Learn at Home Math Resource Packet 1: Fourth Grade...Learn at Home Math Resource Packet 1: Fourth...

Learn at Home Math Resource Packet 1: Fourth Grade

This packet of resources is designed for fourth grade students and their parents/caregivers who

wish to support in-school learning with math activities that can be done at home. This packet

includes five fourth grade activities that focus on understanding concepts related to the

measurement of angles. All activities in this packet can be completed by the student

independently. The activities in this packet should be completed in order. These activities should

each take 40-60 minutes.

Each activity includes:

• materials required for the activity

• instructions for the activity

• possible questions to ask your child as they work on the activity

• suggestions for adjusting or extending the activity

The table on the following page contains the content standard and the standard/s for mathematical

practice that align with each activity.

The activities and scaffolds in this file are adapted from 4th Grade Math Centers , Gds. 3-5 Math

Projects and 4th Grade Math Charts.

For more free 4th Grade math activities visit the 4th Grade Number, Geometry, or Measurement

and Data pages on our website: https://www.k-5mathteachingresources.com

©K-5MathTeachingResources.com

https://www.k-5mathteachingresources.com/4th-Grade-Math-Charts.html

https://www.k-5mathteachingresources.com/4th-Grade-Math-Centers.html

https://www.k-5mathteachingresources.com/math-projects.html

https://www.k-5mathteachingresources.com/math-projects.html

https://www.k-5mathteachingresources.com/

Activity Common Core State Standard

1. Angles in Triangles 4.MD.C.6 Measure angles in whole-number degrees using a protractor.

Standards for Mathematical Practice

MP 2. Reason abstractly and quantitatively.

MP 5. Use appropriate tools strategically.

MP 6. Attend to precision.

MP 7. Look for and make use of structure.

2. Angles in Quadrilaterals 4.MD.C.6 Measure angles in whole-number degrees using a protractor.






3. Angle Measures 4.MD.C.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.



MP 4. Model with mathematics.




4. Word Problems:

Unknown Angles

4.MD.C.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.

Standards for Mathematical Practice .

MP 1. Make sense of problems and persevere in solving them.


MP 4. Model with mathematics.


5. Math Project: Build a

Marble Run

4.MD.C.6 Measure angles in whole-number degrees using a protractor.


MP 1. Make sense of problems and persevere in solving them.





Activity 1: Angles in Triangles

In 4th grade students learn to measure angles using a protractor by placing the origin of the

protractor over the point or vertex of the angle to be measured. Next, the bottom line of the angle is

aligned with the base line and the top line of the angle is followed up to the measurement on the

protractor’s arc. To avoid common misconceptions (e.g. a right angle is an angle that points to the

right, or two right angles represented with different orientations are not equal in measure) students

need many opportunities to measure a variety of angle types and discuss their work.

Materials: triangles sheet, scissors, protractor (if you do not have a protractor, cut out and use the

paper protractor provided)

Directions: Read the directions carefully before commencing work. Gather the materials you will

need and cut out the triangles.

Possible questions:

• How do you know which set of numbers to use when finding the measure of an angle?

• What are the differences between an acute, right and obtuse angle?

• What do you notice about the sum of the interior angles in any triangle?

• If you know the measures of two interior angles of a triangle how can you find the measure of the

third interior angle without using a protractor?

Supporting your child:

• Some students may look at a protractor with a set of double numbers and not know the number

to use when finding the measure of an angle. Remind your child to estimate angle measures by

considering the size of the benchmark angles 0, 90, 180, 270 and 360 degrees before

measuring with a protractor. For support with measuring angles using a protractor refer to the

math reference chart provided, Measure and Draw Angles.

• Encourage your child to use measurement vocabulary as they measure angles (measure, ray,

point, end point, degrees, protractor, right angle, acute angle, straight angle, obtuse angle).


