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5th Grade Unit 6: / Geometry / Suggested Time Frame: / 20 days
TAKS Objectives: / 3 and 6 / TEKS: / 5.7, 5.8A, 5.8B, 5.9
Unit Overview
As students create polygons and geometric solids, they construct, apply, discuss, and evaluate mathematical definitions of these shapes and spaces. Properties of polygons will be explored as they are drawn on coordinate grids. Students will explore the concept of volume through building paper boxes. Volume relationships between geometric solids will be investigated.
Enduring Understandings
  • Geometric shapes and solids are defined by their critical attributes and properties.
  • Movement of a figure from one specific location to another in a plane results in a transformation of that figure.
  • There is a connection between ordered pairs of numbers and locations of points on a plane.
/ Essential Questions
  • What differentiates one geometric figure from another?
  • What movements are involved in each geometric transformation?
  • How do ordered pairs help to determine a location?
/ Mathematics Skills/Processes– ALWAYS DO!
5.14Underlying processes and mathematical tools. The student applies mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
5.14Aidentify the mathematics in everyday situations
5.14Bsolve problems that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
Include:
  • Explore problems using concrete manipulatives
  • Draw a picture (pictorial)
  • Share thoughts with peers
  • Create questions
  • Journal thoughts
  • Record or communicate with words/pictures/numbers
  • Justify answer
5.14Cselect or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
Include:
  • Explore with concrete manipulatives
  • Draw a picture (pictorial)
  • Share thoughts with peers
  • Journal thoughts
  • Record or communicate with words/pictures/numbers
  • Justify answer
5.14D use tools such as real objects, manipulatives, and technology to solve problems
Include:
  • Explore with concrete manipulatives
  • Draw a picture (pictorial)
  • Share thoughts with peers
  • Journal thoughts
  • Numerical representation
  • Justify answer
  • Work with and make connections among the different representations: concrete/pictorial/abstract
  • Use calculators
5.15Underlying processes and mathematical tools. The student communicates about mathematics using informal language. The student is expected to:
5.15Aexplain and record observations using objects, words, pictures, numbers, and technology
Include:
  • Describe the process in words (written and/or orally)
  • Journal writing/drawing is imperative
  • Oral explanation is a must
  • Calculators
5.15Brelate informal language to mathematical language and symbols
  • Include:
  • Students write and understand words, numbers, and symbols
  • Journal writing is imperative
  • Oral explanation is a must (students should talk to other students, the teacher, and to the class)
5.16Underlying processes and mathematd ical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to:
5.16Amake generalizations from patterns or sets of examples and non examples
Include:
  • Identify attributes of examples
  • Explain why examples are false
  • Examples may have nonsense words
5,16Bjustify why an answer is reasonable and explain the solution process
Include:
  • Students justify and prove their solutions in written/spoken words, pictures, concrete objects, and/or numbers
  • Journal writing (may include process or explanation, etc.)
  • Peer explanations
  • Classroom discussions

Facts
  • A polygon is a closed figure with at least 3 sides.
  • A polygon is 2 dimensional having only length and width.
  • The sum of the angles of a triangle is 180°.
  • The three geometric transformations are translation, rotation, and reflection.
  • Three types of triangles are scalene, equilateral, and isosceles.
/ Relationships and/or Connections that should emerge
  • Geometry is seen in nature and architecture.
  • Reflections are found in nature.
  • We can see our reflection in a mirror

Language of Instruction
angle / angulo
area / area
attribute / atributo
congruent / congruente
coordinate geometry / geometria coordinado
coordinate grid / cuadriculo coordinado
edge / arista
equilateral triangle / triangulo equilatero
face / cara
height / altitud
hexagon / hexogano
intersection / interseccion
Isosceles triangle / triangulo Isosceles
obtuse / obtuso
octagon / octogano
ordered Pairs / parejas ordenadas
parallel / paralel
parallelogram / paralelograma
pentagon / pentogano
perimeter / perimetro
perpendicular / perpendicular
polygon / poligono
quadrilateral / cuadrilatero
rectangle / rectangulo
regular polygon / poligono regular
rhombus / rombo
right angle / angulo recto
right triangle / triangulo recto
reflection / reflexion
rotations / rotacion
scalene triangle / triangulo Scalene
similar shape / forma similar
solids / solidos
square / cuadrado
symmetry / simetria
transformations / transformacion
translations / translacion
trapezoid / trapecio
triangle / triangulo
vertex / vertice
width / ancho
/ Suggested Products students will develop
Mathematical Connections to Literature
  • Clement, Rod. Counting on Frank. Gareth Stevens Publishing, 1991.
  • Froman, Robert. AnglesAre Easy as Pie. New York: Thomas Y. Crowell, 1975.
  • Pluckrose, Henry. Knowabout: Capacity. New York. Franklin Watts, 1988.
  • Srivastava, Jane. Spaces, Shapes, and Sizes.New York: Crowell, 1980.

