www.everydaymathonline.com eToolkit ePresentations Interactive Teacher’s Lesson Guide Algorithms Practice EM Facts Workshop Game™ Assessment Management Family Letters Curriculum Focal Points Common Core State Standards Lesson 6 5 425 Advance Preparation Teacher’s Reference Manual, Grades 4–6 pp. 178–180 Key Concepts and Skills • Use multiples of 30. [Number and Numeration Goal 3] • Form angles of a given measure. [Measurement and Reference Frames Goal 1] • Describe right angles. [Geometry Goal 1] • Rotate objects a given number of degrees. [Geometry Goal 3] • Investigate the relationship between rotations and degrees. [Geometry Goal 3] Key Activities Students review clockwise rotations. They make a full-circle protractor by measuring rotations in degrees; then they use the protractor to form angles of given measures. Students solve problems that involve measuring elapsed time in degrees. Ongoing Assessment: Informing Instruction See page 427. Key Vocabulary rotation turn clockwise degree right angle Materials Math Journal 1, pp. 152 and 153 Study Link 6 4 drinking straws demonstration clock Making a Bar Graph Math Journal 1, p. 154 Student Reference Book, p. 301 Students make a bar graph showing percent of population (ages 0–14) for Region 2 countries. Ongoing Assessment: Recognizing Student Achievement Use journal page 154. [Data and Chance Goal 1] Solving Elapsed-Time Problems Math Journal 1, pp. 154A and 154B demonstration clock (optional) calculator (optional) Students solve elapsed-time problems. Math Boxes 6 5 Math Journal 1, p. 151 Students practice and maintain skills through Math Box problems. Study Link 6 5 Math Masters, p. 185 Students practice and maintain skills through Study Link activities. READINESS Matching Alternate Time Displays Math Masters, pp. 186–188 scissors Students match alternate ways of naming time. ENRICHMENT Measuring Elapsed Time in Degrees Math Journal 1, pp. 152 and 153 Math Masters, p. 189 Students determine elapsed time for 1 ° increments on a clock face. EXTRA PRACTICE Playing Robot Students practice making rotations of a given size. ELL SUPPORT Building a Math Word Bank Differentiation Handbook, p. 140 Students add the term degree to their Math Word Banks. Teaching the Lesson Ongoing Learning & Practice Differentiation Options Rotations and Angles Objectives To review rotations; and to guide students as they make and use a full-circle protractor.
6
Embed
Rotations and Angles - Everyday Math · PDF filethe other half of the straw clockwise to the first large mark, or _1 12 of a turn. Students will discuss counterclockwise rotations
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
www.everydaymathonline.com
eToolkitePresentations Interactive Teacher’s
Lesson Guide
Algorithms Practice
EM FactsWorkshop Game™
AssessmentManagement
Family Letters
CurriculumFocal Points
Common Core State Standards
Lesson 6�5 425
Advance Preparation
Teacher’s Reference Manual, Grades 4–6 pp. 178–180
Key Concepts and Skills• Use multiples of 30.
[Number and Numeration Goal 3]
• Form angles of a given measure.
[Measurement and Reference Frames Goal 1]
• Describe right angles.
[Geometry Goal 1]
• Rotate objects a given number of degrees.
[Geometry Goal 3]
• Investigate the relationship between
rotations and degrees.
[Geometry Goal 3]
Key ActivitiesStudents review clockwise rotations. They
make a full-circle protractor by measuring
rotations in degrees; then they use the
protractor to form angles of given measures.
Students solve problems that involve
measuring elapsed time in degrees.
Ongoing Assessment: Informing Instruction See page 427.
Ongoing Assessment: Recognizing Student Achievement Use journal page 154. [Data and Chance Goal 1]
Solving Elapsed-Time ProblemsMath Journal 1, pp. 154A and 154B
demonstration clock (optional) �
calculator (optional)
Students solve elapsed-time
problems.
Math Boxes 6�5Math Journal 1, p. 151
Students practice and maintain skills
through Math Box problems.
Study Link 6�5Math Masters, p. 185
Students practice and maintain skills
through Study Link activities.
READINESS
Matching Alternate Time DisplaysMath Masters, pp. 186–188
scissors
Students match alternate ways of
naming time.
ENRICHMENTMeasuring Elapsed Time in DegreesMath Journal 1, pp. 152 and 153
Math Masters, p. 189
Students determine elapsed time for 1° increments on a clock face.
EXTRA PRACTICE
Playing RobotStudents practice making rotations of a
given size.
ELL SUPPORT
Building a Math Word BankDifferentiation Handbook, p. 140
Students add the term degree to their Math
Word Banks.
