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Math Unit Plan
80-325
Section 2
Kristin Raymond
101326306
[email protected]
March 15, 2010
Math Unit Plan
Grade: 5
Strand: Geometry and Spatial Sense
Time: 50 minutes p/lesson; 250 minutes overall
This is a brief chapter in the grade 5 geometry unit, instead of a final test, students
will be evaluated based on Knowledge task worksheet, anecdotal record kept by the
teacher and Show What You Know to create a TACK assessment of their learning.
The overall unit will consist of 5 lessons. These lessons are: Naming and Sorting
Polygons by Sides, Measuring and Constructing Angles, Naming and Sorting Triangles,
Constructing Triangles, and Show What You Know. Each of these activities 9done
mostly during class time) will give students the necessary information to continue on
their math learning through the textbook, Math Makes Sense 5.
The strand of Geometry and Spatial Sense for grade 5 focuses on angles, polygons
and triangles (to name a few) and these lessons will be an introduction to the more indepth focus on these aspects of the mathematics curriculum later on in the semester.
Some of the overall expectations which this unit touches on are:
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identify and classify two-dimensional shapes by side and angle properties
identify and describe the location of an object and translate two-dimensional
shapes
identify and classify two-dimensional shapes by side and angle properties, and
compare and sort three-dimensional figures;
identify and construct nets of prisms and pyramids
During each class, students will be focused on the specific expectations which will
contribute to meeting all the prescribed overall expectations set forth by the Ministry
curriculum.
Some of the key concepts which the students will be learning are:
-polygons sorted by number of sides and by side length
-named by vertices
-triangles named by number of equal sides
-angles can be measured and constructed using a protractor
-an angle can be named and sorted according to its measure
-triangles can be sorted by angle measure
-quadrilaterals can be sorted by number of equal angles
-polygons can be sorted by the number of equal sides and by the number of equal angles
-triangles can be constructed given the side and angle measurements
-changing the angle of an angle in a triangle affects the lengths of a side and vice versa
By addressing all of these key concepts/leanings, students will have an excellent grasp of
future learning in the area of geometry and spatial sense.
Topic: Naming and Sorting Polygons by Sides
Curriculum Expectations:
 identify and classify two-dimensional shapes by side and angle properties
 identify and describe the location of an object and translate two-dimensional
shapes
Specific Expectations:
 distinguish among polygons, regular polygons, and other two-dimensional shapes
 identify, perform, and describe translations, using a variety of tools
Resources: ruler, scissors, glue, handout of different triangles, geoboards, ruler, elastics
Key Questions to be addressed:
i)
How can polygons be sorted?
ii)
How do vertices play a role in the naming and sorting of polygons?
Introductory Activity: 10 minutes
 Post all the different triangles on the board; have students discuss what they see.
Questions: What do all these triangles have in common?
How are they different?
Questions: What are polygons? Quadrilaterals?
 Handout the triangle sheet; discuss the types of angles shown.
 Discuss angles and sides: What are they? How can we tell the difference? How
can we measure?
Development:
 As students work on cut-outs; ask prompting questions about the similarities and
differences of triangles
 Once the students cut out the triangles; have them measure each of the sides and
record the number (to the nearest centimetre)
 After recording the information on all the triangles; discuss findings with the
students.
Question: Do some of the triangles have the same measurement? Two the same?
None the same?
Have students paste the triangles into their notebooks
 Post the 3 types of triangles on the board; discuss what the triangles are called.
Hand out the geoboards
 Have each student create the 3 types of triangles on a geoboards; record
observations in their notebook
Concluding Activity:
 Add new definitions to the Word Wall (equilateral, isosceles, scalene)
 Set homework question: Reflect “How can you use side lengths to name a
triangle? Use words and pictures to explain.” pg. 84
Method of Evaluation: no formal evaluation/assessment; homework check to be done
next class’ anecdotal records
Follow-up Ideas: discuss angles and how to measure
Topic: Measuring and Constructing Angles
Overall Expectations:
 identify and classify two-dimensional shapes by side and angle properties
 identify and describe the location of an object and translate two-dimensional
shapes
Specific Expectations:
 identify and classify acute, right, obtuse, and straight angles
 identify and classify acute, right, obtuse, and straight angles;
 identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and
classify them according to angle and side properties
Resources: protractor, square dot paper, geoboards, elastics, overhead
Key Questions:
i)
How can angles be measured?
ii)
What are some ways in which we can name and sort shapes
(triangles/polygons)?
Introductory Activity:
 Review last class; what did we learn/discuss? Shapes of polygons/quadrilaterals.
 Discuss angles; what is an angle? Come up with a class definition. Read the text
definition. Are the similar?
Development:
 Post the shapes from last class on the board; discuss where angles are shown.
Question: How do we measure angles? Protractor
 Have students open their notebooks to the page from last class; retrieve their
protractors from their math kits
 On the overhead show one of the shapes from last class, show the class how to
use the protractor properly to measure the angles; have the class continue to work
on this while walking around the room observing for common mistakes,
misbehaviour
 Once complete, discuss different angles; draw the three types of triangles on the
chalk board; name each of the types of triangles (acute, right, obtuse); have
students create them with their arms.
 Talk about the Magic Number 90°; smaller than 90 is acute; bigger than 90 is
obtuse; have students name the triangles in their notebooks.
