Grade 5Quarter OneContent Strand: NUMBER SENSE AND BASE TENStandard: 5.NSBT.1

Understand that, in a multi-digit whole number, a digit in one place represents 10 times what the same digit represents in the place to its right, and represents 1/10 times what the same digit represents in the place to its left.

Related Standards: 4.NSBT.1

Vocabulary: tenths, hundredths, thousandths, decimal, whole number, fractionExample:Two rods are 2 tenths of the whole.Two tens are 2 tenths of one hundred.

Show decimals and their relationship to a whole on the number line.

Strategies/Activities:

1. Review whole number place value.2. Using base ten blocks or grid paper, name the hundreds flat as one whole.

Have students work or teacher demonstrate that a tens rod is one-tenth of the hundreds flat. Repeat with unit block and tens rod to show that the unit block is one-tenth of the tens rod. Repeat activity with unit blocks and hundreds flat to show that a unit block is one-one hundredth of a flat.

3. Use decimal cards to reinforce the concept.

Inquiry Skills

(If Applicable)

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4. Give students index cards with numbers 0-9 and a decimal card. Call out a number and have the students create that number. Walk around to check that the students have the digits in the correct places. This activity could be done in teams giving each student one card and having them organize themselves to create the number.

Resources:Text: Envision Textbook Topic 1-1

Exemplar Lessons:http://betterlesson.com/lesson/492283/place-value-gamehttps://learnzillion.com/lesson_plans/599-use-a-place-value-chart-to-show-how-place-value-increases-to-the-left-in-a-multi-digit-number - fndtn-lesson

Web Sites:

AAA Math: Decimals http://www.aaamath.comBetter Lesson: http://www.betterlesson.com Khan Academy: https://www.khanacademy.org/math/pre-algebra/decimals-pre-alg/decimal-place-value-pre-alg/v/comparing-place-values-in-decimals

Sample Assessment-like Questions:Multiple Choice: Constructed Response:

Which of the following sets of cubes represents0.24 of the whole?

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Explain what a decimal number represents. Use a number line or another visual to illustrate your example.

Content Strand: Number Sense and Base Ten Standard: 5.NSBT.2

Related Standards: 5.NSBT.5 , 5.NSBT.6

Vocabulary: powers of ten, patterns, product, quotient, exponent

Example: 5 x 10^2 = 500 5 10^2 = 0.05

Strategies/Activities:Review Mental MathHave students converse about the pattern they see when a number is multiplied by ten, one hundred, or one thousand. Then, have them explore what would happen when a number is divided. (The use of manipulatives could be a start)Discuss exponents and have students brainstorm reasons why exponents might be used. (to abbreviate large numbers)

Inquiry Skills(If

Applicable)

Resources:Text:Exemplar Lessons:http://betterlesson.com/common_core/browse/256/ccss-math-content-5-nbt-a-2-explain-patterns-in-the-number-of-zeros-of-the-product-when-multiplying-a-number-by-powers-of-10-and?from=domain_core

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Web Sites:https://learnzillion.com/lessons/439-multiply-whole-numbers-and-decimals-by-powers-of-tenhttps://sites.google.com/a/bryantschools.org/math-common-core-resource-site/home-1/5th-grade/5-nbt-2http://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=632http://wetherbeegrade5.weebly.com/5nbt2.html

Sample Assessment-like Questions:Multiple Choice:

Open Ended:In class Veronica told her teacher that when you multiply a number by 10, you just always add 0 to the end of the number. Think about her statement, then answer the following questions.When does Veronica’s statement work?When doesn’t Veronica’s statement work?Is the opposite true? When you divide a number by 10, can you just remove a 0 from the end of the number? When does that work? When doesn’t that work?