Teaching the Lesson Ongoing Learning & Practice Differentiation Options
�������� Rotations and AnglesObjectives To review rotations; and to guide students as they
make and use a full-circle protractor.
425_EMCS_T_TLG1_G4_U06_L05_576817.indd 425425_EMCS_T_TLG1_G4_U06_L05_576817.indd 425 2/16/11 8:30 AM2/16/11 8:30 AM
426 Unit 6 Division; Map Reference Frames; Measures of Angles
Making a Full-Circle ProtractorLESSON
6�5
Date Time
There are 360 marks around the circle. They divide the edge of the circle into
360 small spaces. Twelve of the marks are longer than the rest. They are in the same
positions as the 12 numbers around a clock face. Your teacher will tell you how to label
the 12 large marks on the circle.
12
6
11
5
10
4
1
7
2
8
39
330° 30°
300° 60°
270° 90°
240° 120°
210° 150°180°
360°/0°
92
Math Journal 1, p. 152
Student Page
1 Teaching the Lesson
� Math Message Follow-Up WHOLE-CLASS ACTIVITY
The Math Message reminds students who used Third Grade Everyday Mathematics of previous experiences with rotations. Review answers using a clock with an hour and minute hand or a demonstration clock to model movements of the minute hand.
Pose additional problems: A 3 _ 4 turn? 45 min A 1 _ 6 turn? 10 min A 1 _ 3 turn? 20 min A 2 _ 3 turn? 40 min
� For a 3 _ 4 turn—Since there are 3 five-minute intervals in 1 _ 4 of a turn (3 = 1 _ 4 of 12), there are three times as many in 3 _ 4 of a turn, or 9 five-minute intervals. Therefore, it takes the minute hand 45 minutes to move through 3 _ 4 of a turn.
� For a 1 _ 6 turn—Since there are 12 five-minute intervals in 1 full turn of the minute hand, there are 2 five-minute intervals in 1 _ 6 of a turn. Therefore, it takes the minute hand 10 minutes to move through a 1 _ 6 turn.
� For a 2 _ 3 turn—Since there are 4 five-minute intervals in 1 _ 3 of a turn (4 = 1 _ 3 of 12), there are twice as many in 2 _ 3 of a turn, or 8 five-minute intervals. Therefore, it takes the minute hand 40 minutes to move through 2 _ 3 of a turn.
� Investigating Rotations WHOLE-CLASS ACTIVITY
and Degree Measures(Math Journal 1, p. 152)
Tell the class that in this lesson they will investigate the markings on a full-circle protractor and compare them to familiar markings on an analog clock.
ELL
Getting Started
Mental Math and Reflexes Have students imagine standing in the center of a clock with their right hand extended as the minute hand. Ask them to rotate their bodies to make turns such as the following:
1 _ 2 turn clockwise
1 _ 4 turn clockwise
full turn clockwise
90° turn clockwise
180° turn clockwise
360° turn clockwise
3
_ 4 turn counterclockwise
3
_ 4 turn clockwise
1
_ 2 turn counterclockwise
Math MessageHow many minutes does it take the minute hand to move through a full turn on the face of a clock? 60 min A
1
_ 2 turn? 30 min A
1
_ 4 turn? 15 min
Study Link 6�4 Follow-Up Have students discuss how they handled the remainders in Problems 1 and 2.
� The shortest marks divide the circle into 360 small spaces. 360 ∗ 1° = 360°
� The longest marks are in the same positions as the 12 numbers around a clock face. These 12 long marks divide the circle into 12 spaces. 12 ∗ 30° = 360°
� The middle-size marks divide the circle into 72 spaces. 72 ∗ 5° = 360°
Ask students to write 0° beneath the large mark at the 12 o’clock position on the circle.
Ask students to fold a straw in half. Show them how to place it on the circle on journal page 152. The bend of the straw should touch the center of the circle, and both halves of the straw should point to the 0-degree mark.
Keeping one part of the straw pointing to the 0-degree mark, move the other half of the straw clockwise to the first large mark, or 1 _ 12 of a turn.
Students will discuss counterclockwise rotations in Lesson 6-6.
The straw-halves form an angle. Remind students that angles are measured in degrees and that the degree symbol (◦) is often used in place of the word degree. To support English language learners, write degree on the board and explain that this word has different meanings when it is used to measure angles and temperature.
Now show students how to measure the straw angle they just made: To measure the angle, count the number of small spaces created by the shortest marks. (See note in margin.) 30 spaces, so the angle measures 30 degrees, or 30◦ Ask students to write 30◦ at the first large mark on the circle.
Tell students to move the straw-half back to its original position and then repeat the routine for a 1 _ 4 turn. (See margin.)
● What is the measure of the angle? 90◦ Ask students to write 90◦ at the 1 _ 4 -turn mark on the circle. (See margin.)
