###### Hawaii

######

###### Friday

###### Level 4

## Ms. Kylie

### Target 1

###### Lesson Type:

Review

Number Operation

:

Number Reltionships

Use an inequality to express the possible numbers that a variable could represent.

###### Supporting targets:

###### 1:

Determine all the integers that satisfy a given inequality with a variable.

###### 2:

Represent inequalities on a number line.

###### 3:

Use the addition property of inequality to isolate variables and solve algebraic inequalities and express their solutions graphically.

###### 4:

###### 5:

###### Grade:

6th

###### Vocabulary:

Inequality, Variable

Activities:

- Students practiced solving algebraic inequalities by isolating the variable to one side.

-Student practiced graphing an inequality on a number line.

### Home Exploration

###### Challenge Problem:

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### Target 2

###### Lesson Type:

###### Continuation

###### Geometry

###### Shape

###### Measure, draw, and classify angles.

:

###### Supporting targets:

###### 1:

Identify angles as acute, obtuse, or right.

###### 2:

Identify angle types and estimate their measurement.

###### 3:

Understand that an angle is the union of two rays with a common endpoint (vertex).

###### 4:

Understand that angles have types based on their degree measures (acute, obtuse, and right).

###### 5:

###### Grade:

4th

###### Vocabulary:

Acute Angle, Obtuse Angle, Right Angle, Straight Angle, Vertex

Activities:

- Students used protractors to measure a given angle and then tell whether the angle is an acute, obtuse, right, or straight angle.

-Students drew angles and then exchanged their papers to find the meausre of each other's angles.

-Students picked a constellation and traced it on paper. Then they labeld and measured each angle in the constellation.

### Home Exploration

Is this angle an acute, obtuse, right, or straight angle?

-Is the angle more or less than 90 degrees?

Obtuse

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### Target 3

###### Lesson Type:

###### New

###### Number Operation

###### Number Classes

###### 4.NO.IC.3

:

###### Supporting targets:

###### 1:

Determine whether a given whole number in the range of 1 to 100 is a multiple of a given one-digit number.

###### 2:

Using a hundred’s chart, identify all the multiples of two through ten.

###### 3:

Determine whether a given whole number in the range of 1 to 100 is a multiple of a given one-digit number.

###### 4:

###### 5:

###### Grade:

4th

###### Vocabulary:

Prime, Composite, Factor

Activities:

- Students learned what prime and composite numbers are

-Students were given numbers and listed the factors of each number to determine if the numbers were prime or composite

-Students listed the numbers 1-100 and circled the numbers that were prime numbers.

### Home Exploration