Evidence of Student Common Core Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Essential Elements Students: Lines Students know: Students understand EE4.G.1. Distinguish Level IV Students will: Given a written or an oral that/are able to: between parallel and EE4.G.1. Create a representation of parallel and intersecting lines. prompt, intersecting lines. Ex. Using popsicle sticks, create parallel and intersecting lines. Line segments Defining Ex. Play to illustrate parallel and intersecting lines with arm movements characteristics of Strategically choose “Simon Says” (or eye gaze a picture of students making the correct movements). Strategically choose and geometric figures: and use tools to draw Rays use tools to draw points, points, lines, line 2-D geometric figures, Level III Students will: lines, line segments, rays, segments, angles Angles EE4.G.1. Distinguish between parallel and intersecting lines. angles (right, acute, (right, acute, and Decompose 2-D Ex. Using a road map rug, trace over the parallel lines and then trace over the obtuse), perpendicular obtuse), parallel lines, figures in a variety of Perpendicular intersecting lines. lines, and parallel lines to and perpendicular ways in order to name Ex. Using a map of the school on an interactive whiteboard, trace the classrooms that specifications. lines. and identify Parallel are in a parallel line and the hallways that intersect. component parts. Ex. Find parallel lines in shapes. Given 2-D figures, Shapes are categorized Level II Students will: based on attributes EE4.G.1. Identify an intersecting line. Trace or highlight they possess in Ex. Use sidewalk chalk to draw an intersecting line. specific components such common such as; Ex. Go on an environment hunt and identify intersecting lines. as angles, line segments, angle size, side length, Ex. Trace intersecting lines (e.g., roads or hallways) on a map. rays, perpendicular lines, side relationships and parallel lines. (parallel and Level I Students will: perpendicular). EE4.G.1. Identify a line. Ex. Using yarn, stretch and glue a line on paper. Ex. Draw a line when directed. Ex. Walk on a line taped to the floor when directed. Ex. Given a line and a circle, indicate which is the line.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a written or an oral prompt, Strategically choose and use tools to draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, and parallel lines to specifications. Given 2-D figures, Trace or highlight specific components such as angles, line segments, rays, perpendicular lines, and parallel lines. Lines Line segments Rays Angles Perpendicular Parallel Students know: Defining characteristics of geometric figures: points, lines, line segments, angles (right, acute, and obtuse), parallel lines, and perpendicular lines. Students understand that/are able to: Strategically choose and use tools to draw 2-D geometric figures, Decompose 2-D figures in a variety of ways in order to name and identify component parts. Shapes are categorized based on attributes they possess in common such as; angle size, side length, side relationships (parallel and perpendicular). EE4.G.1. Distinguish between parallel and intersecting lines. Level IV Students will: EE4.G.1. Create a representation of parallel and intersecting lines. Ex. Using popsicle sticks, create parallel and intersecting lines. Ex. Play “Simon Says” to illustrate parallel and intersecting lines with arm movements (or eye gaze a picture of students making the correct movements). Level III Students will: EE4.G.1. Distinguish between parallel and intersecting lines. Ex. Using a road map rug, trace over the parallel lines and then trace over the intersecting lines. Ex. Using a map of the school on an interactive whiteboard, trace the classrooms that are in a parallel line and the hallways that intersect. Ex. Find parallel lines in shapes. Level II Students will: EE4.G.1. Identify an intersecting line. Ex. Use sidewalk chalk to draw an intersecting line. Ex. Go on an environment hunt and identify intersecting lines. Ex. Trace intersecting lines (e.g., roads or hallways) on a map. Level I Students will: EE4.G.1. Identify a line. Ex. Using yarn, stretch and glue a line on paper. Ex. Draw a line when directed. Ex. Walk on a line taped to the floor when directed. Ex. Given a line and a circle, indicate which is the line.
4th-Math-Pacing-Guide-Version-3.docx