I. ABSTRACT II. III Core Knowledge National Conference, Area Among Friends, 5 th Grade 1
|
|
- Marylou Pitts
- 7 years ago
- Views:
Transcription
1 Area Among Friends Grade Level or Special Area: 5 th Grade Written by: Patricia Johnson, Sue Platt, Diadra Williams, E Lisa Young, Hardy Oak Elementary, San Antonio Length of Unit: 6 lessons I. ABSTRACT A. The purpose of this unit, Area Among Friends, is to integrate the Core Knowledge math sequence with hands-on activities. This is a unit on area concepts with a variety of activities, which include problem-solving projects. Students will be engaged in computing the area of rectangles, triangles, parallelograms, and irregular figures. Assessments will be based on students ability on computing oral and written formats. Rubrics and activities will be used to assess students progress. II. III. OVERVIEW A. Concept Objectives 1. The students will develop the concept of area pertaining to geometric figures. 2. The students will apply and demonstrate the concept of area in practical settings. B. Content from the Core Knowledge Sequence 1. Review the formula for the area of a rectangle, page Find the area of triangles, using the formula A= ½ (b x h), page Find the area of a parallelogram using the formula A = b x h, page Find the area of an irregular figure by dividing into regular figures for which you know how to find the area, page 125 C. Skill Objectives 1. Students will review the formula for finding the area of a rectangle. 2. Students will use the formula A = l x w to compute the area of rectangle. 3. Students will apply the formula A = ½ (b x h) to find the area of triangles. 4. Students will use the formula for area of a parallelogram, A= b x h, to solve problems. 5. Students will be able to break irregular figures into known shapes to find the area. BACKGROUND KNOWLEDGE A. For Teachers 1. Rectanus, Cheryl. Math By All Means: Area and Perimeter. Math Solutions Publications, Hirsch, Jr. E.D. What Your Fifth Grader Needs to Know. Core Publications, Inc B. For Students 1. Addition 2. Multiplication 3. Knowledge of Geometric Shapes 4. Knowledge of Formula for Area of Rectangles Fourth Grade 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 1
2 IV. RESOURCES A. Manipulatives for each lesson color tiles, geometric pattern blocks B. Spaghetti and Meatballs for All! A Mathematical Story written by Marilyn Burns C. The Greedy Triangle written by Marilyn Burns D. Overhead E. Chart paper F. Construction Paper G. Inch graph paper H. Food items bread, peanut butter V. LESSONS VI. Lesson One: Review finding the area of a rectangle A. Daily Objectives 1. Concept Objective(s) a. The students will develop the concept of area pertaining to geometric figures. b. The students will apply and demonstrate the concept of area in practical settings. 2. Lesson Content a. Students will review the formula for finding the area of a rectangle. 3. Skill Objective(s) a. Students will review the formula for finding the area of a rectangle A= l x w B. Materials 1. Color Tiles 2. One inch graph paper 3. Construction paper cut to 8 ½ x 10 size 4. Chart paper 5. Appendix A C. Key Vocabulary 1. Area The number of square units needed to cover the surface of a figure. 2. Rectangle A polygon with 4 sides and 4 right angles. 3. Length The measured distance of an object from end to end. 4. Width The measured distance of an object from side to side. D. Procedures/Activities 1. Teacher will pose the following problem to students. My kitchen floor is hideous and I want to put some new tile down. I need to tell the contractor how much tile to purchase, how do I find this out? Lead the class into discussion on strategies to solve this dilemma. 2. Teacher will introduce/review vocabulary. 3. Teacher will place students into groups to solve the leading problem. 4. Teacher will give each group a bucket of color tiles and large construction paper, representing the floor. 5. Teacher will have students estimate the number of color tiles that will be needed to cover the sheet of construction paper (floor). Chart responses Core Knowledge National Conference, Area Among Friends, 5 th Grade 2
3 VII. 6. Students will work cooperatively to solve the problem. 7. Teacher will lead a discussion that the number of tiles used is the area of the paper (floor). Show the students that length times width will equal the area. 8. Students will record in their math journal what was learned today. (Appendix A) E. Assessment/Evaluation 1. Students will turn in their math journal so teacher can check understanding. Lesson Two: Guests for dinner A. Daily Objectives 1. Concept Objective(s) a. The student will apply and demonstrate the concept of area in a practical setting. 2. Lesson Content a. Find the area of a rectangle. 3. Skill Objective(s) a. Students will use the formula A= l x w to compute the area of a rectangle. B. Materials 1. Spaghetti and Meatballs for All! A Mathematical Story 2. Math By All Means Area and Perimeter Grades Inch-squared paper 4. Inch-square color tiles 5. Overhead color tiles 6. Overhead 7. Appendix A 8. Appendix B C. Key Vocabulary 1. Area The number of square units needed to cover the surface of a figure 2. Rectangle A 4 sided polygon with 4 right angles 3. Perimeter The distance around a figure 4. Square specific kind of rectangle with four equal sides 5. Congruent Same size and same shape. 6. Length The measured distance of an object from end to end. 7. Width The measured distance of an object from side to side. D. Procedures/Activities 1. Teacher pose a problem to the students, Your teacher is in charge of a setting up tables and chairs for a charity function. Your teacher needs to find out the best possible way to arrange chairs and tables to seat twenty guests. How could I figure out this problem? Lead the class into a discussion about how they could solve this problem. 2. Read aloud Spaghetti and Meatballs for All! A Mathematical Story. 3. Discuss the problems and solutions stated in the book Core Knowledge National Conference, Area Among Friends, 5 th Grade 3