Ongoing Assessment: Informing Instruction
Watch for the different strategies that students use to determine that the result of
a 1
_ 4 turn of the straw is an angle that measures 90°.
� Count the 90 spaces along the circle between the sides of the straw.
� Recognize that the angle is 3 times as large as the first angle, and multiply
by 3 to get 90°.
� Recognize that the angle is a right angle, and right angles measure 90°.
428 Unit 6 Division; Map Reference Frames; Measures of Angles
154
Date Time
76 301
The table below shows the percent of
the population (number of people out
of 100) who are 14 years old or
younger in the Region 2 countries.
Percent of Population Ages 0–14
Franc
e
Gre
ece
Hun
gary
Icelan
dIta
ly
Net
herla
nds
Nor
way
Polan
d
Spain
Unite
d Kin
gdom
0
5
10
15
20
25
Perc
ent
Country in Region 2
1. Make a bar graph to display the information given in the table above.
2. Why might it be important to know what percent of the population of a country
is 0 through 14 years of age?
Sample answer: A government will know how much money
Country Percent of Population Ages 0–14
France 19
Greece 15
Hungary 16
Iceland 23
Italy 14
Netherlands 18
Norway 20
Poland 18
Spain 15
United Kingdom 19
to give schools for grades 8 and below.
Population Bar GraphLESSON
6�5
�
EM3MJ1_G4_U06_137-169.indd 154 1/13/11 2:24 PM
Math Journal 1, p. 154
Student Page
Clock AnglesLESSON
6�5
Date Time
92 141
12 12
3
4567
8
9
1011
Use the clock below and the full-circle protractor on journal page 152 to help you
answer the questions.
1. How many minutes and how many degrees does the minute hand move
a. from 3:00 to 4:00? 60 minutes 360 °
b. from 7:00 to 7:45? 45 minutes 270 °
c. from 8:15 to 8:45? 30 minutes 180 °
d. from 6:30 to 6:50? 20 minutes 120 °
e. from 5:15 to 5:30? 15 minutes 90 °
f. from 1:00 to 1:10? 10 minutes 60 °
g. from 12:00 to 12:05? 5 minutes 30 °
h. from 5:00 to 5:01? 1 minutes 6 °
2. How many degrees does the hour hand move
a. in 1 hour? 30 °
b. in 1 _ 2 hour? 15 °
c. in 10 minutes? 5 °
3. Explain how you solved Problem 2c.
Sample answer: I know that the hour hand
moves 30° in 1 hour. There are 6 groups of
are 6 groups of 5° in 30°, or 30°/ 6 = 5°.
10 minutes in 1 hour (60 minutes). So there
Try This
EM3MJ1_G4_U06_137-169.indd 153 1/13/11 2:24 PM
Math Journal 1, p. 153
Student Page● What is another name for a 90-degree angle? A right angle
To support English language learners, review the different meanings of right discussed in Unit 1—right answer, right hand, right angle.
Now tell students to move the straw-half back to its original position, and then repeat the procedure for a full turn.
● What is the measure of the angle? 360°
Ask students to write 360° at the full-turn mark on the circle, right next to the 0° mark. Have students label the rest of the large tick marks on the circle until all 12 marks have been labeled.
� Forming Angles of WHOLE-CLASS ACTIVITY
Given Measures(Math Journal 1, p. 152)
Direct students to use their bent straws to form angles of various degree measures. For example, Show me a 120° angle; a 45° angle; a 77° angle.
� Measuring Elapsed Time PARTNER ACTIVITY
in Degrees(Math Journal 1, pp. 152 and 153)
Students solve problems and share solution strategies about the number of degrees the minute and hour hands of a clock move in a given amount of time.
2 Ongoing Learning & Practice
� Making a Bar Graph INDEPENDENTACTIVITY
(Math Journal 1, p. 154; Student Reference Book, p. 301)
Social Studies Link Students make a bar graph to show percent of population (ages 0–14 years) for Region 2
countries. Direct students to page 301 of the Student Reference Book for additional data.
Ongoing Assessment: Journal
page 154 �Recognizing Student Achievement
Use journal page 154 to assess students’ ability to create a bar graph. Students
are making adequate progress if they can draw the bars at the appropriate
height on the graph. Some students may be able to provide a title and label
Students solve elapsed-time problems. Students may use the demonstration clock, calculators, or anything else that may help. Some students may find it helpful to use an open number line to illustrate the strategy of counting up in hours and minutes. See Lesson 3-6 for more information.
� Math Boxes 6�5 INDEPENDENTACTIVITY
(Math Journal 1, p. 151)
Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 6-7. The skill in Problem 6 previews Unit 7 content.