Darlington County School District © June 2015

Darlington County School District © June 2015

Number Sense and Base TenStandard:  5.NSBT.3 Read and write decimals in standard and expanded form.Related Standards:Vocabulary: decimal, whole number, tenths, hundredths, thousandths, standard form, word formExample:21.269 and 21 269/1000 are read as twenty-one and two hundred sixty-nine thousandthsStrategies/Activities:

Inquiry Skills

(If Applicable)

1. Use grid paper to show decimals and write the amount.2. Use base ten blocks to model tenths, hundredths, and thousandths.

___ ___ ___ ___ ___1’s 10th

s 100ths

1,000ths

10,000ths

3. Use sentence strips and make a number line of decimal place value.   Then have students make the decimal with the number cards.  They are to read the numbers after the teacher tells which place value to put a digit in.3. Play “I Have, Who Has?”  Write a number in word form on one side of an index card and a different number in numeric form on the reverse side.  Give each student a card. The teacher begins the game by saying, “Who has four and 38 hundredths?”  The student with that number on the card says, “I have 4.38, who has twenty-three and one tenth?” and so on.

Resources:Text: Envision Lesson 1-1 and 1-2

Exemplar Lessons:

file://localhost/Better Lesson/ http/::betterlesson.com:lesson:443339:reading-and-writing-with-decimalshttps://learnzillion.com/lesson_plans/607-read-and-write-decimals-to-the-thousandths-place-in-words-and-numbers-using-a-place-value-chart - fndtn-lesson

Web Sites:

Darlington County School District © June 2015

AAA Math: http://www.aaamath.com/nam44ax2.htmBetter Lesson: http://www.betterlesson.comKhan Academy: https://www.khanacademy.orgLearn Zillion: https://www.learnzillion.com

Sample Assessment-like Questions:Multiple Choice:

What is fifty-four and six hundred seventeen thousandths expressed in standard form?

A. 0.54617 B.  546.17

C.  5.4617 D.  54.617

Constructed Response

Read the following decimals and explain how they are different.

0.2 0.02 0.002

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Content Strand: Number Sense and Base Ten

Standard: Round decimals to any given place within thousandths. (5.NSBT.4)

Related Standards: 4.NSBT.3

Vocabulary: tenths, hundredths, thousandths, rounding

Example:

Strategies/Activities:

Have students shop at their favorite store (on iPAD) or use an ad from the newspaper to allow them to apply rounding in the real world. Review Place Value of Decimals. Use a rounding wheel. Use a song to help students remember the steps for rounding.

Inquiry Skills(If Applicable)

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Round 12.756 to the nearest tenth. Look at the place value to the right (hundredths).12.756 rounds to 12.8.

Resources:Text: EnVision Lesson 2-2

Exemplar Lessons:BetterLesson: http://betterlesson.com/lesson/597146/rounding-decimalsLearn Zillion: https://learnzillion.com/resources/17037-math-lesson-plans-5th-grade

Web Sites:Khan Academy: https://www.khanacademy.org/math/pre-algebra/decimals-pre-alg/dec-rounding-estimation-pre-alg/v/rounding-decimalsLearn Zillion: https://learnzillion.com/lessons/3522-round-decimals-to-any-placeYouTube: https://www.youtube.com/watch?v=5_kt0ecu_jk

Sample Assessment-like Questions:

Multiple Choice: Open Ended:

Joan estimated the answer to these four math problems by first rounding the numbers to the nearest tenth and then multiplying. For which problem did she multiply 3.0 × 5.0? A 2.72 × 4.45B 2.44 × 5.37 C 2.95 × 5.03D 3.28 × 5.84

Grade 5

Content Strand: Number Sense & Base Ten

Standard: Fluently multiply multi-digit whole numbers using strategies to include a standard algorithm.

Related Standards: 4.NSBT.4, 4.NSBT.5Darlington County School District © June 2015

Joan went to the grocery store to purchase cupcakes for her class party. The cupcakes she wanted to purchase cost $3.95. Joan used rounding to determine how much she would pay for the cupcakes and told her mother she needs $4.00. Is Joan correct? Why

o

Vocabulary: standard algorithm, multi-digit whole number, factors, product

Example:A book company printed 452 books. Each book had 45 pages. How many pages did the book company print? 452 x 45 = 20,340AREA Model: 400 50 2

40

5

Strategies/Activities: Inquiry Skills(If Applicable)

Review Area Model from 4th Grade.Relate Area Model to Standard Algorithm or have students determine how the two relate based on their knowledge. Review Place Value and how it relates to the Standard Algorithm and Area Model.Use the newspaper or store ads to create real world problems.Have students create their own multiplication problems.