4 4. Teacher will use overhead color tiles to illustrate the first problem that appears in the book. Discuss the length and width of the table/tiles. Review concept of perimeter. 5. While creating the arrangements stress to the students that the entire side of the color tile must touch. (Not corner to corner) Discuss how to count how many people sit at the table each side represents a chair/person. 6. Have the students use twelve color tiles to create tables/arrangements to sit as many guests possible. Students may only build rectangular tables with the color tiles. 7. Discuss arrangements of tiles. Create a chart of arrangements. Label the length and width of each table. 8. Have the students create table arrangements with two more tiles. How many guests with 14 tiles? 9. Teacher asks students ways of find out how many tiles we may need to accommodate thirty-two guests. Students work with a partner to solve the problem. 10. Students will draw the arrangements of tables sitting thirty-two guests. Teacher walks around observing students work. 11. Lead the class discussion about arrangements seen in the room. E. Assessment/Evaluation 1. Students will answer the following question in their math journals. What were the patterns that you noticed while working on the problem? How many different arrangements were made to accommodate thirty-two guests? Draw and label the length and width of each arrangement. 2. Teacher will check math journal for understanding. 3. Students will complete Appendix B for assessment. VIII. Lesson Three: Triangles A. Daily Objectives 1. Concept Objective(s) a. The students will develop the concept of area pertaining to geometric figures. 2. Lesson Content a. Find the area of triangles, using the formula A= ½ (b x h) 3. Skill Objective(s) a. The students will be able to apply the formula A = ½ (b x h) to find the area of triangles. B. Materials 1. Bread 2. Peanut Butter creamy 3. Rulers 4. Plastic knife 5. Napkins 6. Appendix A C. Key Vocabulary 1. Triangle polygon with three sides D. Procedures/Activities 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 4
5 IX. 1. Begin with a review discussion about finding the area of a rectangle. 2. Pass out two slices of bread to each student, and put a bowl of peanut butter & a bowl jelly on each table with plastic knives. Have students make a sandwich and leave it on a paper napkin in front of them. 3. Ask students to measure the length and the width of the sandwich and to compute the area of the sandwich. 4. Next have the students cut the sandwich in half diagonally. Ask the students what is the area of one half of the sandwich. 5. Brainstorm with the students how you can show the area of the triangle mathematically. Reminding them as needed that they are finding ½ of the rectangle that they started with. Guide them into A= ½(l x w), then explaining that the length is the base and the width, making it A = ½ (b x h). 6. Give students several more examples on the overhead, working them together. E. Assessment/Evaluation 1. Students will write in their math journal about today s lesson. (Appendix A) 2. Teacher will check math journal for understanding. Lesson Four: Parallelograms A. Daily Objectives 1. Concept Objective(s) a. The students will develop the concept of area pertaining to geometric figures. 2. Lesson Content a. Find the area of a parallelogram 3. Skill Objective a. Students will use the formula for area of a parallelogram to solve problems. A = b x h B. Materials 1. Several rectangular shapes from construction paper 2. Appendix A 3. Appendix C C. Key Vocabulary 1. Parallelograms A 4-sided polygon in which each pair of opposite sides are parallel. D. Procedures/Activities. 1. Teacher will review how to find the area of a rectangle on the overhead. 2. Teacher will discuss the shape of a parallelogram and show several different assortments of parallelograms. 3. Teacher will ask the students how could we figure out the area of parallelograms, and brainstorm (using the overhead) methods that can be used. 4. Lead the discussion so that students will discover that there is a rectangle in the middle of two triangles. 5. Teacher will pass out two different parallelograms per group Core Knowledge National Conference, Area Among Friends, 5 th Grade 5