� Study Link 6�5 INDEPENDENTACTIVITY
(Math Masters, p. 185)
Home Connection Students follow directions, given as fractions of turns and distances, to trace a path on a coordinate grid. When reviewing answers, point out that
the length of each horizontal line segment equals the difference of the x-coordinates and that the length of each vertical line segment equals the difference of the y-coordinates.
Lesson 6�5 429
Elapsed Time continuedLESSON
6�5
Date Time
Read the time on each clock. What time will it be in 50 minutes?
8. 9. 10.
8:50
4:15
8:42
For each time, record what time it will be in 1 hour and 20 minutes.
11. 11:00 A.M. 12. 6:45 P.M. 13. 9:53 P.M.
12:20 P.M. 8:05 P.M. 11:13 P.M.
Read the time on each clock. What time was it 30 minutes ago?
14. 15. 16.
7:15
10:50
4:39
For each time, record what time it was 2 hours and 15 minutes ago.
11. 10:15 A.M. 12. 2:05 P.M. 13. 1:12 A.M.
8:00 A.M. 11:50 A.M. 10:57 P.M.
12 12
3
4567
8
9
1011
12 12
3
4567
8
9
1011
12 12
3
4567
8
9
1011
12 12
3
4567
8
9
1011
12 12
3
4567
8
9
1011
12 12
3
4567
8
9
1011
EM3MJ1_G4_U06_137-169.indd 154B 1/14/11 10:32 AM
Math Journal 1, p. 154B
Student Page
Elapsed TimeLESSON
6�5
Date Time
Record the times on each pair of clocks. Then record the elapsed time.
1. Start End 2. Start End
3. Start End 4. Start End
Record how much time has passed between the start time and the end time.
426-430_EMCS_T_TLG1_G4_U06_L05_576817.indd 429426-430_EMCS_T_TLG1_G4_U06_L05_576817.indd 429 2/16/11 8:39 AM2/16/11 8:39 AM
430 Unit 6 Division; Map Reference Frames; Measures of Angles
3 Differentiation Options
READINESS PARTNER ACTIVITY
� Matching Alternate Time Displays 5–15 Min
(Math Masters, pp. 186–188)
To explore alternate ways of naming time, have students match cards that indicate the same time in analog, digital, and word forms.
ENRICHMENT INDEPENDENTACTIVITY
� Measuring Elapsed Time 5–15 Min
in Degrees(Math Journal 1, pp. 152 and 153; Math Masters, p. 189)
To further investigate the relationship between elapsed time and angle measures, have students use the full-circle protractor on journal page 152 to determine how long it takes the minute and the hour hands to move 1 degree.
EXTRA PRACTICE PARTNER ACTIVITY
� Playing Robot 5–15 Min
To practice rotations expressed as both fractions of turns and degree measures, have students play Robot. One partner is the “Controller” and the other is the “Robot.” The Controller picks a destination. The Controller gives the Robot directions for the amount of each turn and the number of steps to take until the Robot reaches the destination. The amount of each turn may be given as a fraction of a full turn or as a degree measure.
Example: “Make a half-turn clockwise and go forward 5 steps. Now turn clockwise a quarter-turn (90 degrees), and go back 3 steps.”
ELL SUPPORT PARTNER ACTIVITY
� Building a Math Word Bank 5–15 Min
(Differentiation Handbook, p. 140)
To provide language support for angle rotations, have students use the Word Bank template found on Differentiation Handbook, page 140. Ask students to write the term degree, draw a picture or give an example to represent the term, and write other related words. See the Differentiation Handbook for more information.
12 12
3
4567
8
9
1011 Quarter-
past5 o’clock
Alternate ways of naming time from Math Masters,
pages 186–188
LESSON
6�5
Name Date Time
Clock Angle Challenge
Use the full-circle protractor and the clock from journal pages 152
and 153 to help you solve the problems below.
1. How long does it take the hour hand to move 1°?
Explain.
2. How long does it take the minute hand to move 1°?
Explain.
60 by 6, I get that it moves 1� every 10 seconds.
so it moves 6� every minute (or 60 seconds). Dividing
It takes the minute hand 60 minutes to move 360�,
10 seconds
takes 10 minutes to move 5� and 2 minutes to move 1�.
The hour hand takes 60 minutes to move 30�, so it
2 minutesSample explanations:
141 142
Math Masters, page 189
STUDY LINK
6�5 Treasure Hunt
Name Date Time
Marge and her friends are playing Treasure Hunt. Help them find the treasure.
Follow the directions. Draw the path from the oak tree to the treasure. Mark the
spot where the treasure is buried.
1. Start at the dot under the oak tree; face north. Walk 4 steps.