Teachers: To assure that the above standards are understood, always
remind, ask and show your students:
5.3.1
How can you determine the two names of a triangle?
BRIDGES CORRELATION to 5.3.1
Unit 3, Sessions 7, 12–14, 16
October Calendar Grid
Set C1 Geometry: Triangles & Quadrilaterals, Activity 1 and Ind.
Worksheets 1 & 2
Bridges Practice Book, pages 43, 44, 97, 140
Informal
Bridges Practice Book, pages 43, 44, 97, 140
5.3.2
If the area of a parallelogram is A=bh, why would the formula for the
are of a triangle be. bh?
BRIDGES CORRELATION to 5.3.2
Unit 3, Sessions 1, 4, 16
Unit 3, page 336 (Challenge)
Home Connections, Vol. 1: HC’s 23, 28, 34
September Problem Solving
October Calendar Grid
January Problem Solving
March Problem Solving
Number Corner Student Book pages 8, 14, 27, 34, 86, 94, 139–141
Set C1 Geometry: Triangles & Quadrilaterals, Activities
3 & 4 and Independent Worksheets 5 & 6
Bridges Practice Book, pages 45, 47, 51, 53, 54, 58, 72, 85, 91
Grade 5 MATH:
Oregon Department of Education Standards
for Practice or Progress Monitoring.
Current Standard:
5.3 Geometry, Measurement, and Algebra: Describe and relate twodimensional shapes to three-dimensional shapes and analyze their
properties, including volume and surface area.
Book #7
This booklet will focus ONLY on the items in
Bold Black [5.3.1 and 5.3.2] in the table below.
5.3.1 Identify and classify triangles by their angles (acute, right,
obtuse) and sides (scalene, isosceles, equilateral).
5.3.2 Find and justify relationships among the formulas for the
areas of triangles and parallelograms.
5.3.3 Describe three-dimensional shapes (triangular and- rectangular prisms, cube,
triangular- and square-based pyramids, cylinder, cone, and sphere) by the number
of edges, faces, and/or vertices as well as types of faces..
5.3.4 Recognize volume as an attribute of three-dimensional space.
5.3.5 Determine volume by finding the total number of same-sized units of volume
that fill a three dimensional shape without gaps or overlaps.
5.3.6 Recognize a cube that is one unit on an edge as the standard unit for
measuring volume.
5.3.7 Determine the appropriate units, strategies, and tools for solving problems
that involve estimating or measuring volume.
5.3.8 Decompose three-dimensional shapes and find surface areas and volumes of
triangular and rectangular prisms.
Informal
Bridges Practice Book, pages 45, 47, 51, 53, 54, 58, 72, 85, 91
Formal
Unit 3, Session 22 (Unit Post-Assessment and Student Reflection
Sheet)
Number Corner Teacher’s Guide, pages 110–114, 232–236, 320–324,
400–404 (Checkups 1, 2, 3, and 4)
5.3.9 Identify and measure necessary attributes of shapes to use area, surface
area, and volume formulas to solve problems (e.g., to find which of two gift boxes
needs the most wrapping paper or has the greater volume?).
The test samples and strand data for this booklet can be found on the Oregon State Departments
of Education web site. The use of this booklet was designed for the Hillsboro School District
based on HSD Power Standards along with the ODE strand categories. This booklet is paid for
and furnished to teachers for instruction by the HSD.
The concept of this booklet was created by Rick & Susan Richmond
© Rick & Susan Richmond 2010 Revision: Original 03-2010 Revision 10-2011
These problems are presented in an OAKS testing format.
No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, without written permission from Rick & Susan Richmond and the Oregon
State Department of Education and the Hillsboro School District.
Page 11
5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides
(scalene, isosceles, equilateral).
1. In which triangle is there a right angle?
A.
A
B.
B
C.
C
D.
D
5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and
sides (scalene, isosceles, equilateral).
10. This triangle fits in which classification?
A.
Right Triangle
B.
Scalene Triangle
C.
Isosceles Triangle
D. Equilateral Triangle
Do your work here:
Do your work here:
Mathematics Test Specifications and Test Blueprints 2010-2011
Rick and Susan Richmond 2011 - 2012
Page 1
Page 10
5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides
(scalene, isosceles, equilateral).
9. Which of the following shows an equilateral triangle?
5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and
sides (scalene, isosceles, equilateral).
2. What kind of triangle is this?
A.
right triangle
B.
Equilateral triangle
A.
A
C.
Isosceles but not equilateral
B.
B
D.
scalene
C.
C
D.
D
Do your work here:
Do your work here:
Rick and Susan Richmond 2011 - 2012
2004-2008 ODE Sample Tests
Page 9
Page 2
5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides
(scalene, isosceles, equilateral).
3. Each angle in this triangle is?
A.
Acute
B.
Obtuse
C.
Right
D.
Equilateral
5.3.2 Find and justify relationships among the formulas for the areas of
triangles and parallelograms.
8. What is the area of this parallelogram?
Do your work here:
A.
30 cm2
B.
26 cm2
C.
60 cm2
D.
17 cm2
Do your work here:
2004-2008 ODE Sample Tests
Rick and Susan Richmond 2011 - 2012
Page 3
Page 8
5.3.2 Find and justify relationships among the formulas for the areas
of triangles and parallelograms.
5.3.2 Find and justify relationships among the formulas for the areas
of triangles and parallelograms.
7. Which would be used to find the Area of
parallelogram WXYZ?
A.
Area = 12 x 7
B.
Area = 2 x 12 x 6
C.
Area = 12 x 6
D.
Area = 12 x 6
2
4. In the figure below, WXYZ is a parallelogram.
If the area of triangle WXY is 22 square inches,
what is the area of WXYZ?
A.
11 square inches
B.
22 square inches
C.
33 square inches
D.
44 square inches
Do your work here:
Do your work here:
Oregon Mathematics Test Specifications Blueprints 2011-2012
Rick and Susan Richmond 2011 - 2012
Page 7
Page 4
5.3.2 Find and justify relationships among the formulas for the areas of triangles and
parallelograms.
5. A parallelogram is shown below with an Area of 120 inches
and a height h of 8 inches.
5.3.2 Find and justify relationships among the formulas for the areas
of triangles and parallelograms.
6. A parallelogram is shown on the grid.
h
What is the dimension of base?
Which expression represents the area of this parallelogram?
A.
30
B.
20
C.
15
D.
60
A.
6+6+4+4
B.
8+8+4+4
C.
6x4
D.
8x4
Do your work here:
Do your work here:
Rick and Susan Richmond 2011 - 2012
Rick and Susan Richmond 2011 - 2012
Page 5
Page 6