Teacher | Brittnee Zeak |
---|---|

Subject Area | Math |

Grade Level | 5 |

Week # | 30-33 |

Unit of Instruction | Geometry |

Standard(s) Taught | |
---|---|

*NEW* MAFS.5.G.2.3 – 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 angle. MAFS.5.G.2.4 – Classify and organize two-dimensional figures into Venn diagrams based on the attributes of the figures. MAFS.5.G.1.1 – Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). MAFS.5.G.1.2 – Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. MAFS.5.OA.2.3 – Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. | |

Learning Targets and Learning Criteria | |

MAFS.5.G.2.3 – Students will: - compare and describe the geometric attributes of two-dimensional figures. I.e., triangle, quadrilateral, rectangle, square, rhombus, trapezoid, pentagon, hexagon, octagon, circle, half-circle, quarter circle
- categorize two-dimensional figures according to their individual and shared geometric (defining) attributes. HINT: Geometric (defining) attributes include properties of sides (i.e., parallel, perpendicular, congruent), properties of angles (i.e., type, measurement, congruent), and properties of symmetry (i.e., point and line).
- explain the reasoning for the determined categories.
- select two-dimensional figures belonging to a given subcategory
MAFS.5.G.2.4 -Students will: - organize two-dimensional figures into a Venn diagram (graphic organizer) based on determined attributes.
- classify two-dimensional figures based on defining attributes.
MAFS.5.G.1.1 – Students will: - draw a coordinate plane with two intersecting perpendicular lines.
- identify the intersection as the origin and the point where 0 lies on each of the lines.
- label the horizontal axis as the x-axis, and the vertical axis as the y-axis.
- identify an ordered pair such as (3,2) as an x-coordinate followed by a y-coordinate.
- explain the relationship between an ordered pair and its location on the coordinate plane.
MAFS.5.G.1.2 – Students will: - determine when a mathematical problem has a set of ordered pairs.
- use appropriate tools strategically to identify, locate and plot ordered pairs of whole numbers on a graph in the first quadrant of the coordinate plane.
- locate an unknown point on a coordinate plane when given horizontal and vertical movements from another point.
- describe the horizontal and vertical movements necessary to get from one point to another on a coordinate plane.
MAFS.5.OA.2.3 – Students will: - generate two numerical patterns with the same starting number for two given rules.
- explain the relationship between the two numerical patterns by comparing how each pattern grows or by comparing the relationship between each of the corresponding terms from each pattern.
- form ordered pairs out of corresponding terms from each pattern.
- graph the ordered pairs on a coordinate plane.
- identify relationships between two patterns and use these relationships to make predictions or generalizations.
| |

Classroom Activities | |

| |

Assignments Due | |

| |

Additional Resources | |