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Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language.
Key Terms for this Unit: • axis/axes • coordinates • coordinate plane • coordinate system • first quadrant • horizontal • intersection of lines • line • ordered pairs • origin • point • rule • vertical • x-axis • x-coordinate • y-axis • y-coordinate
From Teaching Student-Centered Mathematics, page 186, Van de Walle & Lovin, 2006
Shapes exist in great variety. There are many different ways to describe the attributes of shapes. The more ways one can classify and discriminate shapes, the better one understands them. Shapes have properties that can be used when describing and analyzing them. Awareness of these properties helps us appreciate shapes in our world. Properties can be explored and analyzed in a variety of ways. An analysis of geometric properties leads to deductive reasoning in a geometric environment.
Week 27 Polygons
Week 27 Polygons
5.GSR.8 Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.
5.GSR.8.1 (Classify, compare and contrast polygons)
S1: I can explore, compare, and contrast polygons based on properties.
S2: I can use a variety of tools to measure angles and side lengths to make sense of the properties of polygons.
5.GSR.8.2 (Attributes of polygons and categories)
S1: I can use a variety of tools to measure angles and side lengths to make sense of the attributes of two dimensional figures.
S2: I can explain how attributes belonging to a category of two dimensional figures also belong to all subcategories of that category.
This standard calls for students to reason about the attributes (properties) of shapes. Students will have experiences discussing the property of shapes and reasoning.
Regular polygons have all their sides and angles congruent. Name or draw some regular polygons.
A trapezoid has at least 2 sides parallel so it must be a parallelogram. True or False?
NOTE - be sure you understand the inclusive definition of a trapezoid.
If the opposite sides on a figure are parallel and congruent, then the figure is a rectangle. True or false?
A parallelogram has 4 sides with both sets of opposite sides parallel. What types of quadrilaterals are parallelograms?
All rectangles have 4 right angles. Squares have 4 right angles, so they are also rectangles. True or False?
Week 28 and 29 Numerical Patterns
Week 28 and 29 Numerical Patterns
5.PAR.6 Solve relevant problems by creating and analyzing numerical patterns using the given rule(s).
5.PAR.6.1 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms by completing a table.
S1: I can generate two numerical patterns using two given rules.
S2: I can identify apparent relationships between corresponding terms by completing a table.
Given two rules with an apparent relationship, students should be able to identify the relationship between the resulting sequences of the terms in one sequence to the corresponding terms in the other sequence. Graphing ordered pairs on a coordinate plane is introduced to students in the Geometry domain where students solve real-world and mathematical problems. For the purpose of this cluster, students will only use the first quadrant of the coordinate plane, which contains positive numbers only.
Week 28 and 29 Coordinate Plane
Week 28 and 29 Coordinate Plane
5.PAR.6 Solve relevant problems by creating and analyzing numerical patterns using the given rule(s).
5.PAR.6.2 Represent problems by plotting ordered pairs and explain coordinate values of points in the first quadrant of the coordinate plane.
K1: I can interpret coordinate values of points based on the problem or situation presented.
S1: I can represent problems by plotting ordered pairs.
S2: I can explain coordinate values of points in the first quadrant of the coordinate plane.
In this standard, students must become aware of the importance or direction and distance.
Students will describe how to get to the location and articulate directions as they plot points. Students will also analyze the graph by interpreting the coordinate values in the context of the real-world situation. This standard references real-world and mathematical problems, including traveling from one point to another and identifying the coordinates of missing points in geometric figures, such as squares, rectangles, and parallelograms.
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