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Activity 2: Angles in Quadrilaterals

Materials: quadrilaterals sheet, scissors, protractor (if you do not have a protractor, cut out and use

the paper protractor provided)


need and cut out the quadrilaterals.

Possible questions:

• What do you know about the sum of the measures of the interior angles of a triangle and a

quadrilateral? Do you notice a pattern? How does the sum of the angles change as the number of

sides changes?

• If you know the measures of three interior angles of a quadrilateral how can you find the measure of

the fourth angle without using a protractor?

Supporting your child:

• For support with measuring angles using a protractor refer to the math reference chart provided,

Measure and Draw Angles.

• Extension: Make a table to show the sum of the interior angle measures for a triangle,

quadrilateral, pentagon, hexagon, heptagon and octagon. Explain the pattern in the sum of the

interior angle measures. What conjectures can you make?


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Activity 3: Angle Measures (ver. 2)

In 4th grade students learn that an angle measure is additive. When an angle is decomposed into

non-overlapping parts (adjacent angles), the angle measure of the whole is the sum of the angle

measures of the parts.

Materials: ruler, protractor (if you do not have a protractor, cut out and use the paper protractor

provided)


need.

Possible questions:

• How do you know this angle is greater than 90 degrees?

• How can you find the measure of the second angle without using your protractor?

• What equation can you write to represent this?

Possible modifications/extensions:

• Have your child draw an angle that measures exactly 90 degrees, divide the angle into two

smaller parts and measure one of the smaller angles using a protractor. Ask your child to

explain how they will find the measure of the second angle without a protractor. Encourage use

of accurate mathematical vocabulary.

• For support with measuring angles using a protractor refer to the math reference chart provided,

Adjacent Angles.

• Extension: Have your child draw a mix of angles, some that measure less than 90 degrees and

some that measure greater than 90 degrees, divide the angle into two smaller parts and

measure one of the smaller angles using a protractor. Ask your child to explain how they will

find the measure of the second angle without a protractor. Encourage use of accurate

mathematical vocabulary.


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Activity 4: Word Problems: Unknown Angles

Fourth grade students solve addition and subtraction problems to find unknown angles in real world

and mathematical problems by using an equation with a symbol for the unknown angle measure.

Materials: set of word problems

Directions: Ask your child to select 6-8 problems to solve. For each problem, your child should:

a) write an equation with a symbol for the unknown number.

b) carry out the operations in the equation to solve the problem.

c) answer the question in a complete sentence.

d) check their work and think, “Is my answer reasonable?”

Possible questions to ask:

• How would you restate the problem in your own words?

• What do the numbers in the problem represent?

• What equation shows this situation?

• What strategy did you use to solve the problem?

• Why did you use that operation?

• How do you know your answer makes sense?


• For support with naming different angle types refer to the math reference chart provided, Classify

Angles.

• This activity can be extended by asking your child to write and solve their own missing angle

word problems.


A

B

C

D©K-5MathTeachingResources.com

A lawn water sprinkler rotates 90 degrees and

then stops. How many times will the water sprinkler

need to be moved in order to cover a full 360 degrees

of lawn?

The wheels on a wheelchair rotate 75 degrees

and then stop. How many more degrees do the

wheels need to rotate in order to make a full rotation?

At ice-skating lessons Sarah attempts to do a

360 degree spin but only manages a quarter-turn on

her first attempt. How many degrees short of her goal

is Sarah’s first attempt?

The wheels on a bicycle make five full rotations

and then stop turning. How many degrees, in total, do

the two wheels rotate before stopping?

Word Problems: Unknown Angles

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Tom is mending his unicycle. He rotates the wheel

120 degrees clockwise. He then rotates it another

160 degrees clockwise. How many more degrees

does Tom need to turn the wheel clockwise for it to

have completed a full rotation?

The blades on a propeller turn and then pause.

After 25 seconds the propeller blades begin

moving again and rotate another 80 degrees to

complete a full 360 degrees. How many degrees

did the blades turn before pausing?

