1. Ms. Barksdale Oakdale elementary Week of 1/12-16

2.  Write 17,857 in word form and expanded form  John climbed 8,432 miles hiking with his family. Sarah climbed 3,897 miles. How many more miles did john climb than Sarah? Round your answer to the nearest thousand.  Carly subscribed to time for kids magazine for 7 years. She will receive 12 magazines each year. About how many magazines will Carly receive?

3. Today you will take the end-of-unit test on place value You will have 1-hour to complete the test Be sure to show your thinking (show your work) Double check your work before turning it in Make sure all of your answers are bubbled in dark on your answer sheet

4.  Jackie purchased 3 dozen of gourmet cupcakes. Each dozen cost $15. how much did Jackie spend on cupcakes?  The panthers traveled 2,856 miles from charlotte to seattle for Sunday’s playoff game. If their flight was 4 hours long, how many miles did they travel each hour?

5.  IDENTIFY THE FIGURES

6.  Point – where 2 lines meet  Line – straight path connecting two points going in both directions  Line segment – having 2 endpoints  Ray – a point with a line going in one direction A B A

7.  MAKE A FIST TO REPRESENT A POINT  STRETCH OUT BOTH YOUR ARMS TO REPRESENT A LINE  STRETCH OUT BOTH ARMS AND MAKE FISTS TO REPRESENT A LINE SEGMENT  MAKE A FIST WITH ONE HAND AND STRETCH OUT ONE ARM TO REPRESENT A RAY

8.  TODAY YOU WILL CREATE A FLIPBOOK ILLUSTRATING AND LABELING EACH OF THE VOCABULARY TERMS YOU LEARNED TO DAY  MATERIALS: CONSTRUCTION PAPER, SCISSORS, MARKERS, PENCIL, GLUE STICK, MATH JOURNAL  FOLD YOUR PAPER “HOTDOG” STYLE  DRAW 3 LINES CREATING 4 EVEN SECTIONS  CUT ALONG THOSE 3 LINES, MAKING SURE NOT TO CUT BOTH SHEETS  WRITE EACH VOCABULARY WORD ON THE OUTSIDE FLAP  ON THE INSIDE LEFT, WRITE THE DEFINITION  ON THE WRITE, DRAW AN EXAMPLE

9.  Use the map to locate the following: ◦ Points ◦ Lines ◦ Line segments ◦ rays

10.  ON YOUR STICKY NOTE, DRAW AND LABEL EXAMPLES OF A: ◦ POINT ◦ LINE ◦ LINE SEGMENT ◦ RAY

11.  Find the product of 37 x 42  Find all the factors of 84  What two equations could be used to find the product of 23 x 15?

12.  Perpendicular lines – lines that cross or intersect and form a right angle  Parallel lines – lines that run alongside each other, but never cross or intersect  Intersecting lines – lines that cross, but do not form a right angle

13.  Trace perpendicular, parallel, and intersecting lines on each figure

14.  Put your arms straight up to represent parallel lines  Cross one arm over the other, making a “t”, to represent perpendicular lines  Make an “x” with your arms to represent intersecting lines

15.  TODAY YOU WILL CREATE A FLIPBOOK ILLUSTRATING AND LABELING EACH OF THE VOCABULARY TERMS YOU LEARNED TO DAY  MATERIALS: CONSTRUCTION PAPER, SCISSORS, MARKERS, PENCIL, GLUE STICK, MATH JOURNAL  FOLD YOUR PAPER “HOTDOG” STYLE  DRAW 3 LINES CREATING 4 EVEN SECTIONS  CUT ALONG THOSE 3 LINES, MAKING SURE NOT TO CUT BOTH SHEETS  WRITE EACH VOCABULARY WORD ON THE OUTSIDE FLAP  ON THE INSIDE LEFT, WRITE THE DEFINITION  ON THE OPPOSITE SIDE, DRAW AN EXAMPLE

16.  Use the map to locate the following: ◦ Parallel lines ◦ Perpendicular lines ◦ Intersecting lines

17.  ON YOUR STICKY NOTE, DRAW AND LABEL EXAMPLES OF : ◦ Parallel lines ◦ Perpendicular lines ◦ Intersecting lines

18.  Represent the following using body motions: ◦ Point ◦ Line segment ◦ Ray ◦ Line ◦ Perpendicular lines ◦ Intersecting lines ◦ Parallel lines

19.  Angle – 2 rays that share a common endpoint  Right angle – measures exactly 90 degrees  Acute angle – measures less than 90 degrees  Obtuse angle – measures greater than 90 degrees  Degrees – measurement of an angle

20.  Trace right, acute, and obtuse angles on each figure

21.  Put one arm straight up and the other to the left or right to represent a right angle  Bring both of your palms together to make a small “v” to represent an acute angle  Extend both arms super wide to represent an obtuse angle

