# q2-day47-geo-create_a_hierarchy_diagram_day_1_of_2docx

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```					                           Mathematics Alignment Lesson
Grade 5 Quarter 2 Day 47

Common Core State Standard(s)                                     Alignment Lesson
Create a Hierarchy Diagram (Day 1 of 2)
5.G.3 Understand that attributes belonging to
a category of two-dimensional figures can        1. Instruct student pairs to share and compare their hierarchy
also belong to all subcategories of that            diagrams from last night’s homework. Present the following
category. For example, all rectangles have          questions for discussion:
four right angles and squares are rectangles,            Share your thinking and reasoning with your partner.
so all squares have four right angles.                   Do both diagrams accurately represent the
5.G.4 Classify two-dimensional figures in a                  relationships between shapes?
hierarchy based on properties.                   2. Provide each pair of students with one copy of Blackline
Master, “Two-Dimensional Figures,” and instruct them to
quickly cut out all the shape names. (Could be pre-cut to save
Standards for Mathematical Practice                time)

Standard 1 – Make sense of problems and          3. Display and distribute Transparency/Blackline Master,
persevere in solving them.             “Classify Shapes to Create a Hierarchy Diagram.” Present
Standard 3 - Construct viable arguments and         and discuss the task with students.
critique the reasoning of others.           Note: Students work with words rather than pictures to
Standard 6 - Attend to precision.                        ensure classification is based on the properties of the
figure rather than one pictorial representation of it. This
will allow students to see connections based on the
Materials Needed:                            definitions of the figures, rather than one or two examples
of the figures.
   Blackline Masters, “Two-Dimensional
Figures,”                                4. Circulate as students work and provide support as necessary.
   Transparency/Blackline Master,                  Refer back to the definitions and ask probing questions to help
“Classify Shapes to Create a                students make connections between shapes. (For example, if
Hierarchy Diagram”                    students struggle understanding how to relate an acute
   Scissors                                        triangle, right triangle, obtuse triangle, and isosceles triangle,
   Piece of computer paper for each pair of        you may ask them to draw an example of an isosceles triangle
students                                        that is also an acute triangle, an example of an isosceles
triangle that is also a right triangle, and an example of an
isosceles triangle that is also an obtuse triangle. This would
help them make the connection that an isosceles triangle can
Assessment                          be right, obtuse, or acute.)

Informal:                                                Note: The relationships between triangles may present
 Hierarchy diagrams created by pairs                    challenges for students. You may wish to refer students to
their completed copies of Triangle Grid from Day 40 to
 Use written paragraphs to assess
aid their thought processes.
individual student reasoning of how they
classified and organized their shapes into   5. Students need to finish creating their hierarchy diagrams today
a hierarchy diagram.                            so they will be ready to transfer them to chart paper tomorrow
and share them with the class.
6. Students should complete Blackline Master, “Create a
Homework
Hierarchy Diagram Journal Prompt,” for homework.
   Blackline Master- “Create a Hierarchy              Source: Teacher Created from NC DPI
Diagram Journal Prompt”                        Unpacking Document

Wake County Public School System, 2012
Teacher Guide     Grade 5   Day 47   Standards 5.G.3, 5.G.4

Vocabulary
Acute Triangle: a triangle with three acute angles

Circle: a plane figure with all points the same distance from a fixed point called the
center

Equilateral Triangle: a triangle with all sides the same length

Hexagon: a polygon with six sides

Isosceles Triangle: a triangle with two sides the same length

Kite: a quadrilateral with two distinct pairs of congruent adjacent sides and diagonals
that intersect at a right angle

Obtuse Triangle: a triangle with one obtuse angle

Parallelogram: a quadrilateral with two pairs of parallel sides

Pentagon: a polygon with five sides

Polygon: a closed plane figure made up of three or more straight line segments for its
sides

Quadrilateral: a polygon with four sides

Rectangle: a parallelogram with four right angles

Regular Pentagon: a pentagon with all equal sides and all equal angles

Rhombus: a parallelogram with all equal sides

Right Triangle: a triangle with one right angle

Scalene Triangle: a triangle with sides of all different lengths

Square: a parallelogram with four equal sides and four right angles

Trapezoid: a quadrilateral with exactly one pair of parallel sides

Triangle: a polygon with three sides

Wake County Public School System, 2012
Blackline Master     Grade 5   Day 47    Standards 5.G.3, 5.G.4

Two-Dimensional Figures

Acute                                              Equilateral
Circle                                              Hexagon
Triangle                                             Triangle

Isosceles                                                Obtuse
Kite                                    Parallelogram
Triangle                                                 Triangle

Regular                                                   Right                    Scalene
Rhombus
Pentagon                                                 Triangle                  Triangle

Square                    Trapezoid                    Triangle

Wake County Public School System, 2012
Transparency/Blackline Master   Grade 5   Day 47    Standards 5.G.3, 5.G.4

Name: ________________________
Date: ________________________

Classify Shapes to Create a Hierarchy Diagram
1. With your partner, review the definitions of each of the figures and then sort and
classify them based on their properties.

2. Discuss how you sorted and classified the figures and decide how you will organize
them into a hierarchy diagram.

3. Collaborate with your partner to create a hierarchy diagram that shows the
relationship between the figures. Draw your diagram on a sheet of computer paper

4. Once your diagram is complete, independently write a paragraph in the box below
explaining how you classified your shapes and why you organized them the way
you did in your hierarchy diagram.

Wake County Public School System, 2012

Create a Hierarchy Diagram
Note: This hierarchy diagram example represents one way of thinking. Consider student placement of shapes and assess their thinking and
reasoning based on the defined properties of the figures.

Circle

Wake County Public School System, 2012

Polygon

Acute            Right          Obtuse
Parallelogram                                                                                 Regular
Triangle         Triangle        Triangle
Pentagon
Trapezoid             (Acute)
Isosceles        (Right)         (Obtuse)
Rectangle                                                  Isosceles        Isosceles
Triangle
Wake County Public School System, 2012                                        Triangle         Triangle

Equilateral
Square                                  Triangle
(Right)          (Obtuse)
Scalene           Scalene   Hexagon
Triangle         Triangle
Rhombus                  Kite               (Acute)
Scalene
Triangle

Wake County Public School System, 2012
Blackline Master   Grade 5   Day 47   Standards 5.G.3, 5.G.4

Name: ________________________
Date: ________________________

Create a Hierarchy Diagram Journal Prompt

Explain the different ways you could classify triangles. Be sure to
discuss the relationships between the different types of triangles in your
response.

Wake County Public School System, 2012

```
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