Curriculum / Math / 5th Grade / Unit 3: Shapes and Volume / Lesson 16
Math
Unit 3
5th Grade
Lesson 16 of 16
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Lesson Notes
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Classify triangles based on side and angle measures.
The core standards covered in this lesson
5.G.B.3 — Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.B.4 — Classify two-dimensional figures in a hierarchy based on properties.
The foundational standards covered in this lesson
4.G.A.2 — Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
a. Sort the shapes (cut out from Triangles Template) into as many categories as you’d like. Then explain how you sorted them.
b. Sort the shapes (cut out from Triangles Template) in another way. Then explain how you sorted them.
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a. What are the characteristics shared by shapes within circle A? Within circle B? Within circle C? Double-check to make sure that any shapes that have that characteristic are contained within the circle and any shapes that don't lie outside of the circle.
b. Where would you place a rectangle that does not have four sides of the same length? Why?
c. What kind of shape could go in the center of this Venn Diagram? Be specific about its properties. If there could not be a shape that belongs in the center, justify your reasoning.
What do these shapes have in Common?, accessed on Aug. 9, 2017, 4:31 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
15-20 minutes
Problem Set
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
Which of the following best describes the triangle below?
Which of the following statements is true about every scalene obtuse triangle?
The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Extra Practice Problems
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Topic A: Volume of Three-Dimensional Figures
Understand volume as an attribute of solid figures that is measured in cubic units. Find the volume of concrete three-dimensional figures.
Standards
5.MD.C.35.MD.C.4
Find the volume of pictorial three-dimensional figures.
5.MD.C.4
Find the volume of a right rectangular prism by thinking about its layers.
5.MD.C.5
Find the volume of a right rectangular prism using its side lengths.
Represent volume using expressions related to the formulas $$V = b \times h $$ and $$V = l \times w \times h$$. Use these formulas to find the volume of pictorial rectangular prisms.
Understand standard units for measuring volume, including cubic inches, cubic centimeters, cubic feet, and cubic meters. Solve real-world and mathematical problems involving these various units.
5.MD.C.45.MD.C.5.B
Solve more complex real-world and mathematical problems involving volume.
Solve a three-act task involving volume.
Understand that volume is additive. Find the volume of composite solid figures when all dimensions are given and their decomposition is already shown.
5.MD.C.5.C
Understand that volume is additive. Find the volume of composite solid figures when not all dimensions are given and/or they must be decomposed.
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Topic B: Classification of Two-Dimensional Shapes
Classify shapes as polygons versus non-polygons and classify polygons according to their number of sides.
5.G.B.35.G.B.4
Classify quadrilaterals based on the presence or absence of one pair of parallel sides. Define trapezoids as quadrilaterals with at least one pair of parallel sides.
Classify trapezoids based on the presence of one or two sets of parallel sides. Define parallelograms as trapezoids with two sets of parallel sides.
Classify parallelograms based on the presence or absence of right angles or based on the presence or absence of sides of equal length. Define rectangles as parallelograms with four right angles and rhombuses as parallelograms with four equal sides.
Classify rectangles based on the presence or absence of sides of equal length, and classify rhombuses based on the presence or absence of right angles. Define squares as quadrilaterals with sides of equal length and all right angles.
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