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16,000 2,000 80

2,000 250 10

16,000 2,000 2,000 250 80+ 1020,340

Resources:Text: Everyday Mathematics: Student Reference Book pp. 19-20, 24C, 24DEnVision Lesson 3-6, 3-7, 3-8http://ndcurriculuminitiative.org/media/common_core/math/g_mth_5_ndlp120_make_the_largest_product_20120718.pdf

Exemplar Lessons:Better Lesson: http://betterlesson.com/common_core/browse/264/ccss-math-content-5-nbt-b-5-fluently-multiply-multi-digit-whole-numbers-using-the-standard-algorithm

Web Sites:http://www.mhschool.com/math/mathconnects/tn/te/030928_chapter_05.pdfhttps://www.engageny.org/ccls-math/5nbt5https://learnzillion.com/lessonsets/789-use-the-standard-algorithm-for-multiplication-of-multi-digit-numbershttp://www.uen.org/core/math/downloads/5NBT5.pdf

Sample Assessment-like Questions:

Multiple Choice: Open Ended:Justine can type 43 words per minute.At that rate, how many words can she typein 45 minutes?a. 1,725 words b. 1,735 wordsc. 1,935 wordsd. 1,965 words

Content Strand: Number Sense and Base Ten

Darlington County School District © June 2015

Solve the following by inserting the correct digit.

1 _ 8 x 4 2 _ 5 6 _ 1 _ 0 _ 3 _ 6

Standard: Divide up to a four-digit dividend by a two-digit divisor, using strategies based on place value, the properties of operations, and the relationship between multiplication and division. (5.NSBT.6)

Related Standards: 4.NSBT.4 – 6, 5.NSBT.5

Vocabulary: dividend, divisor, quotient, share, divide, evenly

Example: Area Model

2124 divided by 9 = 236

Strategies/Activities: Inquiry Skills(If Applicable)

Review place value.Review Array Model for Multiplication and relate the two.Have students complete an activity that requires them to “share” to help students understandthe concept of division. Relate division to the real world: Your class won the cash prize for a contest and need to share it evenly among all the students, determine how much money each student will receive.

Resources:Text: Go Math

Exemplar Lessons:

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http://betterlesson.com/search?common_core_id=265&from=autocomplete_option

Web Sites:https://learnzillion.com/lessons/552-use-an-area-model-for-division-of-4-digit-dividends-by-2-digit-divisors

https://www.youtube.com/watch?v=t8fvHi7n2Jk

https://www.schooltube.com/video/d7183fb5d7734fbb98b1/Division%20with%20Area%20Model/Array

http://www.pbslearningmedia.org/resource/mgbh.math.nbt.divmodel/area-model-for-division/https://www.teachingchannel.org/videos/common-core-teaching-divisionhttp://www.sandi.net/Page/62252

Sample Assessment-like Questions:Open Ended:At a school carnival there is an egg toss station. There are 314 students. Twelve eggs are in one carton. How many cartons are needed so that all students receive an egg? Explain why your answer is correct.

Multiple Choice:

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Content Strand: Number Sense and Base TenStandard: Add, subtract, multiply, and divide decimal numbers to hundredths using concrete area models and drawings. (5.NSBT.7)Related Standards: 4.NSF.7 , 5.NSBT.6, 5.NSBT.7Vocabulary: tenths, hundredths

Example:

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Darlington County School District © June 2015

Strategies/Activities:Review decimal place value.Use base-ten blocks as a tool for students to build their own models for addition, subtraction, multiplication, and division. Discuss how base-ten blocks are used and why they can be used to represent certain amounts. Have students create their own problems using the base-ten blocks for a partner to solve. Extend. Give students one factor/addend and the product/sum and have them determine the operation using the base-ten blocks.

