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Lesson Plans
Monday, April 8th
Genece S. Porter
Area of
Instruction
Fantastic Five/
Mental
Math/Review
Homework/
Teacher-Directed
Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework
assigned
5-6.5
Represent the
probability of a
single-stage
event in words
and fractions.
5-1.1
Analyze
information to
solve
increasingly
more
sophisticated
problems.
5-1.2
Construct
arguments that
lead to
conclusions
about general
mathematical
properties and
Lesson
TSW unpack and complete their respective day’s Fantastic Five. At 7:45, TCW go
over the Fantastic Five. Early finishers will complete their Enrichment Folders.
 Note that an experimental sample space includes
outcomes from an experiment, while a theoretical
sample space includes all possible equally likely
outcomes.
 A fair experimental tool is designed to have equally
likely outcomes. Have the class name some fair and
unfair tools.

Materials: equal-sized square tiles in three colors (30 for
each group), paper bags
Engage and Explore
Give each group a prepared, closed bag of square tiles.
Show students how to make a table to record tallies.
Have group members take turns randomly picking one
square at a time. Have them keep a tally of each color
drawn (outcomes). Put each tile back in the bag after it is
drawn. Shake the bag. Complete 15 draws (trials) and
close the bag.
Explain
There are 30 square tiles in your bag. Study your tally
table. How many tiles of each color are in the bag? Explain
your reasoning. (Students should compare the numbers on
their tally tables and show an informal, intuitive
understanding of ratio and equivalent fractions (e.g.
“Looking at 15 tiles, I see twice as many blue tiles as green
tiles and only 1 red tile, so out of 30 tiles, I predict…”).
Do you think the tally numbers would have been different
if you had not replaced each tile after it was drawn?
Explain. (Yes, because the probability of drawing a tile
would change for each draw.)
Elaborate and Evaluate
Ask students to empty the contents of the bag. How did
relationships.
5-1.4
Generate
descriptions and
mathematical
statements about
relationships
between and
among classes of
objects.
5-1.5
Use correct,
clear, and
complete oral
and written
mathematical
language to pose
questions,
communicate
ideas, and extend
problem
situations.
5-1.6
Generalize
connections
between new
mathematical
ideas and related
concepts and
subjects that
have been
previously
considered.
Recess
Activity
Lunch
your prediction compare to the colors of the actual tiles in
the bag? Why?
(Page 254) Have students read the Problem.
Have students read Example 1. If the Problem had not
mentioned that Cara spun the pointer of the spinner 20
times, how could you have known that the total number of
trials was 20? (I could have added the number of spins in
the table to find 20 total spins.)
Is it important to know what Cara’s spinner looks like in
order to find experimental probability? Explain. (You do
not need to know what the spinner looks like. To find the
experimental probability, you need to know the number of
trials and the number of favorable outcomes that occur
within those trials.)
Have students read Example 2. Is Jenny guaranteed to spin
a 4 in 3 of her next 10 spins? Explain. (No. You are not
guaranteed anything in an experiment. The calculation is
just a prediction.)
(Page 255) Have students read Example 3. For which
color are the experimental and theoretical probabilities
closest in value? (yellow)
Have students look at how the experimental and theoretical
probabilities compare in Example 3 and in the Activity.
Predict the change in the relationship between theoretical
probability and experimental probability as the number of
trials in an experiment increases. Lead students to see that
experimental probability moves closer to theoretical
probability as the number of trials increases.)
Guided/Independent Practice pgs. 254-257
Homework-Worksheet on Finding the experimental
probability of an event, and compare experimental and
theoretical probabilities.
Play and socialize unless it is raining, then TSW play Math Games
and socialize in the classroom.
Arts-TCW go to Activity, and the students will take turns going to
the restroom
TCW go to lunch, and the students will take turns going to the
restroom
Pack up/dismiss
Lesson Plans
Tuesday April 9th
Lesson
Area of Instruction
Gym/Breakfast/Restroom
Fantastic Five/
Mental Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
TSW unpack and complete their respective day’s Fantastic Five. At
7:45, TCW go over the Fantastic Five. Early finishers will complete
their Enrichment Folders.
 Benchmark measurements of 45˚, 90˚, 135˚,
and 180˚ can be used to estimate the measure
of angles.
 To measure an angle, place the center point
of the protractor over the vertex and its base
5-5.2
along one ray. That ray should point to 0.
Use a protractor to (Page 310) Have students focus on the Examples.
measure angles
In Example A, explain how you would draw →
from 0 to 180
MO
degrees.
