California Edition Grade 5 - PBworkseusddata.pbworks.com/f/5mod04.pdf · Math California Edition Grade 5 S D C S. ... Harcourt Math−Grade 5 MODULE 4 Reorganized 9/03/04 4 Grade

Reorganized 9/03/04

SAN DIEGO CITY SCHOOLS

Module 4 − Reorganized

Geometry

WORK IN PROGRESS

Instructional Module to Enhance the Teaching of

H A R C O U R T

Math California Edition

Grade 5

S

D

C

S

Reorganized 9/03/04

Harcourt Math−Grade 5 MODULE 4

Reorganized 9/03/04 3



Grade Five Traditional Calendar – 2004-2005 Order of Units and Pacing Guide

Month Module Number of Days

September 19 instructional days

Module 1: Data and Graphing Module 2: Place Value and Addition and

Subtraction of Whole Numbers and Decimals

11 days

8 days

October 21 instructional days

Module 2: Place Value and Addition and Subtraction of Whole Numbers and Decimals

Module 3: Algebra: Use Addition and

Multiplication; Integers

7 days

14 days

November 18 instructional days

Module 3: Algebra: Use Addition and Multiplication; Integers

Module 4: Geometry

8 days

10 days

December 13 instructional days

Winter Break 12/20 – 12/31

Module 4: Geometry Module 5: Multiply Whole Numbers and

Decimals; Percent

2 days

11 days

January 20 instructional days

Module 5: Multiply Whole Numbers and Decimals; Percent

Module 6: Divide Whole Numbers and

Decimals

3 days

17 days

February 17 instructional days

Module 7: Number Theory; Fraction Concepts and Addition and Subtraction of Fractions

17 days

March 18 instructional days Spring Break 3/21 – 3/25


Module 8: Geometry: Area, Perimeter, and

Volume

5 days

12 days

April 20 instructional days

Module 9: Operations with Fractions: Multiplication and Division

Module 10: Measurement, Probability and

Ratio

11 days

9 days



May 21 instructional days

STAR 4/26 – 5/17 DMT 5/9 – 5/13

Module 10 Measurement, Probability and Ratio

12 days

June 13 instructional days

Review Grade 5 concepts Preview Grade 6 Concepts

13 days

Grade Five – Year Round Calendar – 2004-2005 Order of Units and Pacing Guide

Month Module Number of Days

September 19 instructional days

Module 1: Data and Graphing


11 days 8 days

October 21 instructional days



7 days

14 days

November 18 instructional days


Module 4: Geometry

8 days

10 days

December 13 instructional days

Winter Break 12/22 – 1/17

Module 4: Geometry Module 5: Multiply Whole Numbers and

Decimals; Percent

2 days 11 days

January 10 instructional days

Module 5: Multiply Whole Numbers and Decimals; Percent

Module 6: Divide Whole Numbers and Decimals

3 days

7days

February 17 instructional days

Module 6: Divide Whole Numbers and Decimals


10 days

7 days

March 11 instructional days Spring Break 3/16 – 4/8


11 days

April 15 instructional days


Module 8: Geometry: Area, Perimeter, and Volume

4 days

11 days



May 21 instructional days

Module 8: Geometry: Area, Perimeter, and Volume

Module 9: Operations with Fractions: Multiplication and Division

Module 10: Measurement, Probability and Ratio

1 days

11 days

9 days

June 22 instructional days

STAR 5/27 – 6/17 DMT 6/13 – 6/17

Module 10: Measurement, Probability and Ratio

12 days

July 14 instructional days

Review Grade 5 concepts Preview Grade 6 Concepts

14 days

Har

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13 Days

Key Mathematical Concepts: • Identify and graph ordered pairs of integers in four quadrants of the

coordinate plane. • Identify, describe and classify plane and solid geometric figures by their

properties. • Use the number of degrees in a triangle and quadrilateral to solve problems. • Classify angles using estimation and measurement with a protractor. • Identify and measure the parts of a circle. • Identify similar and congruent figures.

