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Grade 5
GEOMETRY
Standard
M5G1
Objective
Students will understand congruence of geometric figures and the
correspondence of their vertices, sides and angles.
Materials
Pretzel sticks
Mini marshmallows
Construction papers
Geometric figures: triangles, trapezoids, squares, rectangles,
rhombuses, hexagons.
Transparency
Procedure
 Display a transparency with geometric figures.
 Distribute geometric pieces to match geometric figures on the
chart.
 Point to a shape on the chart and ask students to find a piece
in their bag that matches it.
 Say: Count the sides.
 A volunteer should tell you the number of sides.
 Remind students that the end point that connects the sides is
called a vertice, and the vertice helps the sides to form
angles.
 Ask a volunteer to go to the transparency and count the
number of vertices on the shape.
 Students should check their piece to see if the volunteer is
correct.
 Continue to have volunteers go to the transparency to identify
the sides, angles and vertices and their correspondence.
 Distribute sheets of paper towels to use as a mat and Ziploc
bags containing pretzel sticks and mini marshmallows.
 Model how to make a shape using the materials from the bag.
(the pretzels are the sides and the marshmallows are the
vertices)
 Allow students time to make at least three of the shapes.
 Check students’ work for accuracy by asking about the
angles, sides and vertices.
Conclusion
Say: Today we learned how the sides, vertices and angles of
shapes are related.
Ask: What is a vertice? How are angles formed?
Volunteers from each group should describe a shape they made
and tell the number of vertices, sides and angles. Encourage the
class to ask the volunteers questions.
Extension
Students can go on a scavenger hunt in the classroom to find
objects with different geometric shapes, and identify their angles,
number of sides and vertices.
Sharon Brown
06/08
Grade 5
Geometry Continued
Standard
M5G2
Objective
Students will understand the relationship of the circumference of a
circle to its diameter and pi (3.14)
Materials
A bottle of bubbles with wand for each student
Paper plates
Beach ball
Variety of circular objects
Yarn
Transparency with circle poem
Rulers
Procedure
 Begin by reciting the circle poem and do the circle motion
with your hand or waist. Encourage students to do the same.
 Say: Raise your hand if you’ve ever heard the words
circumference or diameter.
 Say: The circumference is the distance around a circle, and
the diameter is ½ of a circle.
 Draw a circle with its diameter on the board.
 Distribute a bottle of bubble and a wand to each student.
They should work in groups of four. They may sit or stand.
 Tell students that they have about two minutes to blow their
bubbles, and the group with the biggest bubbles will win a
peppermint patty.
 Say: The bubbles that you blew had a circular shape. Name
some objects with circular shapes.
 Write answers on the board.
 Distribute paper plates, ruler and yarn to students and hold up
a paper plate.
 Ask: Who can guess the circumference of this paper plate?
 Write answers on the board.
 Say: We can find the circumference of a circle by using a
formula. Pi x Diameter. Pi is 3.14.
 Show students the symbol for Pi and explain the formula.
 Model how to use the formula by measuring the diameter of
the paper plate with a ruler.
 Tell students to do the same with their paper plate.
 Say: Now multiply the diameter by 3.14.
 Ask a volunteer for the answer.
 Say: Let’s find the circumference another way and prove the
answer.
 Model how to put the yarn around the paper plate. Then, cut
the yarn and measure the yarn with a ruler.
 Students should do the same. Ask a volunteer for the answer.
 Instruct students to work in groups of 4 at each workstation at
a given time (about 5 to 10 minutes), and then rotate.
Station #1: Students should estimate the circumference of their
partner’s right wrist, right thumb, left wrist and head. Then they
should use the yarn and ruler to measure.
Station#2: Students will use the formula and yarn to find the
circumference of different circular objects.
Station # 3 : Bubble blowing contest.
Conclusion
Say: Today we learned about the circumference.
Ask: What is the formula for finding the circumference of a
circle? What are some ways to measure and calculate the
circumference? What was your favorite part of the activity?
Extension
Students will use measuring tape and the formula Pi x diameter to
find the circumference of hula hoops and then do a hula hoop
contest.
Sharon Brown
06/08
FINDING THE CIRCUMFERENCE
Objects
Diameter
1. __________
__________
_________
2. __________
__________
_________
3. _________
__________
_________
4. __________
___________
__________
5. __________
___________
___________
6. __________
___________
____________
Sharon Brown
06/08
Circumference
CIRCUMFERENCE WORKSHEET
1. Right Wrist
Estimated
Circumference
___________
Actual
Circumference
____________
2. Right Thumb
____________
_____________
3. Head
____________
_____________
4. Left Wrist
____________
____________