6 6. Have students fold the parallelogram showing only the rectangle with two triangles folded back. 7. Students will cut one of the triangles off of the rectangle. Then unfold the other triangle and tape the first triangle on to form a new rectangle. 8. Students will measure and compute the area of the rectangle. 9. Teacher will show the students on the overhead how to draw the line for height without cutting the paper. 10. Teacher will show different problems on the overhead and students will solve problems with a partner. E. Assessment/Evaluation 1. Students will find the area of parallelograms on Appendix C. 2. Students will make notes in math journal about parallelograms. Teacher will check math journal for understanding. X. Lesson Five: Irregular Shapes A. Daily Objectives 1. Concept Objective a. Students will develop the concept of finding area for irregular shapes. 2. Lesson Content a. The students will find the area of irregular shapes. 3. Skill Objective a. Students will be able to break irregular figures into known shapes to find the area. B. Materials 1. Appendix A 2. Appendix D 3. Geometric Shape Pattern blocks 4. Butcher paper 5. Pre-cut trapezoids construction paper C. Key Vocabulary 1. Trapezoid A quadrilateral with two parallel sides D. Procedures/Activities 1. Teacher will hold up a large trapezoid made from butcher paper. 2. Lead the discussion on how to find the area of this shape by using what we know about triangles and rectangles. 3. Pass out pre-cut trapezoid manipulatives. Students will manipulate the trapezoid to form two triangles and a rectangle. Students will measure the length, width, and height of the shapes to calculate the area of the trapezoid. 4. Teacher will discuss with the students the area of their trapezoids. 5. Post all trapezoids on a chart to show the ways the trapezoids were folded to find the area of the triangles and rectangles. 6. Teacher will use the overhead to have the students solve area problems with trapezoids. E. Assessment/Evaluation 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 6
7 1. Students will complete the worksheet on trapezoids. (Appendix E) 2. Students will reflect in their math Journal. (Appendix A) XI. Lesson Six: Irregular Shapes, Part 2 A. Daily Objectives 1. Concept Objective a. Students will develop the concept of finding area for irregular shapes. 2. Lesson Content a. The students will find the area of irregular shapes. 3. Skill Objective a. Students will be able to break irregular figures into known shapes to find the area. B. Materials 1. Pattern blocks 2. Butcher paper 3. Pre-cut hexagon construction paper 4. Appendix E 5. Appendix F 6. Appendix G C. Key Vocabulary 1. Hexagon A polygon with 6 sides D. Procedures/Activities 1. Teacher will hold up a large hexagon made from butcher paper. 2. Lead the discussion on how to find the area of this shape by using what we know about triangles, rectangles, and trapezoids. 3. Pass out pre-cut hexagon manipulatives. Students will manipulate the hexagon to form two trapezoids. Students will measure the length, width, and height of the shapes to calculate the area of the hexagon. 4. Teacher will discuss with the students the area of their hexagon. 5. Post all hexagons on a chart to show the ways the hexagon were folded to find the area of the trapezoid. 6. Review the formulas for all shapes discussed in this unit. 7. Students will complete the Flipbook during the review. (Appendix E/F) 8. Students will have time to explore the pattern blocks to make connections between the shapes and area. 9. Students will create a design using only six pattern blocks. Students will be expected to find the area for their design. 10. Teacher will monitor the students work and discuss the strategies used to find the area of their design. 11. Teacher will lead a whole class discussion on the designs that were seen around the room. Discuss the strategies used to find the area of the designs. 12. Allow time in class to complete the assessment activity. E. Assessment/Evaluation 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 7
8 1. Students will use the cardstock shapes to create a design and calculate the area of their design. (Appendix G) XII. CULMINATING ACTIVITY A. Design a dream home using the rubric 1. Teacher will read The Greedy Triangle to the class to review shapes. 2. Teacher will then explain to students that they are going to design their Dream House. On the overhead place a transparency of the grid (Appendix H) Tell the students that they can design the house any way they would like to, using any number or rooms, but they must use at least 2 rectangle/square room, 2 triangle room, 2 parallelogram room and 2 irregular shaped rooms. 3. After drawing the house students are to calculate the area for each room and then for the whole house 4. Post house plans to share with others. XIII. HANDOUTS/WORKSHEETS A. Appendix A Math journal B. Appendix B - Rectangles C. Appendix C - Parallelograms D. Appendix D - Trapezoids E. Appendix E Flip book rubric F. Appendix F- Flip book G. Appendix G Shapes H. Appendix H Rubric for House Design I. Inch squared paper - Rectanus, Cheryl. Math By All Means: Area and Perimeter. Math Solutions Publications, , p. 196 XIV. BIBLIOGRAPHY A. Rectanus, Cheryl. Math By All Means: Area and Perimeter. Sausalito, CA: Math Solutions Publications, B. Hirsch, Jr. E.D. What Your Fifth Grader Needs to Know. New York, NY:Core Publications, Inc C. Burns, Marilyn. Spaghetti and Meatballs for All! New York, NY: Scholastic Press, D. Burns, Marilyn. The Greedy Triangle. New York, NY: Scholastic Press, Core Knowledge National Conference, Area Among Friends, 5 th Grade 8
9 Appendix A Area Journal Name Rectangle Square 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 9
10 Appendix A Triangle Parallelogram Trapezoid Hexagon 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 10
11 Appendix B Use your ruler (centimeters) to find the area for the rectangles below Core Knowledge National Conference, Area Among Friends, 5 th Grade 11
12 Appendix C Use your ruler (centimeters) to find the area for the parallelograms below Core Knowledge National Conference, Area Among Friends, 5 th Grade 12
13 Appendix D Use your ruler (centimeters) to find the area for the trapezoids below Core Knowledge National Conference, Area Among Friends, 5 th Grade 13