Day 1 Lesson 24.1

Graph Relationships

Day 2 Lesson 24.2 Graph Integers

on the Coordinate

Plane

Day 3 Lesson 24.3 Use an Equation to Graph

Day 4 Lesson 25.1

Lines and Angles

Day 5 Lesson 25.2 Measure and

Draw Angles

Day 6 Lesson 25.3

Angles and Polygons

Day 7 Lesson 25.5

Circles

Day 8 Lesson 25.5 Congruent and Similar Figures

Day 9 Lesson 25.6

Symmetric Figures

Day 10 Lesson 26.1 Classify Plane

and Solid Figures

Day 11 Lesson 26.2

Quadrilaterals

Day 12 Lesson 26.4

Solid Figures

Day 13 Lesson 26.5

Draw Solid Figures from

Different Views



DAY 1

Unit 7: Algebra and Geometry Chapter 24: Geometry

LESSON 24.1, pp. 438-441

MATERIALS: • Toothpicks or straws (36 per group) and mini-marshmallows, clay or gumdrops (24 per group).

• TR43 44, 45 and 46: Grids to add to plastic cover for repeated use with dry erase pens during unit and the rest of the year.

• Two sheets of consumable graph paper per student. LESSON FOCUS: Graph Relationships

CALIFORNIA STANDARDS:

SDAP 1.4: Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph. SDAP 1.5: Know how to write ordered pairs correctly; for example, (x,y).: .: .

PURPOSE OF LESSON:

• To graph a relationship shown in a table. • To understand the input, x, and the output, y, from a function table can

be written as ordered pairs. • To understand the first number of an ordered pair gives the horizontal

movement. • (x-axis) and the second number gives the vertical movement (y-axis). • To learn that the intersection of the x-axis and the y-axis is called the

origin. LAUNCH: Introduce students to concepts.

• Groups of three build the three prisms on pages 438 and 439 using mini-marshmallows, clay or gumdrops and toothpicks.

• Discuss the properties of prisms in relation to the three prisms they have built. (A prism is a polyhedron that has two congruent bases. All other faces are rectangles.)

• Use the prisms to surface the meanings of congruent, face, base, and sides on the base. The edges are the toothpicks; the faces are the rectangles formed by the toothpicks; the vertices are represented by the marshmallows. (Vocabulary can be labeled and charted so students can refer to it.)

• Students will use tables and graphs to analyze the relationship between the number of sides of the base of the prism and the number of vertices of the prism, and then, the number of sides of the base and the number of total faces on the prism.

• Students label TR44 Grid while teacher models it on large graph paper. Display the table at top of Learn, page 438.



Learn, p. 438. Record Prism Patterns on board/overhead, and read with students. • Model writing and graphing the first ordered pair with the students.

Students write and graph the ordered pairs for the second two prisms. Teach, p. 438, Guided Instruction bullets 1 & 2 to guide discussion. • Students write and graph the ordered pairs that represent the

relationship between the number of sides on the base and the number of faces on the prism.

• Display the table on page 438. Students use their prisms to verify data for the Y values of the table.

• Students copy the table, write the ordered pairs and complete the graph on TR 44 grid. (Dry erase or consumable) (Their graphs should look like those on p. 438.

Teach, p. 438, Guided Instruction bullet #3 to discuss.

EXPLORE: Work with the concept. Focus on students “doing mathematics.

Alternative Teaching Strategy T.E. 438B Connect activity to graphing of prism properties.

PRACTICE: Focus on Communication and Representation.

Practice & Problem Solving, p. 439. Graph the ordered pairs for # 4 or 5. • Check with a partner. • Practice & Problem Solving, p. 439 #8 - 10

SUMMARIZE: Connect purpose to activities.

T.E. ASSESS, p. 439: DISCUSS T.E. ASSESS, p. 439: WRITE

HOMEWORK: Practice & Problem Solving, p. 439 #6 Mixed Review, p. 439 • Try to write a rule for finding the number of nickels in any number of

quarters or the perimeter of any square.



DAY: 2 Unit 7: Algebra and Geometry

Chapter 24: Geometry LESSON 24.2, pp. 440-444

MATERIALS: • TR43, 44, 45 and 46: Grids to add to plastic cover for repeated use with

dry erase pens during unit and the rest of the year. • One sheet of consumable graph paper per student

LESSON FOCUS: Graph Integers on the Coordinate Plane CALIFORNIA STANDARDS:

SDAP 1.4: Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph. SDAP 1.5: Know how to write ordered pairs correctly; for example, (x,y). AF 1.4: Identify and graph ordered pairs in the four quadrants of the coordinate plane. .