Inquiry Skills(If

Applicable)

Resources:Text: Exemplar Lessons:http://betterlesson.com/common_core/browse/266/ccss-math-content-5-nbt-b-7-add-subtract-multiply-and-divide-decimals-to-hundredths-using-concrete-models-or-drawings-and-strate

Web Sites:http://www.davis.k12.ut.us/cms/lib09/UT01001306/Centricity/Domain/3418/NBT%20Standards%205-7.pdfhttps://grade5commoncoremath.wikispaces.hcpss.org/5.NBT.7https://learnzillion.com/lessonsets/229-multiply-and-divide-by-decimals-to-the-hundredthshttp://www.orglib.com/5.NBT--Number-Operations-in-Base-Ten-displayFolderContents_0d1520c2bb_C32F38EFFDE140788221FE54E2FA0F28.htmlhttps://www.khanacademy.org/math/arithmetic/decimals/multiplying_decimals/v/multiplying-decimals#!Sample Assessment-like Questions:**SEE EXAMPLES ABOVE ALSOMultiple Choice:

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Open Ended: Use the model below to answer the following.

+ =

John used the model above to show 3.7 + 0.26. Is John’s model correct? Why or Why Not?

Darlington County School District © June 2015

Darlington County School District © June 2015

Grade 5

Quarter TwoContent Strand: Algebraic Thinking and Operations

Standard: Evaluate numerical expressions involving grouping symbols (i.e. parentheses, brackets, braces). (5.ATO.1)

Related Standards: 4.NSBT.4,4.NSBT.5, 4.NSBT.6, 5.NBT.6, 5.NBT.7

Vocabulary: evaluate, expressions, equations, numerical expressions, parentheses, brackets, braces

Example: 4{4[3 + (4 + 3) + 60] } 4{4{3 + 7 + 60]} 4{4[10 + 60]} 4{4[70]} 4{280} 1120

Strategies/Activities: Inquiry Skills(If Applicable)

1. Have students talk about something that they do in their everyday life that requires them to follow a set of steps (i.e. making a peanut butter and jelly sandwich, washing their hair, typing their shoes).2. Have a class discussion: Why do you think it is important to have steps that should be followed when doing certain things? What might happen if you didn’t have steps in place?3. Show students a YouTube video explaining the Order of Operations.Resources:Text:

Exemplar Lessons:http://betterlesson.com/search?common_core_id=249&from=autocomplete_option

Web Sites:Darlington County School District © June 2015

Order of Operations P – Parenthesis ( Braces, Brackets)E – ExponentsM – Mulitplication D – DivisionA – AddtionS – Subtraction

https://learnzillion.com/search?utf8=✓&query=order%20of%20operations&page=1&sort=Relevance&models%5B%5D=LessonPlan&models%5B%5D=LessonSet&models%5B%5D=ResourceSample Assessment-like Questions:

Multiple Choice:When solving the following problem, which operation will be performed first? 5 + ({3 x 8} + 4)a. 8 + 4 b. 5 + 3c. 5 + 24d. 3 x 8

Open Ended:Two students worked together to evaluate the following numerical expression. Their work is shown below.

Ashley Mike5 + ({3 x 8} + 4) 5 + ({3 x 8} + 4)5 + (3 x 12) 5 + (24 + 4)5 + 36 5 + 28 41 33

Which student evaluated the problem correctly? Where did the student who did not evaluate correctly make the mistake? Explain.