14 Appendix E Area Among Friends Name Date: Area Flipbook Rubric You will create a flipbook that will contain the formulas for calculating the area of a rectangle, triangle, parallelogram, and irregular shapes. You will also create a word problem that requires the calculation of area. Area formula was given for: Rectangle Triangle Parallelogram Irregular Shapes Example drawn for each shape Word problem Instructions followed Neatness 10 points 10 points 10 points 10 points 20 points 20 points 10 points 10 points Total 100 points 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 14
15 Appendix F Rectangle 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 15
16 Appendix F Triangle 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 16
17 Appendix F Parallelogram 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 17
18 Appendix F Irregular Shapes 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 18
19 Appendix F Word Problem 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 19
20 Appendix G 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 20
21 Appendix H My Dream House Rubric Has at least 2 rectangles Has at least 2 triangles Has at least 2 irregular shapes Has at least 2 parallelograms 10 points 10 points 10 points 10 points Has correctly figured the area of each figure 40 points Has figured the total area correctly Neatness and Creativity 10 points 10 points TOTAL 100 points Name: 2005 Core Knowledge National Conference, Area Among Friends, 5 th Grade 21
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons I. ABSTRACT This unit contains lessons that focus on geometric
More informationGrade 8 Mathematics Geometry: Lesson 2
Grade 8 Mathematics Geometry: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside
More information3. Relationship between this Unit and the Principles and Standards for School Mathematics (NCTM 2000). This Unit
4 th Grade Mathematics Lesson Plan April 16-18, 2002 Brewer Island School, San Mateo, CA Instructor: Akihiko Takahashi 1. Title of Unit: Finding the Area of Shapes 2. Goal: a. To deepen students understanding
More informationVolume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationPerimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview
Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview Summary of Lessons: This set of lessons was designed to develop conceptual understanding of the unique attributes
More informationNatural Disaster Recovery and Quadrilaterals
Natural Disaster Recovery and Quadrilaterals I. UNIT OVERVIEW & PURPOSE: In this unit, students will apply their knowledge of quadrilaterals to solve mathematics problems concerning a tornado that struck
More informationFIDDLIN WITH FRACTIONS
FIDDLIN WITH FRACTIONS Special Area: Connections (Fourth and Fifth Grade) Written by: (Dawn Ramos, Joan Johnson, Mindy Wilshusen, St. Mary s School) Length of Unit: (6 Lessons) I. ABSTRACT The purpose
More informationII. 2008 Core Knowledge National Conference, 2 nd Grade, Action! Action! We Want Fractions 1
ACTION! ACTION! We Want Fractions! Grade Level or Special Area: Second Grade Written by: Monique Cavaleri, Marie Maggio, Anne Slack, P.S.108, Brooklyn New York Length of Unit: 5 Lessons I. ABSTRACT Fractions
More informationLine Segments, Rays, and Lines
HOME LINK Line Segments, Rays, and Lines Family Note Help your child match each name below with the correct drawing of a line, ray, or line segment. Then observe as your child uses a straightedge to draw
More informationLesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations
Math Buddies -Grade 4 13-1 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane
More informationE XPLORING QUADRILATERALS
E XPLORING QUADRILATERALS E 1 Geometry State Goal 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Statement of Purpose: The activities in this
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationShow that when a circle is inscribed inside a square the diameter of the circle is the same length as the side of the square.
Week & Day Week 6 Day 1 Concept/Skill Perimeter of a square when given the radius of an inscribed circle Standard 7.MG:2.1 Use formulas routinely for finding the perimeter and area of basic twodimensional
More informationG3-33 Building Pyramids
G3-33 Building Pyramids Goal: Students will build skeletons of pyramids and describe properties of pyramids. Prior Knowledge Required: Polygons: triangles, quadrilaterals, pentagons, hexagons Vocabulary:
More informationGrade 3 Core Standard III Assessment
Grade 3 Core Standard III Assessment Geometry and Measurement Name: Date: 3.3.1 Identify right angles in two-dimensional shapes and determine if angles are greater than or less than a right angle (obtuse
More informationKristen Kachurek. Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan. Technology and Manipulatives used:
Kristen Kachurek Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan Technology and Manipulatives used: TI-83 Plus calculator Area Form application (for TI-83 Plus calculator) Login application
More informationInvestigating Quadrilaterals Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark A Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects. Indicator 3 Identify similarities
More informationMATH STUDENT BOOK. 6th Grade Unit 8
MATH STUDENT BOOK 6th Grade Unit 8 Unit 8 Geometry and Measurement MATH 608 Geometry and Measurement INTRODUCTION 3 1. PLANE FIGURES 5 PERIMETER 5 AREA OF PARALLELOGRAMS 11 AREA OF TRIANGLES 17 AREA OF
More informationGeometry Solve real life and mathematical problems involving angle measure, area, surface area and volume.