Two of the angles on a triangular sail on a boat

measure 90° and 45 °. What is the measure of

the third angle?

The second hand on a watch makes one

revolution per minute. How many degrees, in

total, does the seconds hand turn in 5 minutes?

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The sum of the interior angles in a regular pentagon

is 540°. What is the measure of each interior angle?

One acute angle of a right triangle measures 32°.

What is the measure of the other acute angle?

The measures of two angles in an obtuse triangle

are 105° and 10°. What is the measure of the third

angle?

Three of the four angles in a quadrilateral measure

75º, 102º, and 84º. What is the measure of the fourth

angle?

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P©K-5MathTeachingResources.com

The sum of the interior angles in a regular hexagon

is 720°. What is the measure of each angle?

A right angle is decomposed into two smaller angles.

One of the smaller angles measure 32°. What is the

measure of the other angle?

Jason draws two adjacent angles. The measure of

the first angle is 123°. The sum of the measures of

the two angles is 180°. What is the measure of the

second angle?

In the figure below, QRST is a rectangle and ∠SQT = 38°.

Find ∠ RQS.

Activity 5: Math Project: Build a Marble Run

In this project students design and build a freestanding marble run that has at least one right, two

obtuse, and two acute angles.

Materials: household objects such as empty boxes, cardboard, paper towel rolls, paper cups, tape,

scissors, marble (or small ball), protractor

Directions: Have your child read the requirements for the project and the rubric before

commencing work. Provide time to answer any questions they may have.

Possible questions to ask:

• What materials do you plan to use for your marble run?

• What angles have you included in the plan for your marble run?

• How do you plan to present your work?

• How long do you predict it will take a marble to roll from the top to the bottom of the marble run?

• How will you measure the run time accurately?

• What was your fastest/shortest run time?


• Some students may need support to get started on this project. If your child is not familiar with

how a marble runs works s/he may like to look online to get some ideas but encourage him/her

to come up with an original design.

• Have your child use the rubric to self assess throughout the project and at the completion of the

project.

• Set a time for your child to present the completed project to other family members.


Requirements:

Design and draw a plan for your marble run. Your plan must include:A list of materials you will use to build the marble run

A scale drawing of the marble run

At least one right, two obtuse and two acute angles. Use a protractor to measure & label each angle.

Build and test your marble run. Make modifications if necessary.

Time how many seconds it takes for a marble to run from the top to the bottom of your marble run. Repeat 10 times. Record this data in a two column table with the headings: a) Run Number and b) Seconds.

Create a line plot using the data in your table. Give your line plot a title and label the axes. Write 3 comparative statements about your data.

Figure out the average marble run time by adding the seconds from all runs and dividing the result by the number of runs. Show your work.

Build A Marble Run

In this project you will design and build a freestanding marble run that allows a marble to

travel from the top to the bottom of the run without stopping. You can use cardboard, empty boxes, paper towel rolls, paper cups, tape or any

other household materials you think may be useful.

© K-5 Math Teaching Resourceswww.k-5mathteachingresources.com

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ray D

E.

3. L

ook a

long

the

scale

and

mar

k a p

oint

at th

e re

quire

d m

easu

re (in

this

exam

ple,

60°

). Be

su

re to

use

the

scale

that

mak

es se

nse

for

the

size

of th

e an

gle

you

are

draw

ing.

4. D

raw

a ray

from

the

verte

x thr

ough

the

m

arke

d de

gree

.

m

ABC

= 7

5

m

CDE

= 60

°

DRA

W

CD

E W

ITH

A M

EASU

RE O

F 60

°

C

DE

DCE

DCE

AD

JACE

NT

AN

GLE

S

B

DE

C

Learn at Home Math Resource Packet 1: Fourth Grade...Learn at Home Math Resource Packet 1: Fourth...

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Transcript of Learn at Home Math Resource Packet 1: Fourth Grade...Learn at Home Math Resource Packet 1: Fourth...