Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
2-D AND 3-D GEOMETRY
General Outcome: Describe the Characteristics of 3-D Objects and 2-D Shapes and 
Analyze the Relationships Among Them
Authorized Resource
Paper and Pencil
• 
Provide students with a template for a Frayer Model and ask them to 
fill in the sections to demonstrate their understanding of a geometric 
shape such a rhombus.
See the sample below:
(5SS6.1)
Performance
• 
Ask students to play Commit and Toss (Snowball Fight). Given 
a sheet of paper showing a set of polygons, ask students to find a 
sorting rule that fits all members. From a second set of possible 
shapes, each student selects which quadrilaterals would be part of the 
sorted group. Each student circles his or her selection and writes a 
justification on the provided piece of paper without including any 
identifying information. Students then crumple the papers into a 
ball and toss them. At a given signal, each student opens the one 
he or she currently has. Students can share and discuss the rules 
suggested and the shapes which belong to each. This is a great 
opportuniy to see that different rules may be possible, that different 
students see things differently and that “wrong” answers can be just 
as valuable for learning and constructing new ideas as “right” ones.
(5SS6.1, 5SS6.2) 
• 
Ask students to use an agreement circle* to respond to statements 
such as:
(i) All quadrilaterals are trapezoids. 
(ii) All rhombuses are parallelograms. 
(iii) All squares are rectangles. 
(iv) All squares are rhombuses. 
(v) All parallelograms are rhombuses. 
(vi) All intersecting lines are perpendicular. 
(vii) All perpendicular lines are intersecting. 
(viii)All perpendicular lines have vertical and horizontal lines. 
(5SS6.1)
Math Focus 5 
Lesson 4: Sorting Quadrilaterals
TR: pp. 31-35
SB: pp. 378-381