Grade: 5 Unit: 5 Measuring Polygons (2D Geometry & Measurement)

Know-Understand-Do (KUD)
Grade: 5 Unit: 5 Measuring Polygons (2D Geometry & Measurement)

Critical Area of Focus and/or Parts of Narrative:
This unit focuses on this domain & cluster:
Geometry
 Classify two-dimensional figures into categories based on their properties.
Standards for Mathematical Practice:
1. Make sense of problems & persevere in solving them. 5. Use appropriate tools strategically.
2. Reason abstractly & quantitatively. 6. Attend to precision.
3. Construct viable arguments and critique the 7. Look for and make use of structure.
reasoning of others. 8. Look for and express regularity in repeated reasoning.
4. Model with mathematics
By the end of this unit, students will…

UNDERSTAND:
Identifying, classifying, and analyzing the attributes of 2D figures allow us to measure and problem solve effectively.
KNOW: DO:
Extended Knowledge:
 Perimeter is the distance around a figure. Geometry 5.G
 Length is a linear unit of measure.
Students can use inches, feet, yards, etc. Classify two-dimensional figures into categories based on their
 Area can be measured using square units. properties.
It is the amount of space an object covers.
 Classify, identify and analyze Polygons, 3. Understand that attributes belonging to a category of two-
Triangles, and Quadrilaterals. dimensional figures also belong to all subcategories of that category.
 Some attributes of shapes make them a For example, all rectangles have four right angles and squares are
subset or a particular type of another shape rectangles, so all squares have four right angles. CC.5.G.3
(ex: a square is a special type of rectangle
and a special type of rhombus) 4. Classify two-dimensional figures in a hierarchy based on properties.
 Benchmark angles of 90°, 30°, 60°, and 45° CC.5.G.4
and 180°.  identify attributes of polygons and use them to describe &
 A straight line has a measurement of 180°. compare quadrilaterals and triangles
 Two angles can be joined together to form
a larger angle.
(activities in unit)
 Power polygons come in different shapes
and sizes and can be combined in a variety
o Session 1.1, 1.2, 1.3
of ways. The power polygons mirror the o Students play GUESS MY RULE to practice classifying and
pattern blocks they have worked with in organizing 2-dimensional shape cards based on their attributes.
previous grades. [session 1.3]
 Angles less than 90° are known as acute o Create a Venn Diagram approach to illustrate the relationship
 Angles greater than 90° are known as among Parallelograms, Rectangles, Rhombuses, and
obtuse. Squares.[session 1.3 pg. 44]
 Right angles are equal to 90°. o Regular V. Non-Regular Polygons [pg. T61]
 Different shaped rectangles can have the o Logo Paths “Triangles and Rhombuses and Parallelograms”
same area or the same perimeter. Students draw polygons based on their knowledge of the
 Different rectangles can have the same characteristics of each shape. [1.5]
area but different perimeters.
o Session 1.7 [M17] Students demonstrate their understanding
 A full turn is considered 360°.
that the same quadrilateral can be classified in several ways.
 The interior angle measurements in a
triangle add up to 180°.
 Types of Line [Intersecting lines are those o Students view Quick Images 2-D session 1.4, 1.5, 1.7 pg. 46
that cross at one point and perpendicular where they are subdividing the figure into its individual shapes,
lines are a special type of intersecting lines and combining to make the shape with all of it’s parts.
that intersect to form 90° [right] angles. o Students decide whether the polygons are regular or not by
Parallel lines are those that never intersect. combining shapes to see whether they have equal sides and
equal angles.
New Knowledge: o Session 1.5 Students identify the measures of angles by
 Angles are measured in terms of degrees stacking and combining power polygons. They use their
Updated February 2013 Page 1

