Elementary Mathematics

Click here to access the CMS Geometry Unit.

Quadrilateral Hierarchy Diagram G4

Triangle Hierarchy Diagram 2 G4

Quadrilateral Tangram Challenge G3

March 6- March 16

Unit 5 1.1-1.3, (omit Logo Paths in 1.2)

See the remaining lessons attached:

Literature: __
The Warlord’s Puzzle__ by Virginia Walton Pilegard

MP6. As students are explaining their reasoning for sorting or illustrating, are they using the correct vocabulary?

MP7. Are students using correct attributes to organize and sort shapes correctly?

Use the SHAPE CARDS FROM SESSION 1.1 to find different rules for quadrilaterals and triangles. In what way can you sort the shapes by attributes? Are you looking at angles, side length, parallel sides etc…?

*Practice using the correct vocabulary while you are sorting so that you can correctly model for the students. Can you think of more than one rule?

For Day 4’s lesson, a poster is to be created. Create your own riddle using this lesson and share them at planning. What do you like about someone else’s riddle? Were you able to solve it? Could you improve your riddle?

Create a hierarchy of foods using the food pyramid. Discuss as a team how this relates to creating a hierarchy of the shapes. What is a hierarchy? How can we get students to understand the hierarchy of shapes? Why are we creating a hierarchy? When we look at their shape, what does it tell us?

Suggestions for students who are struggling...

Have students work in pairs or groups to help each other explain out loud or write explanations about the attributes.

Instead of students drawing shapes, give them the shapes to use.

Create a classroom poster to refer to.

Some students might need you to give them the rule first and then locate the shapes.

Link to** **CCSS Unpacking Document- Updated Sept. '15

**5.G.3** Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category.

*For example, all rectangles have **four right angles and squares are **rectangles, so all squares have four **right angles.*

Vocabulary: right, obtuse, acute, equilateral, scalene, isosceles, polygon, rhombus/rhombi, rectangle, square, triangle, quadrilateral, pentagon, hexagon, cube, trapezoid, half/quarter circle, circle, kite, parallel, congruent, adjacent

Ask students to think, pair, share; Have students walk around and when it is time to stop, have them name two shapes that are alike. The partner should tell how they are different. Listen for students to use the words** **parallel, angles and quadrilateral.

Create a DEBATE for students to pick a side and explain why they chose the one that they did: (This could be done on two sides of the room.)

-A rhombus and a square are the same. True or False?

-A triangle can have two right angles. True or False?

-A square is a rectangle. True or False?Suggestions for students who fully understand...

*Remember to upload files
to share with others, or locate files to use, on the wiki. Be sure to
join discussion posts with other colleagues to ask questions, answer
questions, and discuss math.

Students in 5th grade are expected "Classify
two-dimensional figures in a hierarchy based on properties (5.G.4)".
This is much different than just sorting shapes by attribute.

There are 2 definitions of a trapezoid

- a quadrilateral with at least one pair of parallel sides.

- a quadrilateral with exactly one pair of parallel sides.

The question of which to use may come up as students work on creating their hierarchy.

- a quadrilateral with at least one pair of parallel sides.

- a quadrilateral with exactly one pair of parallel sides.

The question of which to use may come up as students work on creating their hierarchy.