4.MD.6 - About the Math, Learning Targets, and Rigor

Grade 4 Measurement and Data

4.MD.6

About the Math

Full Standard

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

4th Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

  

Report Card Measurement Topic: Demonstrates understanding of measurement and geometry.
3rd Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

Report Card Measurement Topic: Demonstrates understanding of measurement, data and geometry.

 

Learning Targets

  • Measure an angle using a protractor.
  • Explain how orientation doesn't affect an angle measurement.
  • Can sketch angles when given a measurement.
  • Use a protractor to create an angle with a given measurement.

 

About the Math

An angle is the union of two rays with a common endpoint. The common endpoint is called a vertex. Angles are measured in degrees from 0 to 360. One complete rotation is 360 degrees. Angles have special names based on their degree measures. An acute angle is less than 90 degrees. An obtuse angle is more than 90 degrees. An angle that measures exactly 90 degrees is called a right angle and it looks like a square corner. The measurement of an angle depends upon the fraction of the circle cut off by the rays. The degree measure of an angle can be estimated by comparing it to 90 degrees as more or less than 90 degrees. To find the exact measurement, students need to use a protractor. Essential vocabulary for this standard includes: angle, ray, endpoint, vertex, degree, acute, obtuse, right, and straight. Visit the online dictionary Links to an external site. for vocabulary support.

 

 

 

 

Progression of Standard within Grade 4

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
    Connect to 4.MD.7

  • Measure an angle using a protractor.
  • Explain how orientation doesn't affect an angle measurement.
  • Can sketch angles when given a measurement.
  • Use a protractor to create an angle with a given measurement.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade  Grade 

This concept is not taught prior to grade 4.

This concept is not taught after grade 4.  Students are expected to apply the standard proficiently.

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction. 

  • Use AngLegs to create and measure angles. Students can use the protractor provided in with the AngLeg kit or a clear protractor to create and measure angles of different degrees. Once students have had time to explore, announce an angle measurement (for example 97 degrees). Students should use the AngLegs to create an angle that they believe is 97 degrees. After an estimation is created using the AngLegs, students should measure the angle using a protractor and determine the different between their estimate and the actual angle measure (97 degrees).
  • Explain to someone who has never used a protractor, how to use the protractor. How do you know which set of numbers to use on a protractor
  • Jake measured an angle at 110 degrees, but realized that it was an acute angle, what could Jake have done wrong?
  • What angle could you draw that is greater than 46 degrees but less than 90 degrees? Sketch your angle.
  • Using a ruler, draw any triangle on your paper. Now measure the three angles using a protractor. Compare your angles with a neighbor’s angles. What do you notice if you both find the sum of your three angles?
  • A local restaurant wants to build a ramp for special needs customers to use to get up 6 stairs (see image). John says that a longer ramp would allow the angle to be smaller. Jodi says that the length of the ramp does not affect the angle. Who is correct and why? What is the connection between the length of the ramp and the degrees of the angle? Is this always true?

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 14 • Geometry and Angles

Measure angles:

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. 

Peach Pie

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages
Teaching Student-Centered Mathematics 3-5


 
Groundworks Reasoning About Measurement

4

 

 1-7
  Hands on Standards

5-6 6
Brain-Compatible Activities for Mathematics 4-5 82-86
20 Thinking Questions for
Geoboards

3-6

  2, 14, 22

Math In Practice

Teaching Fourth-Grade Math

 4 14

 

 

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

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Assessment

Learning Targets

rubric

  • Measure an angle using a protractor.
  • Explain how orientation doesn't affect an angle measurement.
  • Can sketch angles when given a measurement.
  • Use a protractor to create an angle with a given measurement.

 

 

Learning targets identify what students should be able to do. The resources below can be used to measure student understanding of the standard. This rubric can be applied to tasks and observations for assessment and/or grading. 

 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.  

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.