Unit 5
Unit #: 5 Subject(s): Math Grade 5 Designer(s): Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas
STAGE 1 – DESIRED RESULTS
Unit Title: Geometry and the Coordinate Plane
Understandings: Students will understand that…
Graphical representations can be used to make predictions and interpretations about real world situations
Coordinate systems allow us to place points in space and compare them to other points
Figures are classified by their properties and can fit into multiple categories
Essential Questions:
What do we consider when classifying two-dimensional figures?
How does the coordinate system work, and how can it help you better understand other map systems?
How can we represent numerical patterns on a coordinate grid?
What relationships can be determined by analyzing two sets of given rules?
How can a line graph help us determine relationships between two numerical patterns?
How can angle and side measures help us classify shapes?
Where is geometry found in your everyday world?
Students will know:
Angles- acute, obtuse, right
Lines- perpendicular, parallel, intersecting, horizontal, vertical
Coordinate plane
Origin
Ordered pair/coordinates
Point
st Quadrant 1
X-axis/X-coordinate
Y-axis/Y-coordinate
Vertex
Two-Dimensional Shape
Triangles- Acute, Obtuse, Right, Scalene, Isosceles, Equilateral
Polygons o quadrilaterals
rhombus, rectangle, square, trapezoid, kite o hexagons o octagons o pentagons
Congruent vs. Similar
Circle/Semi-circle
Regular vs. Irregular
On the coordinate plane a point represents the two pieces of information associated with an ordered pair
Coordinate system
What we consider when classifying 2 dimensional figures
Students will be able to:
Precisely identify and describe shapes based on their properties
Justify or Explain why a certain polygon does or does not belong to a particular category based on its attributes
Classify Triangles and polygons
Graph points on the coordinate plane to solve real-world and mathematical problems.
Generate patterns using given rules
Plot ordered pairs in the first quadrant
Represent numerical patterns on a coordinate grid
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1
Unit #: 5 Subject(s): Math Grade 5 Designer(s): Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas
STAGE 1– STANDARDS
List the CCSS/NCES for this unit in the space below. Include all relevant content and process standards.
5.G.1
5.G.2
5.G.3
5.G.4
5.OA.3
Graph points on the coordinate plane to solve real-world and mathematical problems.
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.
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.
Classify two-dimensional figures into categories based on their properties.
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 angles.
Classify two-dimensional figures into categories based on their properties.
Classify two-dimensional figures in a hierarchy based on properties.
Analyze patterns and relationships.
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.
Standards for Mathematical Practices
MP1 Make sense of problems and persevere in solving them.
MP2
MP3
MP4
Reason abstractly and quantitatively.
Model with mathematics.
Use appropriate tools strategically.
Construct viable arguments and critique the reasoning of others.
MP5
MP6
MP7
MP8
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Unit #: 5 Subject(s): Math Grade 5 Designer(s): Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas
Performance Tasks:
Georgia Unit 6: https://www.georgiastandards.org/Common-
Core/Common%20Core%20Frameworks/CCGPS_Math_5_Unit6FrameworkS
E.pdf
o Triangle Hierarchy Diagram pg. 34-37 o
Rectangles and Parallelograms pg.38-43
Georgia Unit 5: https://www.georgiastandards.org/Common-
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence:
Investigations: Investigation quizzes- Unit 5 Inv 1, Inv 2- 2.4,2.5
Discovery Education: 5 th Grade Math Unit 5 Assessment
Core/Common%20Core%20Frameworks/CCGPS_Math_5_Unit5FrameworkS
E.pdf
What’s the Better Buy? Pg. 40-46
Geometry Town Task http://mylearningzoo.files.wordpress.com/2011/12/geo-town-projectchecklist.pdf
DPI Math Tasks
Key Criteria:
See attached rubrics
District Resources:
Investigations: Unit 5
Investigation 1- all
Investigation 2- sessions 2.4,2.5
NCDPI: Lessons for Learning
(ncdpi math wiki): http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasks-
Grade5.pdf/375611936/CCSSMathTasks-Grade5.pdf
“Growing Sumandas”
STAGE 3 – LEARNING PLAN
Supplemental Resources:
Elementary mathematics: https://elementarymathematics.org/Grade_5_Geometry_Unit.html
Smart Exchange:
Coordinate grids- http://exchange.smarttech.com/details.html?id=c1efd65a-b62d-
4ab8-9e33-65aa9cbb5804
CCGeorgia Units 5&6: https://www.georgiastandards.org/Common-
Core/Common%20Core%20Frameworks/CCGPS_Math_5_Unit5FrameworkSE.
https://www.georgiastandards.org/Common-
Core/Common%20Core%20Frameworks/CCGPS_Math_5_Unit6FrameworkSE.
Technology:
http://www.mathplayground.com
http://studyjams.scholastic.com/studyjams/jams/math/geometry/types-oflines.htm
http://studyjams.scholastic.com/studyjams/jams/math/geometry/classifyquadrilaterals.htm
http://studyjams.scholastic.com/studyjams/jams/math/geometry/classifytriangles.htm
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Unit #: 5 Subject(s): Math Grade 5 Designer(s): Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas
http://mrnussbaum.com/stockshelves/
http://www.oswego.org/ocsd-web/games/billybug2/bug2.html
Differentiated Resources (AIG, ESL, EC, Technology, etc.):
AIG: Enrichment Units in Math Book 2- Coordinate Planes Lesson
Math Projects grades 5-8 Coordinates pg. 12-13; geometry pg. 23-25
EC Resources:
Coordinate Grids- http://qta.quantiles.com/qtaxon/goal/30561/
Locate Points- http://qta.quantiles.com/qtaxon/goal/30562/
Classify Shapes- http://qta.quantiles.com/qtaxon/goal/30563/
http://qta.quantiles.com/qtaxon/goal/30564/
CATEGORY 4 3 2 1
Diagrams and
Sketches
Diagrams and/or sketches are clear and greatly add to the reader's understanding of the procedure(s).
Diagrams and/or sketches are clear and easy to understand.
Diagrams and/or sketches are somewhat difficult to understand.
Diagrams and/or sketches are difficult to understand or are not used.
Explanation Explanation is detailed and clear. Explanation is clear.
Explanation is a little difficult to understand, but includes critical components.
Explanation is difficult to understand and is missing several components
OR was not included.
Mathematical
Concepts
Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).
Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).
Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).
Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4
Unit #: 5 Subject(s): Math Grade 5 Designer(s): Rebecca Stoudt, Jamie Barringer, Sarah Scott, Danielle Lucas
Geo-Town Grade Rubric
Geo Item
A Geo-Name for your newly created town
Possible Points
10
Three parallel streets
Two avenues which are perpendicular to the streets
10
10
One boulevard which intersects the streets
Four square buildings
Six pentagon-shaped buildings
A park with two triangular sandboxes and two circular pools
10
10
10
10
A compass rose and a map key
A well-written paragraph of a walk around Geo-Town using appropriate geometric and directional vocabulary to describe the two-dimensional figures encountered on your walk
10
10
Points Earned
Neat work with few or no spelling errors
Teacher’s Notes about project:
10
Total Points Earned:
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5
