Standards-Based Classroom Model Weekly Lesson Plan
Teacher: Armstrong
Subject/Grade Level: Math/4th
Essential Question(s)
• How are a circle and an angle related?
Week of: 3/17-3/21
• How are the angles of a triangle related?
• How can angles be combined to create other angles?
• How can we measure angles using wedges of a circle?
• How can we use angle measures to draw reflex angles?
• How can we use the relationship of angle measures of a triangle to solve problems?
• How do we measure an angle using a protractor?
• How does a turn relate to an angle?
• What are benchmark angles and how can they be useful in estimating angle measures?
• What do we actually measure when we measure an angle?
• What do we know about the measurement of angles in a triangle?
• What is an angle?
• Why do we need a standard unit with which to measure angles?
Standard(s)
Geometric Measurement - understand concepts of angle and measure angles.
MCC4.MD.5. Recognize angles as geometric shapes that are formed wherever two
rays share a common endpoint, and understand concepts of angle measurement:
Standards for Mathematical Practice
1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and quantitatively.
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 through 1/360 of
a circle is called a “one-degree angle,” and can be used to measure angles.
3. Construct viable arguments and critique
the reasoning of others.
b. An angle that turns through one-degree angles is said to have an angle measure
of n degrees.
5. Use appropriate tools strategically.
4. Model with mathematics.
MCC4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch
angles of specified measure.
MCC4.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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in
repeated reasoning.
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.
Students will understand…
● To measure something
according to a particular attribute
means you compare the object to a
unit and determine how many units are
needed to have the same amount as
the object.
● Measurements are estimates.
● When reporting a
measurement, you must always
indicate the unit you are using.
● The larger the unit, the smaller
the number you obtain as you
measure.
● Know relative sizes of
measurement units within one system
including km, m, cm; kg, g; lb, oz; l, ml;
hr, min, and sec.
● Know and apply the formula for
area (l x w) and express the answer in
square units.
● Know and apply the formula for
Students will know…
● understand how to use
standardized tools to measure
length, weight, volume, time,
and angles
● understand how
different units within a system
(customary and metric) are
related to each other
● know relative sizes of
measurement units within one
system of units including km, m,
cm; kg, g; lb, oz; l, ml; hr, min,
sec.
● Recognize angles as
geometric shapes that are
formed wherever two rays share
a common endpoint, and
understand concepts of angle
measurement
● Recognize angles as
geometric shapes that are
formed wherever two rays share
a common endpoint, and
Students will be able to do…
● investigate what it means
to measure length, weight,
volume, time, and angles
● solve word problems
involving distances, intervals of
time, liquid volumes, masses of
objects, and money, including
problems involving simple
fractions or decimals.
● make a line plot to display
a data set of measurements in
fractions of a unit (1/2, ¼, 1/8)
● solve problems involving
addition and subtraction of
fractions by using information
presented in line plots
● apply the area and
perimeter formulas for rectangles
in real world and mathematical
problems.
● Measure angles in whole
number degrees using a
perimeter: 2l + 2w or 2(l + w) and
express the answer in linear units.
understand concepts of angle
measurement
● The measure of an angle does
not depend on the lengths of its sides.
● Know some familiar
referents for various weight
units
● Angle measurement can be
thought of as a measure of rotation.
● Data can be measured and
represented on line plots in units of
whole numbers or fractions.
● Use collected data to solve
problems involving addition or
subtraction of fractions.
protractor
● Measure weight of an
object using an appropriate unit
(ounce, pound, gram, kilogram)
● Measure angles using a
protractor
● Understand that the
sum of the angles in any triangle
is 180°
● Estimate weight and angle
measure
● Understand half and full
rotation
Day
Monday
Tuesday
Wednesday
Thursday
Friday
Formative Assessment
(Assessments for Learning)
Drawing Angles/Find the
Missing Angle
Worksheet
Angle Word Problems
Guess My Angle
Summing it Up
Quiz MD.5-7
Guess My Angle
Frameworks Activity
Summing it Up
Frameworks Activity
Quiz MD.5-7
Exit card, Quiz, Checklist,
Observation, Journal,
Product, Exit Cards,
Conferencing , SelfAssessment
Materials
Warm-up Activity (under 10
minutes)
i.e. sponge, number talk,
routine, read aloud, journal,
KWL
Drawing Angles/Find the Angle Word Problems
Missing Angle Worksheet
Number Talk
Number Talk
Number Talk
Number Talk
Number Talk
Mini-Lesson
-As a whole group, we
-As a whole group, we
-I will explain the
-I will explain the
-I will review the
(no more than 10 min)
will practice drawing
will go over one of the
directions for the
directions for the
procedures for Friday
angles of a specified
angle word problems to
partner activity “Guess
partner activity
quizzes.
measure with a
clarify expectations.