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Grade ______

Content Strand: Algebraic Thinking and Operations

Standard: Translate verbal phrases into numerical expressions and interpret numerical expressions as verbal phrases. (5.ATO.2)

Related Standards: 4.NSBT.4, 4.NSBT.5, 4.NSBT.6, 5.NSBT.5, 5.NSBT.6

Vocabulary: translate, numerical expressions, verbal phrases, sum, difference, more than, less than

Example:Three more than four = 4 + 3 Seven less than the sum of two and eight = (2+ 8) – 7 or 2 + 8 – 7 Twenty-five divided by the product of five and one = 25 ÷ (5 x 1) or 25 ÷ 5 x 1 or 25 ÷ 5 1

Strategies/Activities: Inquiry Skills(If Applicable)

1. Have students match verbal phrases to numerical expressions and explain how they know the answer is correct. 2. Move from single operation verbal phrases and have students match them. 3. Have students write their own verbal phrases and have a partner match the numerical expression.Resources:Text:

Exemplar Lessons:http://betterlesson.com/search?common_core_id=250&from=autocomplete_option

Web Sites:https://learnzillion.com/lessonsets/648-write-interpret-describe-and-reason-about-expressions

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https://learnzillion.com/search?utf8=✓&query=numerical%20expressions&page=1&sort=Relevance&models%5B%5D=LessonPlan&models%5B%5D=LessonSet&models%5B%5D=Resource

Sample Assessment-like Questions:

Multiple Choice:Which of the following is the correct numerical expression for the following verbal phrase. The sum of five and four divided by threea. 5 + 4 ÷ 3b. 5 + ( 4 ÷ 3 )c. (5 + 4 ) ÷ 3d. 5 – 4 ÷ 3

Open Ended:Jason says that the correct numerical expression for “divide the sum of four and eight by three” is 3 ÷ 4 + 8. Is Jason correct? If not, explain why and include the correct numerical expression.

Darlington County School District © June 2015

Grade 5

Content Strand: Algebraic Thinking and Operations

Standard: Investigate the relationship between two numerical patterns.a. Generate two numerical patterns given two rules and organize in tables; b. Translate the two numerical patterns into two sets of ordered pairs;c. Graph the two sets of ordered pairs on the same coordinate plane;d. Identify the relationship between the two numerical patterns. (5.OA.3)

Related Standards: 4.ATO.5, 5.G.1

Vocabulary: pattern, rule, table, ordered pairs, coordinate plane, numerical pattern

Example:

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After students have completed the task, have them create ordered pairs

Strategies/Activities: Inquiry Skills(If Applicable)

1. Start with tasks that require students to complete patterns, and then move to discussing how this data may be show in different ways.2. Have students collect their own data on a topic of their choice, and then have them display it in the coordinate grid.

Darlington County School District © June 2015

Resources:Text:

Exemplar Lessons:http://betterlesson.com/search?common_core_id=252&from=autocomplete_option

Web Sites:http://www.explorelearning.com/index.cfm?method=cResource.dspStandardCorrelation&id=1503https://learnzillion.com/lessonsets/549-generate-numerical-patterns-using-two-given-rules-form-ordered-pairs-from-the-patterns-and-graph-the-ordered-pairshttp://www.uen.org/core/math/downloads/5OA3.pdf

Sample Assessment-like Questions:

Multiple Choice:

Michael and John each created a numeric pattern. Both patterns start with 0.

The terms in Michael’s pattern are always two times the same terms in John’s pattern.

What could be the rules for the two patterns?

A. Michael: Add 2 John: Add 0B. Michael: Add 6

John: Add 3C. Michael: Multiply by 2

John: Multiply by 0D. Michael: Multiply by 6 John: Multiply by 3

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Open Ended

**For the assessment item above, you may want to have students graph the points themselves, based off of a given rule, and then answer Part A and B.

Darlington County School District © June 2015

Darlington County School District © June 2015

Content Strand: Geometry

Standard: 5.G.1Define a coordinate system. A. The x- and y- axis are perpendicular number lines that intersect at 0 (the origin). B. Any point on the coordinate plane can be represented by its coordinates (ordered pair) C. The first number in an ordered pair is the x-coordinate and represents the horizontal distance from the origin. D. The second number in an ordered pair is the y-coordinate and represents the vertical distance from the origin. Related Standards: Standard 5.G.1 can be taught concurrently with standards 5.G.2 and 5.ATO.3

Vocabulary:Intersect, ordered pair, horizontal, vertical, point, plot, x-axis, y-axis, coordinate, perpendicular Example:

Strategies/Activities: Inquiry Skills(If Applicable)

1. Read The Fly on the Ceiling by Julie Glass2. The teacher will demonstrate on a grid how to move horizontally, then vertically to

locate the ordered pairs. 3. Show how coordinates are used on a map and how they help us find things on a map.