PURPOSE OF LESSON:

• To identify and graph integers on a coordinate plane • To understand that when plotting points, begin at origin (0,0), and move

horizontally first, then vertically. • To learn the four sections of the coordinate plane are called quadrants. • To understand the coordinates can be positive, negative or zero.

LAUNCH: Introduce students to concepts. TR 45 for each student.

Number of the Day 24.2, T.E. p. 440A Display transparency of TR46: • Students determine how this grid is different from the one used in the last

lesson. Learn, p. 440. Write Mapping History on the board/overhead. TEACH, T.E. Pg. 440. Guided Instruction questions to guide discussion. • Emphasize use of correct vocabulary (origin, ordered pairs, coordinate

plane, quadrants, negative direction, positive direction, x-axis, y-axis) • Continue with Graphing Ordered Pairs, p. 441. Discuss with questions

top margin TE p. 441. Check, p. 441 #2 – 4. Discuss. Then, #18 – 20. Discuss. • Use direction clues from ELL Strategy on T.E. p. 440B if your students

need the assistance. EXPLORE: Work with the concept. Focus on students doing mathematics.

Practice & Problem Solving, p.442 #41 – 46. Students work with partners. Discuss. Then, #47 – 51. Discuss


Link Up to Geometry: Pg. 443: Optional: Allow students to identify how the new locations were found (rotation, reflected, translation).


Practice & Problem Solving, p. 442 #52. Discuss. T.E. ASSESS, p. 443: WRITE. Share.

HOMEWORK: Mixed Review and Test Prep: Pg. 443



DAY: 3

Unit 7: Algebra and Geometry Chapter 24: Algebra Integers LESSON 24.3, pp. 444-447

MATERIALS: TR46 LESSON FOCUS: Use an Equation to Graph CALIFORNIA STANDARDS:

AF 1.5: Solve problems involving linear functions with integer values; write the equation; and graph the resulting ordered pairs of integers on a grid. SDAP 1.5: Know how to write ordered pairs correctly; for example, (x,y). AF 1.4: Identify and graph ordered pairs in the four quadrants of the coordinate plane. .: .

Purpose of Lesson:

• To use an equation to graph the relationship between numbers. • To understand speed is a rate of movement. • To understand the equation of a straight line is in the form y = a X x, where “a”

is a constant. LAUNCH: Introduce students to concepts.

Number of the Day 24.3, T.E. p. 444A • Modify by clarifying problem: 1 week = 7 days (1,7) • Discuss the labels for a graph of the data. (x = weeks; y = days) • “Can you predict the ordered pair for number of days in 10 weeks?” • “How will the graph change for each week?” Alternative Teaching Strategy, T.E. p. 444B Learn, p. 444. Write “Slow Start” on board/overhead. Read with students. Teach, p. 444, Guided Instruction questions to guide discussion. • Continue with More Graphing, p. 445. • Discuss using bullets top margin, p. T.E. p.445.

EXPLORE: Work with the concept. Focus on students doing mathematics.

Alternative Teaching Strategy: T.E. Pg.446 Practice & Problem Solving, p. 446 #20 - 25


Science Connection: T.E. 444B • Students create a table and a graph to plot the snail’s progress. • Predict the distance traveled in one hour. • Discuss equivalent ways of describing the graph with an equation: D= m+m; D

= m x 2; D = 2m SUMMARIZE: Connect purpose to activities.

• Discuss representations for a couple of problems in Practice. T.E. Assess, p. 447: DISCUSS T.E. Assess, p. 447: WRITE

HOMEWORK: Mixed Review and Test Prep: Pg. 447



DAY: 4

Unit 7: Geometry Chapter 25: Plane Figures

LESSON 25.1: Pg. 454-457

MATERIALS: For each student: Ruler and Polygon Worksheet,

two toothpicks or Popsicle sticks or straws, poster size paper; markers; magazines per group, one copy of TR56.

LESSON FOCUS: Lines and Angles CALIFORNIA STANDARDS:

MG 2.1: Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools. MG 2.3: Use a variety of methods, such as works, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. : .

PURPOSE OF LESSON:

• Identify different kinds of angle and line relationships. • Understand properties of lines such as: lines in the

same plane intersect or are parallel. LAUNCH: Introduce students to concepts. Literature Connection: Flatland (T.E. 454B)

Learn, Pg. 454: What’s the Angle? Teach, Pg. 454: Guided Instruction questions to guide discussion.