Performance Assessment Task Pizza Crusts Grade 7 This task challenges a student to calculate area and perimeters of squares and rectangles and find circumference and area of a circle. Students must find
More informationTeaching Guidelines. Knowledge and Skills: Can specify defining characteristics of common polygons
CIRCLE FOLDING Teaching Guidelines Subject: Mathematics Topics: Geometry (Circles, Polygons) Grades: 4-6 Concepts: Property Diameter Radius Chord Perimeter Area Knowledge and Skills: Can specify defining
More informationGeometric Transformations Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections
More informationConvert between units of area and determine the scale factor of two similar figures.
CHAPTER 5 Units of Area c GOAL Convert between units of area and determine the scale factor of two. You will need a ruler centimetre grid paper a protractor a calculator Learn about the Math The area of
More informationDiscovering Math: Exploring Geometry Teacher s Guide
Teacher s Guide Grade Level: 6 8 Curriculum Focus: Mathematics Lesson Duration: Three class periods Program Description Discovering Math: Exploring Geometry From methods of geometric construction and threedimensional
More informationPerimeter is the length of the boundary of a two dimensional figure.
Section 2.2: Perimeter and Area Perimeter is the length of the boundary of a two dimensional figure. The perimeter of a circle is called the circumference. The perimeter of any two dimensional figure whose
More informationII. 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 1
First Graders Measure Up! Grade Level or Special Area: First Grade Written by: Cindy Todd and Nancy Sanchez, Roscoe Wilson Elementary Magnet School, Lubbock, TX Length of Unit: Ten Lessons (10 days) I.
More informationWarning! Construction Zone: Building Solids from Nets
Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have
More informationOverview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationClassifying Lesson 1 Triangles
Classifying Lesson 1 acute angle congruent scalene Classifying VOCABULARY right angle isosceles Venn diagram obtuse angle equilateral You classify many things around you. For example, you might choose
More informationFractions In Action! Dawn Jesse
Fractions In Action! Dawn Jesse Fractions In Action Dawn Jesse Fractions In Action is an interactive activity that consists of direct instruction, cooperative learning and is inquire based. As the students
More informationI. ABSTRACT II. III. IV.
Teaching About Magnets in Kindergarten Grade Level or Special Area: Kindergarten Written by: Lori Dawn Montanez, Swallows Charter Academy, Pueblo West, CO Length of Unit: Five lessons (approximately two
More informationLateral and Surface Area of Right Prisms
CHAPTER A Lateral and Surface Area of Right Prisms c GOAL Calculate lateral area and surface area of right prisms. You will need a ruler a calculator Learn about the Math A prism is a polyhedron (solid
More informationGeometry and Measurement
The student will be able to: Geometry and Measurement 1. Demonstrate an understanding of the principles of geometry and measurement and operations using measurements Use the US system of measurement for
More informationII. III. IV. RESOURCES A. Best Buy Bargain Books, Social Studies K-1 by Frank Schaffer ISBN 0867344512
What on Earth is...a Map?...a Globe? Grade Level: Kindergarten Written by: Lisa Fagan Cross County Elementary, Teressa Davis Vanndale Elementary, Amy Searcy, and Cheryl Green Hickory Ridge Elementary,
More informationPerformance Assessment Task Which Shape? Grade 3. Common Core State Standards Math - Content Standards
Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to
More informationEstimating Angle Measures
1 Estimating Angle Measures Compare and estimate angle measures. You will need a protractor. 1. Estimate the size of each angle. a) c) You can estimate the size of an angle by comparing it to an angle
More informationAlgebra Geometry Glossary. 90 angle
lgebra Geometry Glossary 1) acute angle an angle less than 90 acute angle 90 angle 2) acute triangle a triangle where all angles are less than 90 3) adjacent angles angles that share a common leg Example:
More informationThree-Dimensional Figures or Space Figures. Rectangular Prism Cylinder Cone Sphere. Two-Dimensional Figures or Plane Figures
SHAPE NAMES Three-Dimensional Figures or Space Figures Rectangular Prism Cylinder Cone Sphere Two-Dimensional Figures or Plane Figures Square Rectangle Triangle Circle Name each shape. [triangle] [cone]
More informationPostulate 17 The area of a square is the square of the length of a. Postulate 18 If two figures are congruent, then they have the same.