To make an obtuse angle NMO. (You would have
to draw and label Angle MO so that it extends from
5-1.3
point M to the left of the 90-degree angle.)
Explain and justify Why do you line up one of the rays with 0 degrees
answers based on on the protractor? (When you start measuring at
mathematical
zero, the measure of the angle is the number on the
properties,
protractor that the second ray passes through.)
structures, and
Why is the measure of <JKL not 120˚? (Because
relationships.
ray
→
5-1.6
KL crosses zero on the right, which is the inside set
Generalize
of numbers so, you use the inside set of numbers to
connections
determine the measure.)
between new
(Page 311) Which scale of the protractor did you
mathematical ideas use to measure 60˚? Explain. (→
and related concepts
DE was pointing to
and subjects that
the right, so I started with the 0 at the right side of
have been
the protractor and used the inside scale.)
previously
Focus students’ attention on More Examples, A
considered.
5-1.7
Use flexibility in
mathematical
representations.
and B. What would happen if you used the inside
scale to measure <ABC? (The measure of the
angle would read 130˚ instead of 50˚.)
What do you notice about each pair of
measurements on the protractor? (Each pair makes
a sum of 180˚.)
Suppose you place the base of the protractor along
→
YX. How does this differ from using ray →
YZ?
(You would have to use the outside scale and start
with the 0 on the left instead of the right; the
measure of the angle is the same.)
What strategies can you use to make sure that you
are using the correct scale on the protractor? (Use
estimation, benchmarks, and visual clues. If the
angle looks like it is an acute angle, then it should
be less than 90˚. If it looks like it is an obtuse
angle, then it should be greater than 90˚.)
Guided/Independent Practice-Pgs. 310-313
Homework-Worksheet on Estimating, Measuring,
and Drawing Angles.
Recess
Activity
Lunch
Pack up/dismiss
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
Library-TCW go to Activity and the students will take
turns going to the restroom
TCW go to lunch and the students will take turns going to
the restroom
Dismiss
Lesson Plans
Wednesday April 10th
Area of Instruction
Fantastic Five/
Mental Math/Review
Homework/Teacher-
Lesson
Gym/Breakfast/Restroom
TSW unpack and complete their respective day’s
Fantastic Five. At 7:45, TCW go over the Fantastic Five.
Early Finishers will complete their Enrichment Folders.
 Manipulatives such as pattern blocks can help
students visualize the difference between
regular polygons and those that are not
regular.
(Page 314) Have students read the Problem. Focus
students’ attention on the definition of a regular
5-4.6
Analyze shapes to polygon. Explain whether or not you think the
octagons that form Castel del Monte are regular.
determine line
symmetry and/or (Regular octagons have 8 equal sides and 8 equal
angles; all of the octagons in Castel del Monte
rotational
appear to have sides of the same length and angles
symmetry.
of the same measure.)
Discuss the polygons in the Example. Which is the
5-4.1
only kind of regular polygon that contains acute
Apply the
angles? (Only a regular triangle can have acute
relationships of
angles. Since the three angles have to be the same
quadrilateral to
measure, and the sum of the angles in a triangle
make logical
always totals 180˚, each angle has to be 60˚.)
arguments about
(Page 315) Focus students’ attention on the
their properties.
Activity. What does each labeled dot on the
quadrilateral represent? (Each labeled dot
5-1.6
represents the vertex of an angle in the
Generalize
quadrilateral.)
connections
Explain whether you could have drawn a line
between new
mathematical ideas segment from B to D in Step 2 to form two triangles
and related concepts in the quadrilateral. (Yes, the two triangles would
have had different shapes, but the sum of their
and subjects that
angles would be 180˚.)
have been
Explain how you use the protractor to measure the
previously
angles. (To measure each angle, I placed the center
considered.
point of the protractor on the vertex of the angle and
the base along one side of the triangle. I looked at
where the next side crossed the scale of the
protractor. I turned the triangles to measure all the
angles.)
Directed Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
Guided/Independent Practice pgs. 314-317
Homework-Worksheet on Identifying regular
polygons; finding the sum of the angles in
quadrilaterals.
Recess
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
Arts-TCW go to Activity and the students will take turns
going to the restroom
TCW go to lunch and the students will take turns going to
the restroom
Activity
Lunch
Pack up/Dismiss
Lesson Plans
Thursday April 11th
Lesson
Area of Instruction
Gym/Breakfast/Restroom
Fantastic Five/Mental
Math/Review
Homework/TeacherDirected Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework assigned
TSW unpack and complete their respective day’s Fantastic Five. At
7:45, TCW go over the Fantastic Five. Early finishers will complete
their Enrichment Folders.

