Grade 4

Geometry Unit Using Backward Design

Stage 1 – Desired Results

Established Goals:

  1. Develop a vocabulary to understand principles of geometry
  2. Identify spatial relationships
  3. Identify polygons based on the number of sides, angles, and vertices
  4. Use shapes to solve problems and cover an area – translations, reflections, rotations, tessellations

Understandings:

Students will understand that . . .

• Lines, angles, and their relationships create geometric shapes

• Two-dimensional and three-dimensional shapes have properties

• Geometry includes using congruent figures, lines of symmetry, similar figures, and puzzles

• Estimation assists in solving problems in real-life

Essential Questions:

  1. How is geometry used in building structures
  2. Why does one need to extend knowledge about various geometric shapes and principles in the world?

Students will know . . .

•How to use appropriate vocabulary

•How to make and manipulate shapes, patterns, lines, and angles

•How to measure and manipulate geometric shapes

Students will be able to . . .

•Use the tools necessary to draw and create geometric figures

•Use tessellations to explore properties of geometric shapes and their relationships to the concepts of area and perimeter.

•Use geometric transformations such as rotations (turns), reflections (flips), and translations (slides)

Stage 2 – Assessment Evidence

Performance Assessment:

Task # 1:

The PTA is looking for help in designing a playground that appeals to children and uses geometrical shapes. Design a playground using at least six different geometric shapes. Shapes may be repeated in designs and use color for attraction.

  1. Make a detailed drawing of the playground.
  2. Create a key to identify the shapes.
  3. Write a persuasive paragraph explaining why the playground would appeal to children and should be chosen by the PTA

Task # 2:

The art teacher has requested illustrations for a collage to decorate the hallway. Each fourth student is to design a “character” or “person” created from geometric shapes. At least six different shapes should be included. Color is required. Creativity is encouraged

  1. Make a drawing of a “character” or “person.
  2. Create a key on a separate page identifying the shapes
  3. Write a persuasive paragraph explaining why your illustration should be chosen as the “center” display item.

Assessment:

Use rubric ideas from the samples to establish criteria for completion of the task.

Suggested criteria:

  1. Use of six geometric shapes
  2. Key identifying shapes
  3. Persuasive writing documentation

Other Evidence:

  1. Use text-based assignments completed in class and as homework.
  2. Design tests and quizzes on geometric principles
  3. Use cooperative group projects to manipulate objects and/or use paper/pencil activities to deepen understanding.

Stage 3 – Learning Plan

Learning Activities:

  1. Use spaghetti and gumdrops to make a geometric shape like a dome
  2. Use geoboards or wooden blocks to design shapes
  3. Categorize objects according to shape and size
  4. Create an artistic project using multiple shapes after studying an artist (e.g. Chagall)
  5. Design a patchwork quilt using geometric shapes
  6. Build a structure with cubes
  7. Draw angles with a protractor and classify them
  8. Use geometric templates to create designs. Measure the results for perimeter and area.
  9. Connect numerical sense (computation) with geometry (e.g. find the sum of angles in triangles, and compare triangle perimeter and length)

Textbook Support:

  1. Read the chapter on geometry
  2. Select “Hands-on” and “Exploration” activities in teacher’s guide
  3. Use selected items from textbook tests

Vocabulary Critical for Understanding Geometry:

Perpendicularparallelangle(s)coordinate(s)

Verticalhorizontalsolid object(s)area

Perimeterrectangletrianglehexagon

Octagonparallelogramedgevortex

Verticesline of symmetrypatternspatial

Quadrilateralpentagonordered pairelapsed time

Two-dimensionalthree-dimensionalplanemetric

Customary measurementFahrenheitCelsiustemperature

Translationsreflectionsrotationstessellations

Attributesestimation

Technology Support:

  1. Use the Internet to find age-appropriate activities
  2. Use software designed for geometry that help students predict and then use technology tools to flip, sort, and slide
  3. Consider commercial, teacher-made, or student-designed (e.g. Tangrams, Dominoes, Jenga) that support the concepts of geometry

Activity Assessment:

Use rubric ideas from the samples to establish criteria for completion of each task.

Suggested criteria:

  1. Completion of project
  2. Quality of requirements completed
  3. Written documentation

Unit Assessment:

  1. Use textbook-designed assessments for standardized results
  2. Use norm-referenced tests on geometry
  3. Develop teacher-designed activities, tests, and quizzes
  4. Use commercial tools designed to support and comply with state testing guidelines

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Grade 4 - Geometry Unit Using Backward Design