suggested pacing 3 weeks
Teacher tips:
Students recognize the presence or absence of attributes in given shapes
Some children may think that there can only be one line of symmetry for an object
🌕 Students will precisely draw, label, and identify lines, angles, and classify shapes based on properties. 4.G.1, 4.G.2, SMP.5 SMP.6
🌕 Students will recognize a line of symmetry for a two-dimensional figure, identify line-symmetric figures and draw lines of symmetry. 4.G.3 SMP.4 SMP.5 SMP.6 SMP.7
I can draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines, in two-dimensional figures. 4.G.A.1
I can classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines and angle properties. 4.G.A.2
I can recognize and identify right triangles. 4.G.A.2
I can identify symmetrical shapes and draw lines of symmetry. 4.G.A.3
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Math Vocabulary in Spanish and English
quadrilateral (Identifying Types/classification) parallelogram rectangle rhombus square
parallel symmetry line of symmetry perpendicular congruent intersecting line
straight angle point line segment endpoint vertex ray degrees right angle
obtuse angle acute angle equilateral triangle acute triangle isosceles triangle right triangle
scalene triangle obtuse triangle Trapezoid **
**IAR defines a trapezoid as a 4-sided shape with at least one set of parallel sides (this means a square, a parallelogram, a rhombus, and a rectangle are all trapezoids)
4th grade number talk guide printable & 3-5th grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Fraction Strategies (Main Focus)
Add like denominators Area model like denominators Number line Using benchmark of whole Adjust an addend
Subtract like denominators Like denominators Partial difference
Multiplication Strategies (Review)
partial products / distribute 1x3-digit
friendly number 1 x 3-digit
break apart factors 1 x 2-digit
over and adjust over&adjust 1&2-digit
double and half 1 x 3 digit
Division Strategies (Review)
multiplying up 2-digit divisor
partial quotients 2-digit divisor
interpret remainder Whole #s & interpret remainder
I can draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines, in two-dimensional figures. 4.G.A.1
Ready Teacher Toolbox Lesson 30: Points, Lines, Rays, and Angles - Sessions 1-5
Assessment Tasks 4.G.1 Frayer Model Assessment Proficiency Rubrics 4.G.1 IAR sample questions
Math in Practice: 4.G.A.1,2,3 Module 14 (pp294-306, 318-334)
Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 30 New Roads
Ready Teacher Toolbox Lesson 33: Classify Two-Dimensional Shapes - Sessions 1-5
Assessment Tasks 4.G.2 Frayer Model Assessment Proficiency Rubrics 4.G.2 IAR sample questions
Math in Practice: 4.G.A.1,2,3 Module 14 (pp294-306, 318-334)
Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 33 Which One is Different?
Ready Teacher Toolbox Lesson 34: Symmetry - Sessions 1-3
Assessment Tasks 4.G.3 Frayer Model Assessment Proficiency Rubrics 4.G.3 IAR sample questions
Math in Practice: 4.G.A.1,2,3 Module 14 (pp294-306, 318-334)
Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 34 Mystery Shapes
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
3 G1: Shape Sorting Geo-Matchup
2 G1: Geometry Concentration Page 72
Nearpod Math lessons
Multiplication/division basic facts
Addition/Subtraction Multi-digit
Dicey Operations (center activity)
These are activities to give students mixed, spaced practice based on the big ideas for 4th grade math.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.