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STUDY LINK
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Date
Time
Lesson
Unit
1: Title
Family Letter
Introduction to Fourth Grade Everyday
Mathematics
Welcome to Fourth Grade Everyday Mathematics. It is part of an elementary school
mathematics curriculum developed by the University of Chicago School Mathematics
Project (UCSMP).
Everyday Mathematics offers students a broad background in mathematics. Some
approaches may differ from those you used as a student, but the approaches used are
based on research, field test results, and the mathematics students will need in this
century.
Fourth Grade Everyday Mathematics
emphasizes the following content:
Algebra and Uses of Variables Reading, writing, and solving number sentences
Algorithms and Procedures Exploring addition, subtraction, multiplication,
and division methods; inventing individual procedures and algorithms; and
experimenting with calculator procedures
Coordinate Systems and Other Reference Frames Using numbers in
reference frames: number lines, coordinates, times, dates, and latitude
and longitude
Exploring Data Collecting, organizing, displaying, and interpreting
numerical data
Functions, Patterns, and Sequences Designing, exploring, and
using geometric and number patterns
Geometry and Spatial Sense Developing an intuitive sense about
2- and 3-dimensional objects, their properties, uses, and relationships
Numbers, Numeration, and Order Relations Reading, writing, and
using whole numbers, fractions, decimals, percents, negative numbers;
and exploring scientific notation
Operations, Number Facts, and Number Systems Practicing addition and subtraction to proficiency; and
developing multiplication and division skills
Problem Solving and Mathematical Modeling Investigating methods for solving problems using mathematics
in everyday situations
Copyright Wright Group/McGraw-Hill
Measures and Measurement Exploring metric and U.S. customary
measures: linear, area, volume, weight; and exploring geographical
measures
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Unit 1: Family Letter cont.
Naming and Constructing
Geometric Figures
During the next few weeks, the class will study the geometry of 2-dimensional shapes.
Students will examine definitions and properties of shapes and the relationships among
them. Students will use compasses to construct shapes and to create their own
geometric designs.
Please keep this Family Letter for reference as your child works through
Unit 1.
Vocabulary
Important terms in Unit 1:
concave (nonconvex) polygon
A polygon in which at
least one vertex is pushed in.
concave polygon
quadrangle (quadrilateral) A polygon that has
convex polygon A polygon
four sides and four angles.
in which all vertices are
pushed outward.
convex polygon
endpoint A point at the end of a line segment
or a ray.
line Informally, a straight path that extends
infinitely in opposite directions.
line segment A straight path joining two points.
The two points are called the endpoints of the segment.
Copyright Wright Group/McGraw-Hill
polygon A 2-dimensional figure that is made up
of three or more line segments joined end to end to
make one closed path. The line segments of a
polygon may not cross.
parallelogram A quadrilateral that has two pairs
of parallel sides. Opposite sides of a parallelogram
have equal lengths. Opposite angles of a
parallelogram have the same measure.
ray A straight path that extends infinitely from a
point called its endpoint.
rhombus A quadrilateral whose sides are all the
same length. All rhombuses are parallelograms.
Every square is a rhombus, but not all rhombuses are
squares.
trapezoid In Everyday Mathematics, a quadrilateral
that has exactly one pair of parallel sides.
vertex The point where the rays of an angle, the
sides of a polygon, or the edges of a polyhedron
meet.
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Unit 1: Family Letter cont.
Do-Anytime Activities
To work with your child on concepts taught in this unit, try these interesting and rewarding activities:
1. Help your child discover everyday uses of
geometry as found in art, architecture, jewelry,
toys, and so on.
2. See how many words your child can think of
that have Greek/Latin prefixes such as tri-, quad-,
penta-, hexa-, and octa-.
3. Help your child think of different ways to draw
or make figures without the use of a compass,
protractor, or straightedge. For example, you can
trace the bottom of a can to make a circle, bend
a straw to form a triangle, or make different
shapes with toothpicks.
4. Challenge your child to draw or build
something, such as a toothpick bridge, using
triangular and square shapes. Or show pictures
of bridges and point out the triangles used in
bridges to provide support.
Building Skills through Games
In Unit 1, your child will play the following games.
Addition Top-It See Student Reference Book, page
263. This game provides practice with addition facts.
Subtraction Top-It See Student Reference Book,
pages 263 and 264. This is a variation of Addition
Top-It and provides practice with subtraction facts.
Polygon Pair-Up See Student Reference Book,
page 258. This game provides practice identifying
properties of polygons.
Szkwa See Student Reference Book, page 310.
This game provides practice with intersecting line
segments and developing game strategies.
Sprouts See Student Reference Book, page 313.
This game provides practice with simple vertex-edge
graphs and developing game strategies.
Copyright Wright Group/McGraw-Hill
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Unit 1: Family Letter cont.
11
As You Help Your Child with Homework
As your child brings assignments home, you may want to go over the instructions together, clarifying them
as necessary. The answers listed below will guide you through this units Study Links.
Study Link 12
Study Link 14
2. a.
b. A
1. Sample answer:
c. The line has arrows on both ends, but the line
segment does not.
3. a.
D
C
b. No. A rays endpoint must be listed first when
naming a ray.
4. A ruler has markings on it, so it can be used to
measure.
Study Link 13
2. a. yes
b. yes
3. Sample answer:
c. yes
d. no
4. kite
Study Link 15
1. rectangle
2. Equilateral triangle
3. rhombus
Sample answers:
Study Link 16
1.
2.
1. A, B, C, E, F, G, I
2. B, C
3. C, E, F, I
4. A
5. A, B, D, F, G, H, I
6. D, G, H
Copyright Wright Group/McGraw-Hill
7. 2
3. The polygons in Problems 1 and 2 have 4 sides
and at least 1 pair of parallel sides. The Problem
1 polygons have 2 pairs of equal, parallel sides
and all right angles.
4. a.
b. E
Study Link 18
1. Sample answers:
a. square
c. hexagon
c. FED
F
E
2. Sample answer: Sides are all the same length,
and interior angles are all the same measure.
5.