bar
(—)
JK are used to show that segments are
congruent.
5-4.2

Compare the angles,
(<C or <DCA) are used to show that angles
side lengths, and
are congruent.
perimeters of
 An equal sign (=) is used for the length of a
congruent shapes.
line segment (MN = 2 inches).
 An equal sign (=) is used for the measure of
5-1.2
an angle (m<ABC = 56˚).
Construct
arguments that lead (Page 318) Have students read the paragraph.
to conclusions about When a congruence symbol is used to show that
line segments are congruent, what other symbol is
general
used? Explain. (A segment symbol (bar) is placed
mathematical
over each pair of capital letters that represent the
properties and
endpoints of the congruent line segments. For
relationships.
example, XY = NK.)
Have students list sides that appear to be the same
5-1.7
length. Can you write congruence statements
Use flexibility in
relating the sides that appear to be the same
mathematical
length? (You must make sure that the sides are
representation.
congruent by measuring each side with a ruler. If
two sides are congruent, you can write a
congruence statement by using the symbol +
between the two line segments, for example, KL =
RS.)
(Page 319) Can two angles be congruent even if
the sides of the angles are not the same length? (A
protractor measures the number of degrees when
the endpoints of two rays join to form a vertex of
an angle. Each ray extends to infinity, so it does
not matter how long the rays are drawn; so, their
length does not affect the measure of the angle.)
Have students focus on Example 2. If you were
asked to measure the angles of triangle ABC, how
could you make sure that you measure accurately?
(We could use a straightedge to trace and label the
triangles on paper. Then, we could use the
straightedge to carefully extend the sides of the
protractor. Finally, we should look back at each
angle to be sure we used the correct scale on the
protractor.)
Guided/Independent Practice pgs. 318-321
Homework-Worksheet on Identifying congruent
line segments and congruent angles.
Recess
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
PE-TCW go to Activity and students will take turns going
to the restroom
TCW go to lunch and the students will take turns going to
the restroom.
Activity
Lunch
Pack up/dismiss
Lesson Plans
Friday April 12th
Area of Instruction
Lesson
Fantastic Five/Mental
Math/Review
Homework/Teacher-
Gym/Breakfast/Restroom
TSW unpack and complete their respective day’s Fantastic
Five. At 7:45, TCW go over the Fantastic Five. Early
finishers will complete their Enrichment Folders.
Directed Math/Guided/
Independent
Practice/Small
Group/Closure/
Homework Assigned
5-4.3
Classify shapes as
congruent.
5-1.1
Analyze
information to solve
increasingly more
sophisticated
problems.
5-1.2
Construct
arguments that lead
to conclusions about
general
mathematical
properties and
relationships.
5-1.4
Generate
descriptions and
mathematical
statements about
relationships
between and among
classes of objects.

Congruent figures have corresponding sides
and corresponding angles.
 Congruent figures have the same shape and
size.
(Page 322) Have students read the paragraph.
Discuss the corresponding sides and angles in
Examples A and B. What if triangle DEF were
facing the opposite direction? What could you do
that would help determine which sides and angles
correspond to triangle ABC? (Trace triangle DEF,
cut it out, and then turn it to face the same
direction as triangle ABC.)
Have students focus on Example B. Since all the
angles in both quadrilaterals have the same
measure, I should use corresponding sides to find
the corresponding angles. How does knowing the
corresponding sides help you to find the
corresponding angles? (I can see that an angle is
the vertex between two sides, so I can look for the
corresponding sides in the other rectangle. The
angle that is formed by the vertices of these sides
is the corresponding angle.)
(Page 323) Direct students’ attention to the
wallet-size photo on the page. How could you
verify that two wallet-size photos are the same
size? (Use a ruler to measure and compare the
lengths of the sides.)
How could you determine that two photos are
congruent? (Identify the corresponding sides and
angles, then measure the sides and angles. If the
corresponding sides are congruent and the
corresponding angles are congruent, then the
photos are congruent.)
Focus students’ attention on the Hands On
Activity. How did you know how long the sides
of each triangle should be? (I measured the
lengths of each side in both triangles.)
5-1.6
Generalize
connections
between new
mathematical ideas Guided/Independent Practice pgs. 322-325
and related concepts Homework-Worksheet on Identifying congruent
and subjects that
have been
previously
considered.
Recess
Activity
Lunch
Pack up/Dismiss
figures.
Play and socialize unless it is raining, then TSW play Math
Games and socialize in the classroom.
Library-TCW go to Activity and the students will take
turns going to the restroom
TCW go to lunch, and the students will take turns going to
the restroom