Concluding Activity:
 Have students create the shapes on the geoboards (if time allows)
 Add words to the Word Wall (angle, acute, right, obtuse)
 Homework – pg 86 # 1, 2 (Estimate, use the protractor, name angle)
Method of Evaluation: no formal evaluation/assessment; home work check next class;
anecdotal records
Follow-up Ideas: use tan-grams to make certain angles and shapes, student worksheet to
sort and name polygons/triangles
Topic: Naming and Sorting Triangles
Overall Expectations:
 identify and classify two-dimensional shapes by side and angle properties, and
compare and sort three-dimensional figures;
 identify and describe the location of an object and translate two-dimensional
shapes.
Specific Expectations:
 identify and classify acute, right, obtuse, and straight angles;
 identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and
classify them according to angle and side properties
Resources: worksheet, transparency, overhead
Key Questions:
i)
What kind of triangle it this? How can we tell?
ii)
What are some of the different methods for sorting triangles?
Introductory Activity:
 Review what was learned; take up homework; answer any
questions/complications in the homework
 Draw a triangle on a transparency
Questions: What kind of triangle it this? How can we tell?
Repeat the process for 5 triangles using all 3 different types of triangles
Development:
 Students will read pgs 90-91 in their textbook – brief discussion; any
questions/concerns/problems
 Handout the worksheet – students will be required to measure sides and angles;
name each of the triangles as acute, right, or obtuse
Concluding Activity:
 Students will have the rest of the class time to finish the worksheet which will be
handed in at the end of class or done for homework if necessary
 If finished early students use the geoboards to complete question 5 pg 93 - quietly
Method of Evaluation: formal assessment of worksheet (Knowledge/Understanding;
Application grade); anecdotal records
Follow-up Ideas: use tan-grams to make certain angles and shapes, test to sort and name
polygons/triangles
Topic: Constructing Triangles
Overall Expectations:
 identify and classify two-dimensional shapes by side and angle properties, and
compare and sort three-dimensional figures;
 identify and construct nets of prisms and pyramids
Specific Expectations:
 distinguish among prisms, right prisms, pyramids, and other three-dimensional
figures
 identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and
classify them according to angle and side properties;
 construct triangles, using a variety of tools
Resources: handout of 3D figures, tape, ruler, protractor, overhead projector,
transparency
Key Questions:
i)
Why could the triangles be different? Why might they be the same?
ii)
How can we be sure that are answers are correct? What are two methods of
achieving this?
Introductory Activity:
 Hand-in worksheets; review knowledge; any new words for the word wall?
 On the transparency have 3 triangles with vertices (A, B, C); (D, E, F); (G, H, J) –
have student volunteers come up to the projector and point at an angle as you call
it out
 As a class, we will construct three triangle using these angles at one vertices
1) 30°, 2) 60°, 3) 90°
Development:
 If students still need more explanation/help in constructing triangles, we can do
some more examples as a class
 Students will receive handouts of figures; students will be able to create these
figures to make 3 dimensional figures of pyramids. This visual aids will help
many students, mainly kinaesthetic learners, with being able to represent a
triangle in a 3D form; once complete, students can attempt to find the angle ° of
their built triangles
 Discuss the answers as a class.
Questions: Why could they be different? Why might they be the same?
Conclusion:
 Students can work on pg. 96-97 # 1-7 (only a) and b)) in their text – to be done for
homework
Method of Evaluation: no formal evaluation/assessment; homework check to be done
next class; anecdotal records
Follow-Up Activities: show what you know review in the textbook, test, activity test
Topic: Show What You Know
Overall Expectations:
 identify and classify two-dimensional shapes by side and angle properties, and
compare and sort three-dimensional figures;
 identify and construct nets of prisms and pyramids;
 identify and describe the location of an object and translate two-dimensional
shapes
Specific Expectations:
 distinguish among polygons, regular polygons, and other two-dimensional shapes;
 identify and classify acute, right, obtuse, and straight angles;
 measure and construct angles up to 90º, using a protractor;
 identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and
classify them according to angle and side properties
Resources: textbook, lined paper
Key Questions:
i)
Are students able to do the work individually with very little/ no prompting?
ii)
Can students name/create/measure polygons/triangles/shapes which are
assigned to them?
Introductory Activity:
 Students will have 10 minutes to review information in their notebooks
 Students who do not feel confident in certain areas of the chapter who have not
asked for extra help will be talked to after the marking of their assignment which
was handed in 2 classes ago.
If there is a large percent of the class who are concerned with a specific
area of the chapter, it can be addressed at this time.
Development:
 Students will work on Show What You Know to be handed in at the end of class
in lieu of a chapter test. Pg. 106-107 # 1 – 8
Conclusion:
 Students will have the remainder of class to work on Show What You Know
 If students finish early, they can work on the homework/assignments which they
may not have completed or they can work quietly at their desk on a word search
of the key words in this chapter
Method of Evaluation: formal assessment of Show What You Know will be graded
according to the TACK standard of evaluation; anecdotal records
Follow-Up Activities: Discuss building bridges and their importance with the triangle,
Making Nets (creating 3 dimensional figures with paper)
Example Templates for 3-D Triangles (other shapes will be included in the lesson)