5th Grade Unit 6: / Geometry / Suggested Time Frame: / 20 days
TAKS Objectives: / 3 and 6 / TEKS: / 5.7, 5.8A, 5.8B, 5.9
Unit Overview
As students create polygons and geometric solids, they construct, apply, discuss, and evaluate mathematical definitions of these shapes and spaces. Properties of polygons will be explored as they are drawn on coordinate grids. Students will explore the concept of volume through building paper boxes. Volume relationships between geometric solids will be investigated.
Text Resources
Investigations
Picturing Polygons
MathLearningCenter Activities
TexTeams Activities
Math Demonstration Lesson Packet (1/26/06 @MJE )
Enrichment Centers
Constructing parallel and perpendicular lines using a compass / Technology & Electronic Resource
  • PP_Geo-Logo
Other (i.e., Speakers, Field Trips) / Method(s) of Assessment
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
Constructed Response
  1. TEKSCheck
Assessment Sourcebook: End-Of Unit Assessment Tasks 1-4
End of Unit Assessment Tasks (Assessment Sourcebook-Curriculum Units Package)
  1. Open-ended
  2. Essay
  3. Research Paper
  4. Log / Journal
  5. Story / Play / Poem
  6. Model / Map / Video
  7. Oral / Visual / Multimedia Presentation
Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test
COLLABORATIVE STUDENT EXPLORATIONS
113A5.13B4E
It was the end of the first grading period in Mrs. Richardson’s fifth grade reading class and time for report cards to go home. She wanted her students to work to find their own averages. Mrs. Richardson pulled four students to the side and worked them in a small group. She gave each child a copy of her/his grades for this grading period.
Kevin / Reading 93,96,83,81,80,92,85,74,97,83
Brittany / Reading 87,80,82,93,73,100,83,81,94,100
Brooke / Reading 87,65,96,70,80,94,86,100,76,82
Ty / Reading 93,82,84,79,100,98,76,91,100,85
Use the information to find each student’s spread (range) and median (middle) of their grades. Explain your process.
Mean / Range / Median
Kevin / 86 / 23 / 83
Brittany / 87 / 27 / 85
Brooke / 84 / 35 / 81
Ty / 89 / 24 / 88
/ 114A5.13C3E
The residents of South Beach, Florida are preparing for the city’s annual jalapeño-eating contest. This is a contest to see who can consume the most jalapeños in ten minutes. This competition draws a crowd of over 10,000 spectators every year. Last year’s competition was a huge success. Travis Small came in first place by eating an amazing 105 jalapeños. Gregory Hanes came in a close second by devouring 96 jalapeños. Third place went to Victor Sandoval who got down a total of 87 jalapeños, while Richard Cantu came in a close fourth place when he consumed 75 jalapeños. Last place went to Christopher Bird, who, although he finished last, still managed to eat an incredible 60 jalapeños in just ten minutes. Create a picture graph showing last year’s contest results. Have each picture on your graph represent 3 jalapeños. Explain the process you used to create your graph. / Region IV Test Bank Question
109.Mary wanted to go into the lemonade stand business. Her mother said that she could conduct her business for four months. Mary decided that she needed to know the months that had the highest temperature. She thought when the temperature was hottest, then people would drink more lemonade and she would sell the most. She called the weather station and found out the following data for the last year:
Month / Average Temperature
January / 55 degrees
February / 60 degrees
March / 75 degrees
April / 80 degrees
May / 80 degrees
June / 85 degrees
July / 90 degrees
August / 110 degrees
September / 95 degrees
October / 87 degrees
November / 75 degrees
December / 70 degrees
Graph the data. What would be the best four months to sell lemonade? Explain your process.
ANSWER: 3 sample answers available STO: 5.13A TOP:Probability and statistics

Fifth Grade Mathematics Unit 6 Overview

In this brief summary, the days will fluctuate according to your students, calendar, and special events.

Unit Six: Geometry

Suggested 20 days

10 days

  • Polygons and their attributes
  • Introduce “Use Logical Reasoning” problem strategy

10 days

  • Solid figures and their attributes
  • Transformational geometry – rotations, reflections, and translations
  • Coordinate geometry (ordered pairs)

8/27/2007DRAFT 3