SE Pg. 454, bottom. • Use toothpicks to form angles and move them to

show acute, obtuse, right and straight angles. • Students might also use them to model intersecting,

perpendicular and parallel lines.

EXPLORE: Work with the concept. Focus on student’s “doing mathematics. TR56

Alternative Teaching Strategy: T.E. Pg. 456 Activity, Pg. 455. • Students work individually, but discuss in pairs as

they work. • Emphasize proper labeling. • Check, Pg. 456 #1. • Discuss.


Practice & Problem Solving, Pg. 456 #19-22. Practice & Problem Solving, Pg. 456-457 #29 – 36. • Students work in pairs. • Share thinking and solutions.




ASSESS, TE Pg. 457: DISCUSS ASSESS, TE Pg. 457: WRITE

HOMEWORK: Link up to Science, Pg. 457. See margin TE Pg. 457 to prepare students for assignment. Mixed Review and Test Prep, Pg. 457 #42-44.

ROUTINES:

o Choose from:

o Routines in Harcourt Training and Routines already introduced.

o Include ordering positive and negative integers when using a blank number line.

o Include addition and subtraction of integers using models or mental math.

o Use tables from Lesson 24.3 and Function Tables from Pg. 437 for patterns and equations.



DAY: 5


LESSON 25.2, Pg. 458-459

MATERIALS: Protractor for each student; LESSON FOCUS: Measure and Draw Angles CALIFORNIA STANDARDS:

MG 2.0: Students identify, describe, and classify the properties of, and relationships between, plane and solid geometric figures. MG 2.1: Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools. : : .

PURPOSE OF LESSON:

• Use a protractor to measure angles. • Understand the attributes of acute, right and obtuse

angles. • Understand the length of the ray of an angle does

not change the measure of the angle.

LAUNCH: Introduce students to concepts. List mathematical terms that you want students to use when describing their procedures or thinking. Model use of the terms and encourage students to refer to charts when writing and speaking.

• Ask students to discuss types of angles with a

partner. • Share responses whole group. • Introduce the protractor as a mathematical tool.

Explore, Pg. 458. Teach, Pg. 458, Guided Instruction questions to guide discussion. • Students do Try It, bottom Pg. 458. • Be sure students name angles as well as measure

them.

EXPLORE: Work with the concept. Focus on student’s “doing mathematics.

Alternative Teaching Strategy, TE Pg. 458B Connect, top SE Pg. 459. • Review, practice, discuss with students. • Model using a protractor to draw angles of a given

number of degrees. • Students construct angles of: 40, 125, 95, and 35

degrees.




Practice, Pg. 459 #1 – 4. Discuss with students. Practice, Pg. 459 #12, 13, 14. Share thinking.



HOMEWORK: Mixed Review and Test Prep: Pg. 459 #17-20 Trace angles of different sizes from household objects. Classify the angles.

ROUTINES:

o Choose from:




o Tables from Lesson 24.3 and Function Tables from Pg. 437.



DAY: 6


LESSON 25.3, Pg. 460-463 MATERIALS: Square and triangle dot paper: TR49 and TR50 LESSON FOCUS: Angles and Polygons CALIFORNIA STANDARDS:

MG 2.1: Measure, identify, and draw angles, perpendicular and parallel llines, rectangles, and triangles by using appropriate tools. MG 2.2: Know that the sum of the angles of any triangle is 180 degrees and the sum of the angles of any quadrilateral is 360 degrees and use this information to solve problems. : : .

PURPOSE OF LESSON:

• Use angles to classify and measure polygons • Understand polygons have the same number of angles as sides. • Understand regular polygons have all sides the same length, such as a

square. LAUNCH: Introduce students to concepts. Square dot paper

Quick Review: Pg. 460 Learn, Pg. 460: Sign of the Times. • Put empty chart on board/overhead. • Ask students to copy chart. • Fill in as shapes are discussed and have students fill their charts in at

the same time. Teach, Pg. 460. Guided Instruction questions to guide discussion. Activity 1, bottom Pg. 460. Discuss.