Chapter 11: Areas of Plane Figures (page 422) 11-1: Areas of Rectangles (page 423) Rectangle Rectangular Region Area is measured in units. Postulate 17 The area of a square is the square of the length
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationArea Formulas TEACHER NOTES MATH NSPIRED. Math Objectives. Vocabulary. About the Lesson. TI-Nspire Navigator System
Math Objectives Students will be able to describe how the area of a parallelogram relates to the area of a rectangle with the same base and height. Students will be able to describe how the area of a triangle
More informationLinear, Square and Cubic Units Grade Five
Ohio Standards Connection Measurement Benchmark F Analyze and explain what happens to area and perimeter or surface area and volume when the dimensions of an object are changed. Indicator 4 Demonstrate
More informationProblem of the Month: Cutting a Cube
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationGrade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge:
Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge: Standards: Lesson Title and Objective/Description Shape names: square, rectangle, triangle,
More informationVOLUME of Rectangular Prisms Volume is the measure of occupied by a solid region.
Math 6 NOTES 7.5 Name VOLUME of Rectangular Prisms Volume is the measure of occupied by a solid region. **The formula for the volume of a rectangular prism is:** l = length w = width h = height Study Tip:
More informationCircumference Pi Regular polygon. Dates, assignments, and quizzes subject to change without advance notice.
Name: Period GPreAP UNIT 14: PERIMETER AND AREA I can define, identify and illustrate the following terms: Perimeter Area Base Height Diameter Radius Circumference Pi Regular polygon Apothem Composite
More informationDear Grade 4 Families,
Dear Grade 4 Families, During the next few weeks, our class will be exploring geometry. Through daily activities, we will explore the relationship between flat, two-dimensional figures and solid, three-dimensional
More information1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I?
Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.
More informationMD5-26 Stacking Blocks Pages 115 116
MD5-26 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.
More informationArea and Perimeter: The Mysterious Connection TEACHER EDITION
Area and Perimeter: The Mysterious Connection TEACHER EDITION (TC-0) In these problems you will be working on understanding the relationship between area and perimeter. Pay special attention to any patterns
More informationElizabeth Evans Riverside Elementary 6 th Grade. Teaching Objectives To use tangrams to build figures that have symmetry. To identify line symmetry.
Elizabeth Evans Riverside Elementary 6 th Grade Teaching Objectives To use tangrams to build figures that have symmetry. To identify line symmetry. Instructional Activities (designed for groups of 4) 1.
More informationStar and convex regular polyhedra by Origami.
Star and convex regular polyhedra by Origami. Build polyhedra by Origami.] Marcel Morales Alice Morales 2009 E D I T I O N M O R A L E S Polyhedron by Origami I) Table of convex regular Polyhedra... 4
More information43 Perimeter and Area
43 Perimeter and Area Perimeters of figures are encountered in real life situations. For example, one might want to know what length of fence will enclose a rectangular field. In this section we will study
More informationangle attribute Figure 1 4 right angles opposite sides parallel Lesson 14 5 Lesson 14 4 Vocab
Vocab angle attribute 006_055_G4_VisV_101741.indd Page F46 2/13/10 11:27:36 PM u-s014 /Volumes/114/GO00403/GO00403_Natl_Visual_Voca_Cards_G4%0 Figure 1 4 right angles opposite sides parallel endpoint hexagon
More informationMathematics Second Practice Test 1 Levels 4-6 Calculator not allowed
Mathematics Second Practice Test 1 Levels 4-6 Calculator not allowed Please read this page, but do not open your booklet until your teacher tells you to start. Write your name and the name of your school
More informationAlgebra III. Lesson 33. Quadrilaterals Properties of Parallelograms Types of Parallelograms Conditions for Parallelograms - Trapezoids
Algebra III Lesson 33 Quadrilaterals Properties of Parallelograms Types of Parallelograms Conditions for Parallelograms - Trapezoids Quadrilaterals What is a quadrilateral? Quad means? 4 Lateral means?
