FIFTH GRADE UNIT 5: 2 D Figures
3 weeks
In this unit students will:
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Identify similarities and differences among two-dimensional figures.
Reason about attributes (properties) of two-dimensional figures.
Have experiences discussing the property of two-dimensional figures.
Build upon their fourth grade knowledge and create a hierarchy diagram
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category
Unit Resources:
Unit 5 Overview Video
Parent Letter
Sample Prerequisite Skills Assessment
Sample Post Assessment
Topic 1: 2 D Figures
Big Ideas/Enduring Understandings:
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Two-Dimensional figures are classified by their properties.
Two-Dimensional figures can fit into more than one category.
Identify and describe properties of two-dimensional figures more precisely.
Essential Questions:
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How can plane figures be categorized and classified?
What is a quadrilateral?
What are the properties of quadrilaterals?
How can you classify different types of quadrilaterals?
How are quadrilaterals alike and different?
How can angle and side measures help us to create and classify triangles?
Where is geometry found in your everyday world?
What careers involve the use of geometry?
Why are some quadrilaterals classified as parallelograms?
Why are kites not classified as parallelograms?
Why is a square always a rectangle?
What are ways to classify triangles?
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections
that exist among mathematical topics.
MGSE5.G.3 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.
MGSE5.G.4 Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals).
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Vertical Articulation of 2 D Figures
Fourth Grade Geometry
Third Grade Geometry
Reason with shapes and their attributes.
Understand that shapes in different categories (e.g.,
rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared
attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and
squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong to any
of these subcategories.
Draw and identify lines and angles, and classify
shapes by properties of their lines and angles.
Classify two-dimensional figures based on the presence or
absence of parallel or perpendicular lines, or the presence
or absence of angles of a specified size. Recognize right
triangles as a category, and identify right triangles.
Recognize a line of symmetry for a two-dimensional figure
as a line across the figure such that the figure can be
folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry.
Sixth Grade
Solve real-world and mathematical
problems involving area, surface area
and volume.
Represent three-dimensional figures using
nets made up of rectangles and triangles,
and use the nets to find the surface area of
these figures. Apply these techniques in the
context of solving real-world and
mathematical problems.
2 D Figures Instructional Strategies
Classify two-dimensional figures into categories based on their properties.
MGSE5.G.3
This standard calls for student to reason about the attributes (properties) of shapes. Student should have experiences discussing the property of shapes and
explaining their reasoning.
For example, examine whether all quadrilaterals have right angles. Justify your answer by
giving examples and non-examples.
MGSE5.G.4
This standard builds on what was done in 4th grade. Figures from previous grades: polygon, rhombus/rhombi, rectangle, square, triangle, quadrilateral, pentagon,
hexagon, cube, trapezoid, half/quarter circle, circle
For example, explain how a right triangle can be both scalene and isosceles, but not equilateral.
2 D Figures Misconceptions
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Teachers and students often assume that the coordinate system is limited to one quadrant, Quadrant I. However, the initial understanding of the first
quadrant provides the foundation for work in the other three quadrants, which includes negative numbers introduced in Grade Six.
5th Grade Unit 5
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Students reverse the points when plotting them on a coordinate plane. They count up first on the y-axis and then count over on the x-axis. The location of
every point in the plane has a specific place.
Evidence of Learning
By the conclusion of this unit, students should be able to demonstrate the following competencies:
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Generate patterns using given rules
Identify relationships between terms and between two numbers
Form ordered pairs consisting of corresponding terms from the two patterns
Create a coordinate grid and graph ordered pairs in the first quadrant of the coordinate plane
Generate line graphs to represent patterns and linear functions
Articulate directions as students plot points
Interpret coordinate values of points in the context of situations
Represent real world and mathematical problems using coordinate terminology and graphed model
Additional Assessments
Adopted Resources
My Math:
12.1 Polygons
12.2 Hands On: Sides and Angles of Triangles
12.3 Classify Triangles
12.4 Hands On: Sides and Angles of Quadrilaterals
12.5 Classify Quadrilaterals
12.6 Hands On: Build Three-Dimensional Figures
12.7 Three-Dimensional Figures
*These lessons are not to be completed consecutively as it
is way too much material. They are designed to help
support you as you teach your standards.