Guiding Question: Challenge groups to determine the sum of the number of degrees of the interior angles in a rectangle and in a triangle. “How could we prove it?” One Way: Activity 2, top SE Pg. 461. • Demonstrate activity as students work through the steps. • See bullets top margin TE Pg. 461 to guide discussion. • Emphasize Math Idea. Another way to test the number of degrees in the interior angles of a polygon: • Discuss what the students discovered about the sum of the angles in

triangles. • Sketch several quadrilaterals on the board and ask students to sketch

some of their own. • Draw a diagonal in one quadrilateral to form two triangles. Students

determine the total degrees in the quadrilateral using what they know about triangles.

• Connect conclusions to Activity 2 results.




Practice & Problem Solving, Pg. 462 #10 – 13. • Do together & discuss. Practice & Problem Solving, Pg. 462 – 463 #21-22, 26-27, 31-32. • Students work with partner. • Discuss whole group.



HOMEWORK: Practice & Problem Solving, Pg. 462: Draw 14-17 on dot paper. Mixed Review and Test Prep, Pg.. 463

ROUTINES:

o Choose from:






LESSON 25.4, Pg. 464-467

MATERIALS: Compass, straight edge and protractor for each student. Paper, scissors, cm ruler, TR27.

LESSON FOCUS: Circles CALIFORNIA STANDARDS:


PURPOSE OF LESSON:

• To draw a circle and identify and measure its parts. • Understand the relationship between parts of a circle: diameter,

radius, chord. • Know the central angles of a circle total 360 degrees.

LAUNCH: Introduce students to concepts.

Learn, Pg. 464: Round and Round. Teach, Pg. 464, Guided Instruction questions to guide discussion. Activity 1, p. 464. Using a compass. • Model as students do the activity and discuss as they work. • Reinforce vocabulary as you discuss. Check, Pg. 465 #1 – 5. Do with students and discuss.


Activity 2: Pg. 465. See bullets top margin TE Pg. 465 to guide discussion. Check, Pg. 466 #11, 12. Do together and discuss.


Practice & Problem Solving, Pg. 466 – 467 #32 -37. • Students work individually or with partners. • Share solutions and discuss.


ASSESS, TE Pg. 467: DISCUSS ASSESS, TE Pg.. 467: WRITE. Share solutions.

HOMEWORK: Mixed Review and Test Prep, Pg. 467 #38-47. ROUTINES:

o Choose from:





DAY: 7 Unit 7: Geometry

Chapter 25: Plane Figures




Chapter 25: Plane Figures LESSON 25.5, Pg. 468-471

MATERIALS: Pattern Blocks for each table. LESSON FOCUS: Congruent and Similar Figures CALIFORNIA STANDARDS:

MG 2.0: Students identify, describe, and classify the properties of, and relationships between, plane and solid geometric figures. : : : .

PURPOSE OF LESSON:

• Identify similar and congruent figures. • Understand that corresponding parts of congruent figures are

congruent. LAU LAUNCH: Introduce students to concepts.

• Ask students to discuss in groups what they know about congruent and similar figures and record group responses.

Learn, Pg. 468: Double Take. • Use transparency of Pg. 468 or put examples on board/overhead to

discuss congruent and similar figures. Teach, Pg. 468. Guided Instruction questions to guide discussion. • Students each explain to a partner everything they understand about

congruent and similar figures and any questions they still have (one minute per partner).

EXPLORE: Work with the concept. Focus on student’s “doing mathematics. Pattern Blocks

Alternative Teaching Strategy: Pg. 468B. Check, p. 468 #1 – 4. Do with students and discuss.


Practice & Problem Solving, Pg. 469 #11-17. • Students work independently or with partners. • Discuss whole group.


ASSESS, TE Pg. 469: DISCUSS: “How would you check to see if two figures were congruent?” ASSESS, TE Pg. 469: WRITE

HOMEWORK: Mixed Review and Test Prep, Pg. 469. ROUTINES:

o Choose from:








Module 4: Chapter 23: Plane Figures LESSON 25.6, Pg. 470-473

MATERIALS: Challenge 25.6: 1 copy per student.

Pattern blocks. Grid paper. Scissors. Small mirrors to test lines of symmetry.

LESSON FOCUS: Symmetric Figures CALIFORNIA STANDARDS:

MG 2.0: Students identify, describe, and classify the properties of, and relationships between, plane and solid geometric figures. : : .