3. In an open area, such as outside or in a gym, have students form several lines. Give students a coordinate, such as (5, 2). Students must then move five steps to the right, then two up. Continue giving two numbers as coordinates.4. Use painter’s tape or masking tape on floor tiles in classroom to create a large grid.5. Allow students to create maps of the school grounds or nearby areas on grid paper.

Resources:Text: Envision Lesson 16-1

Exemplar Lessons:http://betterlesson.com/lesson/572495/understand-points-on-the-coordinate-plane-day-1

Web Sites:

Resources and Assessments on reverse side. Anderson School District Five

Khan Academy: https://www.khanacademy.org Better Lesson: www.betterlesson.com AAAKnow: www.aaaknow.com AAAKnow for ESOL students: http://www.aaamatematicas.com

Sample Assessment-like Questions:Multiple Choice:Which of the following is the correct x-coordinate for the school?

Open Ended:Pretend a new student just enrolled at your school. Explain the difference between the x axis and y axis on a coordinate grid so that the new student will understand so that he or she will be ready for tomorrow’s lesson.

Resources and Assessments on reverse side. Anderson School District Five

Content Strand: Geometry

Standard: 5.G.2Plot and interpret points in the first quadrant of the coordinate plane to represent real world and mathematical situations.Related Standards: This standard can be taught concurrently with 5.G.1

Vocabulary: coordinate, ordered pair, point, plot, x-axis, y-axis

Example:

Strategies/Activities: Inquiry Skills(If Applicable)

1. The teacher will demonstrate on a grid how to move horizontally, then vertically to locate the ordered pairs.

2. Show how coordinates are used on a map and how they help us find things on a map. 3. In an open area, such as outside or in a gym, have students form several lines. Give

students a coordinate, such as (5, 2). Students must then move five steps to the right, then two up. Continue giving two numbers as coordinates.

4. Pair students and give them a 5x5 grid. Also give each student number cards (1-5). The teacher shows a coordinate that can be plotted on the 5x5 grid. Partner one shows a number card for the number of spaces the point is to the right of D; partner two shows number card for the number of spaces the point is from D. Then plot the point.

5. Read The Fly on the Ceiling by Julie Glass and Richard Walz and locate the objects Descartes places in his room.

6. Play a game of Battleship to practice plotting points.

Resources and Assessments on reverse side. Anderson School District Five

Battleship http://betterlesson.com/lesson/536968/coordinate-grid-task-battleshipResources:Text: Envision Lesson 16-1Book: The Fly on the Ceiling by Julie Glass

Exemplar Lessons:

http://betterlesson.com/lesson/572496/map-my-path-graph-points-to-represent-problems

https://learnzillion.com/lessons/1706-draw-a-shape-on-a-coordinate-plane

Web Sites:

Khan Academy: https://www.khanacademy.org Better Lesson: www.betterlesson.com AAAKnow: www.aaaknow.com AAAKnow for ESOL students: http://www.aaamatematicas.com Kaylee’s Krazy Math: https://sites.google.com/a/twiggsk12ga.com/kaylee-s-krazy-math/geometry/home-1

Sample Assessment-like Questions:Multiple Choice: Constructed Response:Name the ordered pair for point A. Name three coordinates that make up

the triangle.

A. (2,3) B. (2,2)

C. (3,2)D. (3,3)

Resources and Assessments on reverse side. Anderson School District Five

Content Strand: Geometry

Standard: 5.G.3Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.Related Standards:

Vocabulary: polygon, octagon, pentagon, quadrilateral, parallelogram, square, rhombus, triangle, rectangle, trapezoid

Example: What is the definition of a parallelogram? Does a square fit into that category?

