# q1-day42-geometry-guessmyrule

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```					                           Mathematics Alignment Lesson
Grade 5 Quarter 1 Day 42

Common Core State Standard(s)                                      Alignment Lesson
Guess My Rule
5.G.3 Understand that attributes belonging to
a category of two-dimensional figures can        Note: You may wish to have pairs of students cut shapes for
also belong to all subcategories of that         morning work to help protect instructional time.
category. For example, all rectangles have
four right angles and squares are rectangles,    1. Review activities and discussion from Days 40 and 41 with
so all squares have four right angles.              the following questions:
 What are ways to classify triangles?
5.G.4 Classify two-dimensional figures in a
 Which types of quadrilaterals can be classified as
hierarchy based on properties.
parallelograms?
 Is a trapezoid a parallelogram? Why or why not?
 What are the characteristics of a regular polygon?
Standards for Mathematical Practice
2. Provide each pair of students with one copy of the Blackline
Standard 3 - Construct viable arguments and         Master, “Guess My Rule Shapes,” and instruct them to
critique the reasoning of others.      quickly cut out all the shapes.
Standard 6 - Attend to precision.
3. Model a game of Guess my Rule for students using the
Teacher Guide, “Guess My Rule Instructions.”
Rule. Ask students to explain their thinking as they worked to
   Blackline Masters, “Guess My Rule
determine which shapes should be sorted into each category.
Shapes,” “Venn Sorting Hoops,”
   Scissors for each student                       the right side of the Venn diagram. Discuss key vocabulary
that emerges (i.e. quadrilateral, right angle, rhombus,
parallelogram, square, rectangle, trapezoid, kite).
5. Invite student pairs to play Guess My Rule using Blackline
Assessment                          Master, “Venn Sorting Hoops.” They should alternate roles
and make note of any key vocabulary that emerges as a result
Informal:                                           of their sorts. As students play, circulate and make note of
 Assess student reasoning and discussion           any key vocabulary that emerges in student discussions.
during partner work and math talk.
 Journal Prompt explanation                     6. Once all pairs of students have had opportunity to play a few
rounds of Guess My Rule, involve students in Math Talk about
their sorts. Before beginning the discussion, create a word
Homework                            bank on the board of the key vocabulary you noted. Ask
students to reference the terms in their discussions with each
Blackline Master- “Guess My Rule Journal
other. As students are engaged in discourse, help them create
Prompt”
classifications for groups of like shapes and add to the word
bank as appropriate.
Vocabulary
7. Students should complete the “Guess My Rule Journal
Kite: A quadrilateral with two distinct pairs       Prompt” for homework.
of congruent adjacent sides and diagonals
that intersect at a right angle
Source: Teacher Created from DPI Unpacking
Trapezoid: A quadrilateral with exactly one       Document and NCTM Illuminations Shape Up Lesson
pair of parallel sides

Wake County Public School System, 2012
Blackline Master    Grade 5     Day 42        Standards 5.G.3, 5.G.4
Guess My Rule Shapes

Wake County Public School System, 2012              © 2009 National Council of Teachers of Mathematics http://illuminations.nctm.org
Teacher Guide     Grade 5    Day 42   Standards 5.G.3, 5.G.4

Guess My Rule Instructions
Purpose: Your goal is to have students guess your “rules” by naming shape numbers that fit into each
side (or the middle) of a Venn diagram.

Without telling the students, think of two different characteristics of shapes (i.e. Has At Least One Right
Angle, Has Four Sides). These characteristics become the imaginary labels (“rules”) for the Venn
diagram you will use to play the game. Don’t reveal your rules until all shapes have been sorted correctly.
Once all shapes have been placed correctly in the Venn diagram, you should have one or two students

1. Draw a large Venn diagram on the board.
2. Write the number of a shape that fits in the left side of the Venn diagram.
3. Write the number of a shape that fits in the right side of the Venn diagram.
4. Invite students one at a time to give you the number of a shape they think fits in each circle of
the diagram, or in the middle.
5. Tell students that if they figure out the rule(s), they should prove it only by naming a shape
that fits the rule and not by telling the rule. They should keep the rules a secret until all shapes
have been sorted correctly.

An example of “Has At Least One Right Angle” (left side) and “Has Four Sides” (right side) is shown
below.

?
?
3
4      5    6
10
9     13      14
1    2    7   15   17                          8    11    22    24
12
16       19
18       20   25   28                              29    32    34
21
23       26
27
30       31
35
33       36

37       38

Wake County Public School System, 2012
Blackline Master   Grade 5   Day 42   Standards 5.G.3, 5.G.4

Venn Sorting Hoops

Wake County Public School System, 2012
Blackline Master   Grade 5   Day 42   Standards 5.G.3, 5.G.4

Name: ________________________
Date: ________________________

Polygon Journal Prompt

Is a square a rectangle? Is a rectangle a square? How do you know?

Wake County Public School System, 2012

Polygon Journal Prompt

Is a square a rectangle? Is a rectangle a square? How do you know?

A rectangle is defined as a parallelogram with all right angles. A square is defined as

a parallelogram with all right angles and all equal sides. A square fits the definition

of a rectangle since it is a parallelogram with all right angles. So, a square is a

rectangle. A rectangle does not fit the definition of a square since its definition does

not say it has to have all equal sides, so a rectangle is not a square.

Wake County Public School System, 2012

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