More informationOpen-Ended Problem-Solving Projections
MATHEMATICS Open-Ended Problem-Solving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEM-SOLVING OVERVIEW The Projection Masters for Problem-Solving
More informationI. ASSESSSMENT TASK OVERVIEW & PURPOSE:
Performance Based Learning and Assessment Task Surface Area of Boxes I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In the Surface Area of Boxes activity, students will first discuss what surface area is and
More informationXI. Mathematics, Grade 5
XI. Mathematics, Grade 5 Grade 5 Mathematics Test The spring 2012 grade 5 Mathematics test was based on learning standards in the five major content strands of the Massachusetts Mathematics Curriculum
More informationUNIT H1 Angles and Symmetry Activities
UNIT H1 Angles and Symmetry Activities Activities H1.1 Lines of Symmetry H1.2 Rotational and Line Symmetry H1.3 Symmetry of Regular Polygons H1.4 Interior Angles in Polygons Notes and Solutions (1 page)
More informationAngle - a figure formed by two rays or two line segments with a common endpoint called the vertex of the angle; angles are measured in degrees
Angle - a figure formed by two rays or two line segments with a common endpoint called the vertex of the angle; angles are measured in degrees Apex in a pyramid or cone, the vertex opposite the base; in
More informationDrawing Lines of Symmetry Grade Three
Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in two-dimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical
More informationHealth in Action Project. Fraction Action
Pillar: Active Living Division: II Grade Level: 6 Core Curriculum Connections: Math I. Rationale: Health in Action Project Fraction Action In this activity, students will review what an improper fraction
More informationReal World Performance Tasks
Real World Performance Tasks Real World Real Life, Real Data, Real- Time - These activities put students into real life scenarios where they use real- time, real data to solve problems. In the Seriously
More informationPERIMETER AND AREA. In this unit, we will develop and apply the formulas for the perimeter and area of various two-dimensional figures.
PERIMETER AND AREA In this unit, we will develop and apply the formulas for the perimeter and area of various two-dimensional figures. Perimeter Perimeter The perimeter of a polygon, denoted by P, is the
More informationEighth Grade, Density To Float or Not to Float? 2004 Colorado Unit Writing Project 1
Density To Float or Not to Float? That is the Question! Grade Level or Special Area: Eighth Grade Science Written by: Aida Peterson, Clear Lake Middle School, Denver, Colorado Length of Unit: Twelve lessons
More informationSTATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable
C 1 Measurement H OW MUCH SPACE DO YOU N EED? STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy Statement of Purpose:
More informationUnit 8 Angles, 2D and 3D shapes, perimeter and area
Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationTEKS TAKS 2010 STAAR RELEASED ITEM STAAR MODIFIED RELEASED ITEM
7 th Grade Math TAKS-STAAR-STAAR-M Comparison Spacing has been deleted and graphics minimized to fit table. (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in
More informationProblem of the Month: William s Polygons
Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common
More informationGAP CLOSING. 2D Measurement. Intermediate / Senior Student Book
GAP CLOSING 2D Measurement Intermediate / Senior Student Book 2-D Measurement Diagnostic...3 Areas of Parallelograms, Triangles, and Trapezoids...6 Areas of Composite Shapes...14 Circumferences and Areas
More informationArea of Parallelograms, Triangles, and Trapezoids (pages 314 318)
Area of Parallelograms, Triangles, and Trapezoids (pages 34 38) Any side of a parallelogram or triangle can be used as a base. The altitude of a parallelogram is a line segment perpendicular to the base
More informationGeometry of 2D Shapes
Name: Geometry of 2D Shapes Answer these questions in your class workbook: 1. Give the definitions of each of the following shapes and draw an example of each one: a) equilateral triangle b) isosceles
More informationWhat You ll Learn. Why It s Important
These students are setting up a tent. How do the students know how to set up the tent? How is the shape of the tent created? How could students find the amount of material needed to make the tent? Why
More informationMeasuring Angles A Lesson for Seventh and Eighth Graders
Measuring Angles A Lesson for Seventh and Eighth Graders by Marilyn Burns and Cathy Humphreys From Online Newsletter Issue Number 17, Spring 2005 In this lesson, the first day of a six-day sequence of
More informationChapter 18 Symmetry. Symmetry of Shapes in a Plane 18.1. then unfold
Chapter 18 Symmetry Symmetry is of interest in many areas, for example, art, design in general, and even the study of molecules. This chapter begins with a look at two types of symmetry of two-dimensional
More informationCalculating the Surface Area of a Cylinder
Calculating the Measurement Calculating The Surface Area of a Cylinder PRESENTED BY CANADA GOOSE Mathematics, Grade 8 Introduction Welcome to today s topic Parts of Presentation, questions, Q&A Housekeeping
More informationMathematics as Reasoning Students will use reasoning skills to determine the best method for maximizing area.
Title: A Pen for Penny Brief Overview: This unit is a reinforcement of the concepts of area and perimeter of rectangles. Methods for maximizing area while perimeter remains the same are also included.
More informationParallel and Perpendicular. We show a small box in one of the angles to show that the lines are perpendicular.