Adopted Online Resources
My Math
http://connected.mcgrawhill.com/connected/login.do
Think Math:
9.1 Investigating Angles
9.2 Classifying Angles and Triangles
9.7 Comparing and Classifying Quadrilaterals
Teacher User ID: ccsde0(enumber)
Password: cobbmath1
Student User ID: ccsd(student ID)
Password: cobbmath1
Exemplars
http://www.exemplarslibrary.com/
User: Cobb Email
Password: First Name
 Pattern Block Thinking
Additional Web Resources
Howard County Wiki: https://grade5commoncoremath.wikispaces.hcpss.org/5.G.3
Howard County Wiki: https://grade5commoncoremath.wikispaces.hcpss.org/5.G.4
K-5 Math teaching Resources:
http://www.k-5mathteachingresources.com/5th-grade-number-activities.html
Estimation 180 is a website of 180 days of estimation ideas that build number sense: http://www.estimation180.com/days.html
Illustrative Mathematics provides instructional and assessment tasks, lesson plans, and other resources: https://www.illustrativemathematics.org/
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Professional Resource for Educators: http://www.insidemathematics.org
Suggested Manipulatives
Vocabulary
Suggested Literature
tangrams
pattern blocks
grid paper
ruler
geoboards
two-dimensional
angles
point
line segment
perpendicular lines
parallel lines
base
quadrilateral
parallelograms
irregular polygon
The Fly on the Ceiling
A Clock for a Dreamer
The Librarian Who Measured the Earth
Let’s Fly a Kite
Hamster Champs
A Cloak and the Dreamer
Sir Cumference and the Vikings Map
Shape Up fun with Triangles and Other Polygons
Coordinate Graph Art
Task Descriptions
Scaffolding Task
Constructing Task
Practice Task
Culminating Task
Formative Assessment
Lesson (FAL)
3-Act Task
5th Grade Unit 5
Task that build up to the learning task.
Task in which students are constructing understanding through deep/rich contextualized problem solving
Task that provide students opportunities to practice skills and concepts.
Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical
ideas and applications.
Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.
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State Tasks
Task Name
Polygon Capture
My Many Triangles
Task Type
Grouping Strategy
Scaffolding Task
Partner Task
Constructing Task
Partner/Small Group Task
Tangling with Triangles
Practice Task
Small Group/Individual Task
Triangle Hierarchy Diagram
Performance Task
Individual Task
Rectangles and
Parallelograms
Scaffolding Task
Individual Task
Property list of Quadrilaterals
Constructing Task
Partner/Small Group Task
Investigating Quadrilaterals
Practice Task
Individual/Pair/Whole Group
Quadrilateral Hierarchy
Diagram
Performance Task
Individual Task
Constructing Hierarchies
Practice Task
Partner/Small Group
Shapely Pairs
Culminating Task
Partner/Individual Task
5th Grade Unit 5
Content Addressed
Classify polygons by properties
Classify triangles by sides and
angles
Create and explain the
attributes of each
type of triangle
Constructing a triangle
hierarchy
diagram
Identify, compare, and analyze
attributes
of rectangles and
parallelograms
Create and compare
quadrilaterals
Compare and analyze
attributes
of quadrilaterals
Constructing a quadrilateral
hierarchy
Diagram
Compare and analyze attributes
of 2D figures to construct a
hierarchy
Review all properties of
polygons and show true
understanding of knowledge
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Task Description
Standard(s)
MGSE5.G.3
MGSE5.G.3
MGSE5.G.3
Examining relationships
among geometric properties
Sorting triangles according
to their attributes
Making/drawing
angles/triangles with straws
MGSE5.G.3
MGSE5.G.4
Creating a hierarchy with
shapes
MGSE5.G.3
MGSE5.G.4
Classifying 2-D shapes into a
hierarchy based on
properties
MGSE5.G.3
MGSE5.G.3
MGSE5.G.4
Becoming familiar with
properties of quadrilaterals
Investigating attributes of
quadrilaterals
MGSE5.G.3
MGSE5.G.4
Creating a hierarchy of 2-D
shapes
MGSE5.G.3
MGSE5.G.4
Wonderings about angles
and polygons
MGSE5.G.3
MGSE5.G.4
Identifying relationships
between various shapes
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