classify twodimensional figures based
on the presence or absence
of parallel or perpendicular
lines, or the presence or
absence of angles of a
specified size. Recognize
right triangles as a category,
and identify right triangles.
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I can identify parallel or
perpendicular lines in two
dimensional figures.
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I can recognize acute, obtuse, and
right angles.
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I can identify right triangles.
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Perpendicular
line
Parallel line
Polygon
Triangle
Quadrilateral
Pentagon
Octagon
Hexagon
Sides
Perpendicular
lines
Parallel lines
TwoDimensional
Figure
Angle
Acute
Obtuse
Right
I can classify two-dimensional
figures based on parallel or
perpendicular lines and size of
angles.
X
Parallel lines
Perpendicular
I can classify triangles as right
triangles or not right.
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Right triangle
Math Connects Lesson 9-2
Coach Crosswalk Lesson
38
Ladders to Success Level
D Lesson 7
Math Connects Lesson 9-4
and 9-5
Ladders to Success Level
D Lesson 7
Math Connects Lesson 9-2
4.G.3 Recognize a line of
symmetry for a twodimensional figure as a line
across the figure such that
the figure can be folded
along the line into matching
parts. Identify linesymmetric figures and draw
lines of symmetry
4.MD.5ab Recognize angles
as geometric shapes that
are formed wherever two
rays share a common
endpoint, and
understand concepts of
angle measurement:
a. An angle is measured
with reference to a circle
with its center at the
common endpoint of the
rays, by considering the
fraction of the circular arc
between the points where
the two rays intersect the
circle. An angle that turns
I can recognize lines of symmetry
for a two-dimensional figure.
X
I can recognize a line of symmetry
as a line across a figure that when
folded along creates matching
parts.
I can draw lines of symmetry for
two-dimensional figures.
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Coach Crosswalk Lesson
39
KCCT Coach Lesson 27
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I can identify line-symmetric
figures.
I can define angle.
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Coach Crosswalk Lesson
39
KCCT Coach Lesson 25
Coach Crosswalk Lesson
39
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Line of
Symmetry
Protractor
Degrees
Coach Crosswalk Lesson
39
through 1/360 of a circle is
called a “one-degree
angle,” and can be used to
measure angles.
b. An angle that turns
through n one-degree
angles is said to have an
angle measure of n degrees.
4.MD.6 Measure angles in
whole-number degrees
using a protractor. Sketch
angles of specified measure
I can recognize a circle as a
geometric figure that has 360
degrees.
I can recognize and identify an
angle as a geometric shape formed
from 2 rays with a common
endpoint.
I can recognize that an angle is a
fraction of a 360 degree circle.
I can explain the angle
measurement in terms of degrees.
I can compare angles to circles with
the angles point at the center of
the circle to determine the
measure of the angle.
I can calculate angle measurement
using the 360 degrees of a circle
I can recognize that angles are
measured in degrees (°).
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I can read a protractor.
I can determine which scale on the
protractor to use, based on the
direction the angle is open.
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X
circle
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X
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X
X
X
I can determine the kind of angle
based on the specified measure to
decide reasonableness of the
sketch.
I can measure angles in wholenumber degrees using a protractor.
I can sketch angles of specified
measure.
Spiraled Standards:
4.NF.3a, 4.NF.3b, 4.MD.3, 4.MD.7
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