CONDENSED L E S S O N. Parallel and Perpendicular In this lesson you will learn the meaning of parallel and perpendicular discover how the slopes of parallel and perpendicular lines are related use slopes
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More informationGeometry Notes PERIMETER AND AREA
Perimeter and Area Page 1 of 57 PERIMETER AND AREA Objectives: After completing this section, you should be able to do the following: Calculate the area of given geometric figures. Calculate the perimeter
More informationMathematics Materials for Tomorrow s Teachers
M2T2 E 1 Geometry Mathematics Materials for Tomorrow s Teachers STATE GOAL 9: Use geometric methods to analyze, categorize, and draw conclusions about points, lines, planes, and space. Statement of Purpose:
More informationArea of Parallelograms (pages 546 549)
A Area of Parallelograms (pages 546 549) A parallelogram is a quadrilateral with two pairs of parallel sides. The base is any one of the sides and the height is the shortest distance (the length of a perpendicular
More informationThree daily lessons. Year 5
Unit 6 Perimeter, co-ordinates Three daily lessons Year 4 Autumn term Unit Objectives Year 4 Measure and calculate the perimeter of rectangles and other Page 96 simple shapes using standard units. Suggest
More informationHigh School. High School. Page 1 Columbus Public Schools 8/11/04. Grids and Graphics
Page Columbus Public Schools 8//04 Table of Contents 0 by 0 Grids p. 3 20 by 20 Grids p. 4 Algebra Tiles Template p. 5 Bingo Card p. 6 Blank Geoboards p. 7 Blank Circle Graph p. 8 Blank Number Lines p.
More informationMaking tessellations combines the creativity of an art project with the challenge of solving a puzzle.
Activities Grades 6 8 www.exploratorium.edu/geometryplayground/activities EXPLORING TESSELLATIONS Background: What is a tessellation? A tessellation is any pattern made of repeating shapes that covers
More informationGeometry Unit 6 Areas and Perimeters
Geometry Unit 6 Areas and Perimeters Name Lesson 8.1: Areas of Rectangle (and Square) and Parallelograms How do we measure areas? Area is measured in square units. The type of the square unit you choose
More informationGeometry Progress Ladder
Geometry Progress Ladder Maths Makes Sense Foundation End-of-year objectives page 2 Maths Makes Sense 1 2 End-of-block objectives page 3 Maths Makes Sense 3 4 End-of-block objectives page 4 Maths Makes
More information10-3 Area of Parallelograms
0-3 Area of Parallelograms MAIN IDEA Find the areas of parallelograms. NYS Core Curriculum 6.A.6 Evaluate formulas for given input values (circumference, area, volume, distance, temperature, interest,
More informationContents. Grades K-2 1. Math Notebook Cover Template 2. Table of Contents Template
Getting started with Interactive Math Notebooks Contents Grade 3-5 1. Math Notebook Expectations 2. Preparing your Math Notebook 3. Math Notebook Cover Template 4. Hints for Implementing Math Notebooks
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationNJ ASK PREP. Investigation: Mathematics. Paper Airplanes & Measurement. Grade 3 Benchmark 3 Geometry & Measurement
S E C T I O N 4 NJ ASK PREP Mathematics Investigation: Paper Airplanes & Measurement Grade 3 Benchmark 3 Geometry & Measurement This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs
More informationLinking Mathematics and Culture to Teach Geometry Concepts Vincent Snipes and Pamela Moses
Linking Mathematics and Culture to Teach Geometry Concepts Vincent Snipes and Pamela Moses Introduction Throughout history, mathematics has been used by different peoples in various ways. Arithmetic and
More informationQuadrilaterals GETTING READY FOR INSTRUCTION
Quadrilaterals / Mathematics Unit: 11 Lesson: 01 Duration: 7 days Lesson Synopsis: In this lesson students explore properties of quadrilaterals in a variety of ways including concrete modeling, patty paper
More informationGrade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra
Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Activity Lesson 3-1 What s My Rule? page 159) Everyday Mathematics Goal for Mathematical Practice GMP 2.2 Explain the meanings
More informationThink About This Situation
Think About This Situation A popular game held at fairs or parties is the jelly bean guessing contest. Someone fills a jar or other large transparent container with a known quantity of jelly beans and
More informationShapes & Designs Notes
Problem 1.1 Definitions: regular polygons - polygons in which all the side lengths and angles have the same measure edge - also referred to as the side of a figure tiling - covering a flat surface with
More informationMENSURATION. Definition
MENSURATION Definition 1. Mensuration : It is a branch of mathematics which deals with the lengths of lines, areas of surfaces and volumes of solids. 2. Plane Mensuration : It deals with the sides, perimeters
More informationThe University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Student Name:
GEOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Wednesday, August 18, 2010 8:30 to 11:30 a.m., only Student Name: School Name: Print your name and the name of
More informationInvestigating Relationships of Area and Perimeter in Similar Polygons
Investigating Relationships of Area and Perimeter in Similar Polygons Lesson Summary: This lesson investigates the relationships between the area and perimeter of similar polygons using geometry software.
More information