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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 ____________ ____________