My Angle” from the GA
“Summing it Up” from
frameworks.
the GA frameworks.
EX. Instructional Strategies:
Identifying
Similarities/Differences
Summarizing and Notetaking
protractor.
-I will review the
-Students will work
quietly in their seats
-As a whole group, we
procedures for solving
-I will make sure
-I will make sure
and turn over their
Nonlinguistic
Representations
will practice finding
word problems in
students are in
students are in
quizzes to read when
missing angle measures
partner/small groups
appropriate groups.
appropriate groups.
they are finished.
Cues, Questions, Advance
Organizers
using addition and
(The students have
subtraction.
done this many other
-I will pass out
-I will pass out
necessary materials for
necessary materials for
the activity. (deck of
the activity. ( Summing
angle cards and
it Up activity sheet,
student recording
protractor,
sheet)
construction paper)
Writing Prompt
times with different
Authentic
topics).
Relevant to Life
Use Embedded Technology
Motivational, Non-Routine
Manipulative
Connecting to Prior
Learning
Scaffolding Instruction
Work/Student Activity
Period
-Students will complete
-With their seat
-Students will draw an
-Students will work
-Individually, students
an individual assignment
partner, students will
angle card from the
with their partner to
will complete the quiz
(approximately 30 minutes)
where they will have to
solve the angle word
deck and each partner
follow directions,
over the last two
(student centered)
draw angles of a
problems one at a time
will guess the angle
complete tasks, and
week’s standards:
Grouping:
specified measure with a
on their own recording
and record it on the
answer questions on
MD. 5-7.
Independent, Pairs, Small
the Summing it Up
Groups, total group
protractor.
sheet.
chart.
-They will also have to
-Students will trade
-Then, the students will -This serves as a
Content, Product, or Process
find missing angle
angle word problem
measure the angle with culminating activity for
Based on
measures using addition
cards with the next
a protractor and the
Readiness, Interest,
Learning Style
and subtraction.
group at my signal.
student who was closer studies the past two
Differentiation:
*May extend more than
one day (i.e. center
rotation)
gets two points.
-Students will be
(approximately 10 min)
Student Sharing,
Independent Activity,
Restatement of Learning
Goals. Journals
standards MD. 5-7,
weeks.
-After the students
have finished the quiz,
we will swap papers
and check the quizzes
to correct any
misconceptions and
see what is still
assigned weekly
-If either student
unclear to the
homework.
guesses the angle
students.
EX, Consider above
Instructional Strategies AND
Jigsaw, Interest Centers,
Small Group Instruction,
Tiered Task, Group
Investigation, Setting
Objectives and Providing
Feedback, Reinforcing Effort
and Providing Recognition
Closing Activity/Wrap Up
activity sheet.
measure exactly, they
get 4 points.
Ticket Out the Door
Student Sharing
Class Discussion
Class Discussion
Ticket Out the Door
Students will turn in
Students will share the
As a class, we will
As a class, we will go
Students will turn in
their assignment before
last angle word
discuss what the
over the Summing it
their MD.5-7 Quiz as a
leaving class.
problem card they had
students learned from
Up activity sheet and
ticket out the door.
during the activity and
the activity.
correct any
what their solution was.
misconceptions the
students have about
angles.
Accommodations/
Students with Special Needs
Gifted/High ability
EL-WIDA
”Can Do” Descriptors
Modifications
-Mrs. Matthews will be present to assist
students with special needs in 3rd Block.
Communication skill activities
Levels
Listening
Critical Thinking Skill/problem solving
Activities
1: Entering
Writing
2: Beginning
Reading
3: Developing
Speaking
Creative thinking/problem solving
activities
4: Expanding
Technology Integration
PowerPoint Interactive Board Document Camera Website
How is technology used to
support instruction and /or
how are students using
technology to demonstrate
learning goals?
Anchor Activities
How will students review or
extend learning if they finish
If students finish any activity early, they can get multiplication and division flash cards or versa-tiles to practice/review skills.