Know-Understand-Do (KUD)
and it is an indication of an amount of knowledge of interior angles to identify the sums of degrees
turning. within a polygon. [student book pg. 19]
 Shape is a synonym for figure or geometric o Session 3.2 Building Similar Hexagons - hexagons can be
object. decompose into smaller shapes while maintaing the same area.
 Geometric definitions are based on
[pg.116]
grouping a set of figures together based on
common attributes they share.
o Session 3.2 LogoPaths “Polygon Pairs”
 A right angle is ¼ of full 360° turn.
 Identify and classify angles as acute, right, obtuse, or straight
Types of Quadrilaterals [4 sided figures]  describe triangles by the sizes of their angles and the lengths of their
(formalized based on attributes) sides
 Square – 4 equal sides and 4 equal 90°
o Session 1.1 students play GUESS MY RULE using shape cards 1-
angles [vertices]
 Rectangle – 2 sets of parallel sides and 4
12 to identify/classify angles.
right angles.
 Rhombus – 4 equal sides and no right o The corner of a piece of paper can be used as a right angle tester.
angles. If the angle is smaller than the corner its measure is less than 90
 Parallelogram – 2 sets of parallel sides and degrees.
no right angles. o “Angle and Turn” [LogoPaths] is played to introduce and reinforce
 Trapezoid- 1 set of parallel sides supplementary angles.
Regular Polygons o Students use known angles to find the measures of other angles.
(formalized based on attributes) [session 1.5 1.6]
 Have all sides that are equal length and all
angles that are equal in measure. [Ex:
 Compare the perimeters and areas of rectangles when the
Square and Equilateral Triangle]
 The sums of the angles in a polygon differ
dimensions are multiplied by given amounts
depending on the type of polygon. [Pg. 52  use numerical and/or geometric patterns/representations to describe
Ex: Quadrilaterals have 360°, Triangles how the perimeters and areas of rectangles change when the
have 180°, pentagon 540°, hexagon is dimensions change.
720°] o Scaling
Types of Triangles o Finding a partial unit of distance
(formalized based on attributes)
 Scalene – has sides that are all different
lengths.  Find the number of square units it takes to cover a geometric figure
 Isosceles – two sides that are of equal (area)
length  create different rectangles with the same area but different perimeters,
 Equilateral – All sides are of equal length and with same perimeter but different areas.
 The greater the difference in the lengths of  Double the dimensions of a square to investigate what happens (It will
the sides of a rectangle, the larger the
quadruple the area)
perimeter. EX: for an 8 X 8 square the area
is ALWAYS 64, with a perimeter that is 32. (activities in unit)
When you change the dimensions to a 1 x o Building a sequence of rectangles Session 2.3
64 the perimeter is equal to 130 and it gets o Session 2.4 rearranging rectangles.
bigger. o Session 2.5 “Fence around a Garden” Perimeter is a constant and
 Two shapes are similar if they have the the area changes. [Student Book Page 43, 44]
same shape but necessarily the same size. o Session 2.6 M19 Perimeter and Area of Rectangles ----Session
 If their angles are equal and the sides of 3.1 “Building Similar Shapes” students make the next 5 shapes
one figure are in proportional to the sides of from the original power polygon.
the other and they have exactly the same
shape, then they are similar.
 Recognize and build similar figures
 Mathematically SIMILAR has a different
meaning than when used in everyday  Explore similarity by examining the relationships among angles, line
speech. [Page 109 Math Notes] lengths, and areas of similar polygons.
Vocabulary:
Mathematically proficient students acquire precision in the use of mathematical language by engaging in discussion with
others and by giving voice to their own reasoning. By the time they reach high school they have learned to examine
claims, formulate definitions, and make explicit use of those definitions. The terms students should learn to use with
increasing precision in this unit are:
Right, Acute, Obtuse, Equilateral, Scalene, Isosceles, Quadrilaterals, Parallel, Trapezoid, Parallelogram,
Rectangle, Rhombus, Square, Supplementary, Convex, Concave, Regular Polygon, Hexagon, Heptagon,
Octagon, Pentagon, Decagon, Interior Angle, exterior Angle, Perimeter, Area, Similar
Connections:
-A way to address this GLE is – Please refer to Center Stage activities (Green Kit) 13, 14, 15
Updated February 2013 Page 2

Grade: 5 Unit: 5 Measuring Polygons (2D Geometry & Measurement)

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Know-Understand-Do (KUD)

Grade: 5 Unit: 5 Measuring Polygons (2D Geometry & Measurement)

This unit focuses on this domain & cluster:

By the end of this unit, students will…

Updated February 2013 Page 1

Updated February 2013 Page 2

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