CCGPS Frameworks Student Edition Mathematics Fourth Grade Unit Seven Measurement Georgia Department of Education Common Core Georgia Performance Standards Framework Fourth Grade Mathematics x Unit Unit 7 MEASUREMENT TABLE OF CONTENTS Overview .............................................................................................................................3 Standards For Mathematical Content...................................................................................3 Standards For Mathematical Practice ..................................................................................5 Enduring Understandings.....................................................................................................5 Essential Questions ..............................................................................................................5 Concepts and Skills to Maintain ..........................................................................................7 Selected Terms and Symbols ...............................................................................................7 Strategies for Teaching and Learning ..................................................................................8 Evidence of Learning .........................................................................................................11 Tasks……………………………………………………………………………………...12 x Measuring Mania……………………………………………………………..14 x What’s the Story? ……………………………………………………………19 x Perimeter and Area ..…………………………………………………………24 x Setting the Standard………………………………………………………….30 x Worth the Weight ……………………………………………………………34 x A Pound of What?............................................................................................40 x Exploring an Ounce…………………………………………………………..46 x Too Heavy? Too Light?....................................................................................52 x Capacity Line-Up…………………………………………………………….56 x More Punch Please!..........................................................................................60 x Water Balloon Fun!..........................................................................................68 x Culminating Task – Dinner at the Zoo……………………………………….72 x Which Wedge is Right?....................................................................................87 x Angle Tangle………………………………………………………………….94 x Build an Angle Ruler………………………………………………………..100 x Guess My Angle!............................................................................................107 x Turn, Turn, Turn…………………………………………………………….114 x Summing It Up……………………………………………………………...119 x Culminating Task- Angles of Set Squares…………………………………..123 MATHEMATICS y GRADE 4y UNIT 7: Measurement Georgia Department of Education Dr. John D. Barge, State School Superintendent May 2012 y Page 2 of 132 All Rights Reserved Georgia Department of Education Common Core Georgia Performance Standards Framework Fourth Grade Mathematics x Unit OVERVIEW In this unit students will: x investigate what it means to measure length, weight, volume, time, and angles x understand how to use standardized tools to measure length, weight, volume, time, and angles x understand how different units within a system (customary and metric) are related to each other x know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. x solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals. x make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8) x solve problems involving addition and subtraction of fractions by using information presented in line plots x apply the area and perimeter formulas for rectangles in real world and mathematical problems. x Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement x Measure angles in whole number degrees using a protractor x Recognize angle measurement as additive and 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. Although the units in this instructional framework emphasize key standards and big ideas at specific times of the year, routine topics such as estimation, mental computation, and basic computation facts should be addressed on an ongoing basis. Ideas related to the eight STANDARDS FOR MATHEMATICAL PRACTICE, 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, and look for and express regularity in repeated reasoning, should be addressed constantly as well. The first unit should establish these routines, allowing students to gradually enhance their understanding of the concept of number and to develop computational proficiency. To assure that this unit is taught with the appropriate emphasis, depth, and rigor, it is important that the tasks listed under “Evidence of Learning” be reviewed early in the planning process. A variety of resources should be utilized to supplement this framework unit. The tasks in these units illustrate the types of learning activities that should be utilized from a variety of sources. STANDARDS FOR MATHEMATICAL CONTENT Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. MATHEMATICS y GRADE 4y UNIT 7: Measurement Georgia Department of Education Dr. John D. Barge, State School Superintendent May 2012 y Page 3 of 132 All Rights Reserved Georgia Department of Education Common Core Georgia Performance Standards Framework Fourth Grade Mathematics x Unit MCC4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36) MCC4.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. MCC4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Represent and interpret data. MCC4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. A line plot shows the “shape” of the data and provides the foundation for future data concepts, such as mode and range. 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: 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. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. 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. 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. MATHEMATICS y GRADE 4y UNIT 7: Measurement Georgia Department of Education Dr. John D. Barge, State School Superintendent May 2012 y Page 4 of 132 All Rights Reserved Georgia Department of Education Common Core Georgia Performance Standards Framework Fourth Grade Mathematics x Unit STANDARDS FOR MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ***Mathematical Practices 1 and 6 should be evident in EVERY lesson*** ENDURING UNDERSTANDINGS x To measure something according to a particular attribute