Strategies/Activities: Inquiry Skills(If Applicable)

Polygon Memory Game https://drive.google.com/file/d/0BwyI_6KRNwN8NndmN0lKUDdkWTRHTFBxMGRDd1pkNFJCN0RF/view

The Great Trapezoid Debatehttps://drive.google.com/file/d/0BwyI_6KRNwN8QjRDaW44Z3VYd29JUXlQNGhjOTdia2VDamww/view Resources:Text: Envision Topic 15

Exemplar Lessons:

https://learnzillion.com/lesson_plans/1002-sort-quadrilaterals-into-categories-and-subcategories-by-examining-their-attributes#fndtn-lesson

http://betterlesson.com/lesson/568737/the-family-quadrilateral-tree

Web Sites:

Khan Academy: https://www.khanacademy.org LearnZillion: https://learnzillion.com/resources/57317-math-resources Better Lesson: www.betterlesson.com Resources and Assessments on reverse side. Anderson School District Five

EngageNY: https://engageny.org AAAKnow: www.aaaknow.com AAAKnow for ESOL students: http://www.aaamatematicas.com Kaylee’s Krazy Math: https://sites.google.com/a/twiggsk12ga.com/kaylee-s-krazy-math/geometry

Sample Assessment-like Questions:

Multiple Choice:This quadrilateral has one pair of parallel sides. Which is it?A. squareB. rectangleC. triangleD. trapezoid

Constructed Response:Which quadrilaterals must have all four sides of equal length?

Resources and Assessments on reverse side. Anderson School District Five

Content Strand: Geometry

Standard: 5.G.4Classify two-dimensional figures in a hierarchy based on their attributes. Related Standards:

Vocabulary: triangle, rectangle, square, quadrilateral, parallelogram, trapezoid, rhombus, congruent, parallel

Example:

1. How are a rhombus, trapezoid, rectangle, and square similar? (They are all 4-sided quadrilaterals.)

2. How is a trapezoid different from a rhombus, a rectangle, and a square? (It is not a parallelogram.)3. Define a quadrilateral and a parallelogram.

Strategies/Activities: Inquiry Skills(If Applicable)

1. Give groups of students sets of cut-out polygons. Ask students to sort polygons into similar shapes and describe similarities and differences. Use questions in example. Quadrant A

2. Review prefixes from GI.B.1. Discuss how polygon names were derived. Quadrant A3. Students design and build their own three dimensional prism or pyramid using toothpicks and

marshmallows, gumdrops, or clay. Quadrant C4. Have geometric solids, such as pyramids, triangular prisms, and rectangular prisms available for

students to contrast and compare three-dimensional shapes they have and have not built. Quadrant B5. Put pairs of three-dimensional shapes together. Ask students to explain why they are or are not in the

same classification (e.g., pyramids, prisms, etc.). Quadrant C

Resources:Text: Envision Topic 15

Exemplar Lessons:

https://learnzillion.com/lesson_plans/1007-classify-two-dimensional-figures-in-a-hierarchy-based-on-their-attributes#fndtn-lesson

http://betterlesson.com/lesson/600847/quadrilateral-properties-attributes

http://betterlesson.com/lesson/601089/solving-quadrilateral-problems

Resources and Assessments on reverse side. Anderson School District Five

Web Sites:

Khan Academy: https://www.khanacademy.org LearnZillion: https://learnzillion.com Better Lesson: www.betterlesson.com AAAKnow: www.aaaknow.com AAAKnow for ESOL students: http://www.aaamatematicas.com Kaylee’s Krazy Math: https://sites.google.com/a/twiggsk12ga.com/kaylee-s-krazy-math/geometry/home-1

Sample Assessment-like Questions:

Resources and Assessments on reverse side. Anderson School District Five

Resources and Assessments on reverse side. Anderson School District Five