PURPOSE OF LESSON:

• To identify multiple lines of symmetry and test for rotational symmetry.

• Understand turning a figure around a point (vertex) is rotation. Every regular polygon has rotational symmetry.


Learn, Pg. 470: Reflect on It. • Write HOLLYWOOD on the board/overhead and present the

question. Teach, Pg. 470. Guided Instruction questions to guide discussion. • Discuss meaning and have students draw the lines of symmetry in

the word. • Ask students if the whole word has any lines of symmetry since all

the letters did? Alternative Teaching Strategy, Pg. 470B.


• Introduce to students another kind of symmetry, called rotational symmetry.

Activity, middle SE Pg. 470. • Students discuss in pairs. • Share observations. Example, bottom SE Pg. 470. • Discuss rotational symmetry. • Continue with bullets margin, TE Pg. 470 to guide discussion. To reinforce the concept of rotational symmetry: • Trace the blue parallelogram (rhombus) (from the pattern blocks) on

the overhead and turn it in its frame to see when it fits back into it. • Students test the rest of the pattern blocks for rotational symmetry

and line symmetry.




Practice & Problem Solving, Pg. 471 #13-19. Discuss Challenge 25.6


Students explain the difference between line and rotational symmetry. ASSESS, TE Pg.. 471: DISCUSS

HOMEWORK: Practice & Problem Solving, Pg. 471: 10-12.

Mixed Review and Test Prep. ROUTINES:

o Choose from:







DAY: 10

Unit 7: Geometry Chapter 26: Classify Plane and Solid Figures

LESSON 26.1, Pg. 478-481

MATERIALS: TR50: Triangle Dot Paper. Protractors. Centimeter rulers. Challenge 26.1. Posterboard.

LESSON FOCUS: Triangles CALIFORNIA STANDARDS:

MG 2.1: Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools. MG 2.2: Know that the sum of the angles of any triangle is 180 degrees and the sum of the angles of any quadrilateral is 360 degrees and use this information to solve problems. : : .

PURPOSE OF LESSON:

To classify triangles by the length of their sides, as equilateral, isosceles, or scalene and the measures of their angles, as acute, obtuse, or right. Know the sum of the measures of the interior angles of all triangles is 180 degrees.


Quick Review, SE Pg. 478 Learn, p. 478: Side by Side. • Display transparency of Pg. 478. • Cover the definitions of the three kinds of triangles classified by sides. • Ask students to look at the measurements and see if they can

recognize the attributes of the three different triangle types. • Students then describe the relative sizes of the angles. • Discuss the classification by angles. See TEACH, Pg. 478-479, Guided Instruction questions to guide discussion. Check, Pg. 479 #1, 10 – 12. Discuss whole group.

EXPLORE: Work with the concept. Focus on student’s “doing mathematics. Posterboard

Alternative Teaching Strategy: T.E. Pg. 478B.


Practice & Problem Solving, Pg. 481 #30, 33, 34. • Discuss. Challenge 26.1


Problem of the Day 26.1, Pg. 478A: • Discuss the true sentences made from the classifications. ASSESS, TE Pg. 481: DISCUSS.



HOMEWORK: If necessary, finish: Challenge 26.1.

Practice & Problem Solving, Pg. 480: 23-26. Mixed Review, Pg. 481.

ROUTINES:

o Choose from:




o Tables from Lesson 24.3 and Function Tables from Pg 437.



DAY: 11

Unit 7: Geometry Chapter 26: Classify Plane and Solid Figures

LESSON 26.2, Pg. 482-485

MATERIALS: TR46: Coordinate Plane Grid. TR49: Dot Paper. TR57: Tangram. Straws cut to the lengths of 3, 4, 5, 6 inches for each student. Modeling clay, or jellied candies, or mini-marshmallows. Markers.

LESSON FOCUS: Quadrilaterals CALIFORNIA STANDARDS:


PURPOSE OF LESSON:

To classify quadrilaterals Know quadrilaterals are polygons that have 4 sides and 4 angles.


Learn, Pg. 482: Four by Four. • Display quadrilaterals on Pg. 482 on board/overhead or transparency

and discuss what they all have in common and how they differ. • Record attributes as students describe them. Teach, Pg. 482, Guided Instruction questions to guide discussion. • Then, draw a trapezoid with one right angle and ask the students to

classify it using the chart (quadrilateral, trapezoid). • Draw a square and repeat (quadrilateral, rectangle, square,

parallelogram).