22.  TODAY YOU WILL CREATE A FLIPBOOK ILLUSTRATING AND LABELING EACH OF THE VOCABULARY TERMS YOU LEARNED TO DAY  MATERIALS: CONSTRUCTION PAPER, SCISSORS, MARKERS, PENCIL, GLUE STICK, MATH JOURNAL  FOLD YOUR PAPER “HOTDOG” STYLE  DRAW 3 LINES CREATING 4 EVEN SECTIONS  CUT ALONG THOSE 3 LINES, MAKING SURE NOT TO CUT BOTH SHEETS  WRITE EACH VOCABULARY WORD ON THE OUTSIDE FLAP  ON THE INSIDE LEFT, WRITE THE DEFINITION  ON THE WRITE, DRAW AN EXAMPLE

23.  Use the map to locate the following: ◦ Right angles ◦ Acute angles ◦ Obtuse angles

24.  ON YOUR STICKY NOTE, DRAW a 2-dimensional figure that has a/an: ◦ Right angle ◦ Acute angle ◦ Obtuse angle

25.  Use body motions to make the following: ◦ Right angle ◦ Obtuse angle ◦ Acute angle Ms. Mcqueen traveled 237 miles to her grandmothers house. How many total miles did she travel to her grandmother’s house and back? round your answer to the nearest hundred.

26.  Review all of the new vocabulary introduced this week  Include a review of the body motions  Have students reference their flipbooks if needed

27.  Today you will take a quiz demonstrating your understanding of the vocabulary introduced, identifying them on a map, and explaining your reasoning  You will have 30-40 minutes to complete the quiz  Be sure to label as you work through the quiz  Double check your work before turning it in

28.  All are flat shapes (there’s only a front and back)  How ever many sides the shape has equals: ◦ The same number of points ◦ The same number of angles ◦ Example:  A triangle is a 3-sided shape, with 3 points, and 3 angles A C B

29.  Right triangle ◦ 2 acute angles ◦ 1 right angle/1 pair of perpendicular lines  Scalene Triangle ◦ 2 acute angles ◦ 1 obtuse angle ◦ All sides are different lengths

30.  Isosceles Triangle ◦ All angles are acute Equilateral Triangle ◦ All sides are the same length ◦ 3 acute angles

31. Week of 1/26-1/30 Estimating & Measuring Angles

32.  Kara ordered 26 t-shirts at $17 each. When she received her order 3, t-shirts were missing. ◦ What was the total cost Kara spent on t-shirts? ◦ What was the total cost of the t-shirts she received? ◦ How much would the company need to refund her?

33.  Watch this video as an introduction to estimating angles  https://www.youtube.com/watch?v=76jyY-tMCks https://www.youtube.com/watch?v=76jyY-tMCks

34.  Benchmarks are your starting points to help you better estimate an angle measurement  Right Angle - 90˚  Half of a Right Angle - 45˚  Straight Angle - 180˚

35.  Model how to use benchmark measurements to estimate angle measurements and consider these questions: ◦ What type of angle is it? ◦ What starting benchmark should I use? ◦ When aligned to the edge of my paper, pencil, or tool does the second angle extend outward or inward? ◦ How far it is from my benchmark angle measurement? A little bit? A lot?

37.  With your string/straw make an angle that measures 180˚  Now slide your string/straw to make an angle that measures less than 180˚  What type of angle did you make?  What might your angle measure?  Repeat these steps using the 90˚ and 45˚ benchmark measurements  Students can slide either side of their string/straw to create new angles

38.  Today you will complete the “Estimating Angles” sheet  You will work independently

39.  Use your knowledge & learned strategies to identify the type of angle and estimate its measurement 1.2.3.

40.  What are two equations that can be used to find the product of 36 x 12?  A stadium holds 3,745 people for a single show. If 2,859 are already there, how many more people can attend the show?

41.  Introduce new vocabulary ◦ Complementary Angles – angles when added equal 90˚ ◦ Supplementary “super” Angles – angles when added equal 180˚ 90˚ 45˚

42.  Do more practice/extend yesterday’s lesson by having students make angles starting with benchmark measurements, then creating various angles and estimating measurements.

43.  Students will complete “Finding Angles within Shapes” sheet.  Students will estimate what an angle from the shape may measure.

44.  Ta’Zaria has read 3,714 books since the first grade. ◦ What is the value of the 7 in the number above? ◦ What is 3,714 rounded to the nearest hundred? ◦ If Martin read 8 times as many books as Ta’Zaria, how many books has he read?

45.  Pull up an interactive protractor on the smart board  Discuss the features of a protractor ◦ What do you notice? ◦ How do you think a protractor will help you with angle measurement? ◦ If you have paper/plastic protractors for students to use, pass those out

46.  Using the interactive protractor, make several angles and model how to first identify the type of angle, then determine which numeric measurement best fits the description.

