• # Elementary Mathematics Grade 5 Unit 8

Subject: Mathematics
Timeline: 26 days
Unit 8 Title: Shapes and Design

Unit Overview:

This unit focuses student discovery. Students will discover and analyze many of the key properties of polygonal shapes that make them useful and attractive. This unit focuses on two key themes:  How do the measures of angles in a polygon determine its shapes and uses, and how do the lengths of edges in a polygon determine its shapes and uses?  Each investigation focuses on the key properties of figures and the importance of those properties in applications.  Students are asked to identify difference among particular classifications of polygons.  Students are also asked to find and describe places where they see different polygons and to think about why they are used.

Unit Objectives:

At the end of this unit, all students must be able define and categorize polygons.  They must be able to use these properties to apply the geometric design to real life situations.  Students must also be able to think about how geometry is used in everyday life.

Focus Standards:

PA.CCSS.Math.Content.CC.2.3.5.A.2 Classify two-dimensional figures into categories based on an understanding of their properties. (5.G.4)

Mathematical Practice Standards:

#1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway, rather than jumping into a solution attempt. They monitor and evaluate their pathway and change course if necessary. Mathematically proficient students check their answers to problems using a different method and continually ask themselves, “Does this make sense?”

#2 Reason Abstractly and Quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complimentary abilities to bear on problems involving quantitative relationships: the ability to decontextualize and the ability to contextualize. Quantitative reasoning entails habits of creating coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

#4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.

#5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, or a calculator. Proficient students are sufficiently familiar with tools appropriate for their grade to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.

#6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They use clear definitions in discussion with others and in their own reasoning. They are careful about specifying units of measure, specifying axes and use careful calculations.

#7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have.

#8 Look for and express regularity and repeated reasoning.

Mathematically proficient students notice if calculations are repeated and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11, that they are repeating the same calculations over and over again and conclude they have a repeating decimal. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Concepts - Students will know:
• Polygon properties
• Polygon uses
• When to use particular polygons
• Angles and lengths of polygons and how these things determine their uses
Competencies -Students will be able to:
• Identify properties of polygons
• Understand why particular polygons are used in various situations
• Measure angles and sides in polygons

Assessments:

Formative Assessments:
• Informal assessments on learning targets
• Exit Slips
• Quizzes
• Self-Assessment
Summative Assessment:
• Unit Assessment- Shapes and Designs

Elements of Instruction:

With the Grade 4 Common Core State Standards stating that students should be fluent with knowledge of polygons. This knowledge includes knowing that every polygon has sides, angles, and verticies. The students will know that regular polygons have special properties. They will also be aware that different polygons have different properties.

Differentiation:

Each lesson and/or unit offers a wide variety of ways to differentiation for all levels of learners.  These include:
• Special Need Handbook (adapting instruction/lessons)
• Unit Projects
• Spanish Additional Practice and Skills guide
• Strategies for English Language Learners Guide
• “Extension” homework questions

Interdisciplinary Connections:
• Mathematical Reflections
• “Did You Know?” sections
• phschool.com and web codes
• “Connections” homework questions
• The real-world context embedded in lesson problems

CMP2 and/or the Erie School District provide the following additional resources to aid students in achieving mathematical success.
• Additional Practice worksheets per investigation
• Skills Review worksheets to target key components of each investigation
• Parent letter to be sent home prior to beginning the unit to share with parents the skills, goals, and
• expectations of the coming unit.
• Assessment Resources workbook with extra test items (multiple choice, essay, open ended,
• question bank, etc)
• Investigation specific pre-generated notebooks that include tables, graphs, problem numbers, and all
• other items students may need to complete the investigation and all its parts.  Students are provided
• with one per unit.
• Reflection questions at the end of each investigation to assess students’ comprehension of key
• concepts.
• phschool.com and web codes
• Transparencies of models, graphs, etc used within lesson(s)