EXPLORE: Work with the concept. Focus on student’s “doing mathematics. Tangrams: TR57

Alternative Teaching Strategy, TE Pg. 482B Early Finishers T.E. Pg. 482B, for all students.




Practice & Problem Solving, Pg. 483: 14-17, 19, 20, 21. • Discuss/share reasoning.



HOMEWORK: Review/Test, Pg. 494: 7-10 ROUTINES:

o Choose from:







DAY: 12

Unit 7: Algebra and Geometry Chapter 26: Classify Plane and Solid Figures

LESSON 26.4, Pg. 486-489

MATERIALS: Rectangular prisms and cylinders of different sizes: 1 for every pair Collection of pyramids, prisms that are not rectangular, cones and spheres.

LESSON FOCUS: Solid Figures CALIFORNIA STANDARDS:

MG 2.0: Students identify, describe, and classify the properties of, and relationships between, plane and solid geometric figures. AF 1.2: Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution. : .

PURPOSE OF LESSON:

Identify solid figures Solids are named according to the shape of the base of the prism or pyramid. Prisms and pyramids have 2 bases that are congruent and parallel.


Learn, Pg. 486: Box, Ball, or Can. • Use a transparency of the picture of the Rock & Roll Hall of Fame to

engage students in identifying shapes. • Discuss observed attributes. • Use Guided Instruction questions (T.E. Pg. 486-487) but if possible

use solids, not just pictures of solids in the book, for students to examine.

• Model orally giving a description of a polyhedron using the charted vocabulary. As you discuss the vocabulary used, create a class chart of words and sketches to illustrate meaning.

• Then partners take turns describing a different polyhedron using the math vocabulary.


Classify Solid Figures, Pg. 487. • See bullets top margin TE Pg. 487 to guide discussion. • Discuss examples shown in the pictures. Practice & Problem Solving, Pg. 488 #14-17. • Do with students and discuss.




Practice & Problem Solving, Pg. 488 #26 – 29. • Discuss responses. • Ask students to make a table just like the one on Pg. 488, for #22 –

25. • Students work with partners to fill in the table while observing the

solid figures. • Give each group two or three solid figures to identify, and count

bases, faces, edges and vertices. • Pass the figures from table to table.


ASSESS, TE Pg. 489: DISCUSS ASSESS, TE Pg. 489: WRITE: • Sketch it. • Share responses and sketches.

HOMEWORK: Mixed Review and Test Prep: Pg. 489: 34-45. ROUTINES:

o Choose from:





o Math Detective, Pg. 496: 8 different problems to use one at a time.




Chapter 26: Classify Plane and Solid Figures LESSON 26.5, Pg. 490-491

MATERIALS: TR32 Grid Paper, one piece for plastic cover to be reused and two to

be consume by each student. Cubes for students and teacher.

LESSON FOCUS: Draw and Identify Solid Figures from Different Views CALIFORNIA STANDARDS:

MG 2.3: Visualize and draw two-dimensional views of three-dimensional objects made from rectangular solids. MG 2.0: Students identify, describe, and classify the properties of, and relationships between, plane and solid geometric figures. : : .

PURPOSE OF LESSON:

Draw and identify solid figures from different views • Solids can be recognized from 3 views: front, top and side.

LAUNCH: Introduce students to concepts. TR32 Grid Paper connecting cubes for teacher

Alternative Teaching Strategy: T. E. Pg. 490 Explore, Pg. 490. • Ask students to practice the views shown on a piece of grid paper.


Try It, Pg. 490. • Students may use the same grid paper used for Explore. Connect, Pg. 491. • Discuss with students. Practice, Pg. 491. • Partners choose two from #1-4 and draw the views.


Practice, Pg. 491 #5-9. • Students use grid paper to sketch views. Partner Work: • Build a figure with fewer than 12 cubes and draw the three views. • Trade drawings with a pair from another table and try to build the

figure using the drawings of the three views. SUMMARIZE: Connect purpose to activities.

Discuss Whole Group: What did you discover about the similarities and differences between drawing three views and building figures using the drawings? Which was easier? Why? • Discuss strategies they used.

HOMEWORK: Mixed Review and Test Prep, Pg. 491



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