47.  Using paper/plastic protractors have students use string/straws to make the following angles: ◦ 180˚ ◦ 90˚ ◦ 45˚ ◦ 72˚ ◦ 105˚

48.  Complete “Determining Angles with Protractors” sheet

49.  Using the interactive protractor, students will determine the type of angle and its exact measurement

50.  What are the benchmark measurements for estimating angles?  Angle ABC is complementary. What will be the measurement of angle ABD? 35˚ A B C D

51.  Review features of angles on a protractor  Model again how to find the exact measurement of an angle when placed on a protractor

52.  Have students use their bodies to form the different kinds of angles: ◦ Right ◦ Acute ◦ Obtuse ◦ Straight

53.  Complete “Finding Complementary and Supplementary Angles” sheet

54.  Draw an example of a complementary and supplementary angle

55. Week of 2/2-2/6 Finding Missing Angles, Symmetry, Congruency, EOU Test

56.  Which of the following also shows five thousand, two hundred two? a)5 hundred, 22 tens b)5,220 c)200 + 5,000 + 2  A card factory has a goal to package 1,000 cards on Monday. ◦ During the first 2 hours, 107 cards were packaged. ◦ During the next 2 hours, 489 cards were packaged. ◦ How many more cards will the card factory need to package to meet their goal?

57.  Complementary Angle – 2 or more angles, that add up to 90˚ ◦ Example:

58. 45˚ 6˚ 81˚ 73˚ 24˚

59.  If a complementary angle measures 90˚ total, what are some angle measurement combinations that equal 90˚? ◦ 60˚ + 30˚

60. 63˚ 17˚ 89˚ 41˚ 30˚ 19˚

61.  Complete #1-10 ONLY on “Finding Complementary and Supplementary Angles” sheet independently  You have 10-15 minutes to complete this  We will peer check when everyone is finished

62.  Find the measurement of x if the angle is complementary.

63.  Ms. Kennedy wants to give 6 pencils to each of her students. ◦ She already has 45 pencils. ◦ There 15 students in the class. ◦ How many more pencils does she need to buy?  Which equation shows how the value of the 6 changed from 263 to 645? a)60 x 10 = 600 b)60 + 10 = 70 c)60 ÷ 6 = 10

64.  Supplementary Angle – 2 or more angles, that add up to 180˚  Think of supplementary angles as SUPER angles ◦ Example:

65. 27˚ 67˚ 89˚ 32˚ 30˚ 58˚ 12˚ 94˚

66.  If a supplementary angle measures 180˚ total, what are some angle measurement combinations that equal 180˚? ◦ 160˚ + 20˚

68.  Complete #11-20 ONLY on “Finding Complementary and Supplementary Angles” sheet independently  You have 10-15 minutes to complete this  We will peer check when everyone is finished

69.  Find the measurement of y if the angle is supplementary.

70.  The Charlotte Knights sold 1,234 adult baseball tickets and 414 child tickets. How many total tickets were sold?  On vacation, a family traveled 72 miles on the first day and 207 miles on the second day when they reached their destination. About how many miles did they travel?  How many lines of symmetry does the rectangle have below?

71.  Symmetry – a figure that has two sides or halves that are the same in size, shape, and position  When determining symmetry it is best to fold the figure in half or draw the “lines of symmetry” indicating equal parts  Congruent – exactly equal in size and shape, angle measurement

72.  Using a cut-out square, fold the figure into 2 equal parts  Model how the sides match up perfectly  Open the figure and using a marker, trace over the fold you made representing your “line of symmetry”  Repeat until all lines of symmetry have been made  Repeat using the circle cut-out  Discuss the symmetrical differences between the two figures

73.  Using a cut-out rectangle, fold the figure into 2 equal parts  Notice how the sides match up perfectly  Open the figure and using a marker, trace over the fold you made representing your “line of symmetry”  Repeat until all lines of symmetry have been made  Repeat using the trapezoid and triangle cut-outs  Discuss the symmetrical differences between the 3 figures ◦ Which figure has the most lines of symmetry? ◦ Which figure has the least lines of symmetry? ◦ Do any figures have the same number of lines of symmetry? ◦ Do other geometric characteristics affect the number of lines of symmetry?

74.  Complete the “Symmetry” and “Congruent Shapes” sheets independently  You will have 20-25 minutes to complete them  We will peer check when everyone is finished

75.  Determine which two figures are congruent. Explain why they both are congruent AND why the other is not congruent. A B C

76.  Griselda solved the following math problem in class. 431 -287 256 Is her answer correct or incorrect? Use pictures, numbers, or words to support your reasoning.  Draw a trapezoid. List all the features, or characteristics of a trapezoid.  The perimeter of the shape below measures 215 yd. What is the measurement of the missing side? 5 yd. 86 yd. ? Yd.

77.  Each day this week has included review items  Have students demonstrate points, lines, and angles using body motions  Today you will complete an EOU review sheet with your math partner  Show your thinking and reasoning  We will peer check at the conclusion of math

78.  What is the measurement of the angle below? What type of angle is it? How do you know?  Raymond wants to build a rectangular pen for his pet dog. He has 48 feet of fencing. What dimensions represent the amount of fencing needed for his pen? a)16 feet long, 3 feet wide b)7 feet long, 7 feet wide c)24 feet long, 24 feet wide

79.  Which of the following has a value of 5,840? a)50 tens, 8 hundreds, 4 ones b)58 hundreds, 4 tens c)5 thousands, 84 ones Write what both shapes below have in common.

80.  Today you will take the Geometry End-of-Unit Assessment  You will have 1-hour to complete the test  Make sure to show your thinking in your test booklet  If you need more scrap paper, you may get it  Make sure to bubble in your answers, completely and dark on your answer sheet