# Fifth Grade Worksheet in Geometry - PDF

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"Fifth Grade Worksheet in Geometry - PDF"

```					Fifth Grade Geometry Unit

Carrie Donahue
Student Teaching
April 2009

Introduction
Objectives
Michigan Content Standards
Detailed Lesson Plans for 10 Days
Evaluations
Materials and Resources Needed
References
Introduction:
This Geometry unit gives fifth grade students an introductory
overview of basic geometry concepts. Students will have many
opportunities to work with different geometric shapes while
learning how to name and identify each shape. Students will
practice using a compass and protractor in this unit.
Differentiated learning is utilized by giving students the
opportunity to use technology, do projects, use traditional text
books, and use manipulatives to understand spatial relationships.
Student Objectives:
To distinguish different line relationships and different kinds of
angles.
To use a protractor to measure angles
To classify and measure polygons
To draw a circle using a compass
To label the parts of a circle
To find unknown angles in triangles, circles, and quadrilaterals.
To identify figures that have rotational or line symmetry
To identify whether a figure has been translated, reflected, or
rotated.
To demonstrate knowledge of tessellation patterns by completing a
project.
G.TR.05.01 Associate an angle with a certain amount of turning;
know that angles are measured in degrees; understand that 90°,
180°, 270°, and 360° are associated respectively, with 14, 12, and
34, and full turns.

G.GS.05.02 Measure angles with a protractor and classify them as
acute, right, obtuse, or straight.

G.GS.05.03 Identify and name angles on a straight line and
vertical angles.

G.GS.05.04 Find unknown angles in problems involving angles on
a straight line, angles surrounding a point, and vertical angles.

G.GS.05.05 Know that angles on a straight line add up to 180° and
angles surrounding a point add up to 360°; justify informally by
“surrounding” a point with angles.

G.GS.05.06 Understand why the sum of the interior angles of a
triangle is 180° and the sum of the interior angles of a quadrilateral
is 360°, and use these properties to solve problems.

G.GS.05.07 Find unknown angles and sides using the properties
of: triangles, including right, isosceles, and equilateral triangles;
parallelograms, including rectangles and rhombuses; and
trapezoids

• M.PS.05.05 Represent relationships between areas of rectangles,
triangles, and parallelograms
Daily Lesson Plans
Day 1: Lines

Student Objectives:
• Students will be able to identify parallel, intersecting and perpendicular
lines.
Michigan GLCE’s:
• G.GS.05.03 Identify and name angles on a straight line and vertical angles.
Materials and Supplies: Promethean Smartboard, paper, line classification
worksheet, math notebook, coloring materials.
Anticipatory Set: The teacher will start the lesson by asking students where they
see lines in the room. The teacher will then call on students to verbalize where
they see lines in the classroom. The teacher will then explain to students that there
are different kinds of lines and that these lines have special names.
Procedures: The teacher will ask students to take notes in their math notebooks.
The teacher will use the Smartboard to go over line vocabulary. The flip chart used
for this lesson is located at
http://www.prometheanplanet.com/server.php?show=ConResource.9363. This flip
chart will be projected onto the Smartboard for students to see and take notes from.
After the teacher goes over the vocabulary with the students the teacher will pass
out a practice worksheet on classifying lines. Students will work on this for twenty
minutes and then the teacher will go over the worksheet with the class.
Checking for Understanding: Students will create a map of their city making sure
to use 2 parallel lines, 2 intersecting lines, and 2 perpendicular lines. Students will
label these lines on their map. The following grade scale will be used.
2 pts intersecting lines
2pts perpendicular lines
2 pts intersecting lines
2 pt putting name on paper
2 pt creativity and effort
Total: 10 pts
Behavior Expectations: Students are expected to work independently on the
practice worksheet and map.
Management Techniques: Students who are not on task will be warned first then if
not on task again will get their card flipped. If the whole class is not on task
minutes will be taken from the minute circle.
Day 2: Angles
Student Objectives:
• Students will be able to identify obtuse, right, and acute angles.
• Students will be able to name angles in a geometric figure.
• Students will be able to measure angles using a protractor.
Michigan GLCE’s:
• G.TR.05.01 know that angles are measured in degrees
• G.GS.05.02 Measure angles with a protractor and classify them as acute,
right, obtuse, or straight.
• G.GS.05.03 Identify and name angles on a straight line and vertical angles.

Materials and Supplies: Smartboard, practice 20.2 in workbook, math notebooks,
protractor, large board protractor
Anticipatory Set: The teacher will start the lesson by asking students where they
see angles in the classroom. The teacher will then call on students to verbalize
where they see angles in the classroom. The teacher will then explain to students
that there are three different kinds of angles that students will be learning about.
Procedures: The teacher will pass out math notebooks for students to take notes in.
The teacher will use the SmartBoard to go over angle vocabulary. The flip chart
used for this lesson is located at
http://www.prometheanplanet.com/server.php?show=ConResource.9362 . This
flip chart will be projected onto the Smartboard for students to see and take notes
from. After the teacher goes over the vocabulary with the students the teacher will
demonstrate how to use a protractor. The teacher will make several angles on the
Smartboard and ask for volunteers to come up to the board to measure each angle.
The teacher will then ask students to complete a practice 20.2 on classifying angles
and measuring angles. Students will work on this for thirty minutes and then the
teacher will go over the worksheet with the class.
Checking for Understanding: The teacher will monitor student understanding by
walking around the classroom during independent work time. The teacher will
help students with using the protractor and make sure students understand the
practice page.
Behavior Expectations: Students are expected to work independently on the
practice worksheet.
Management Techniques: Students who are not on task will be warned first then if
not on task again will get their card flipped. If the whole class is not on task
minutes will be taken from the minute circle.
Day 3: Polygons
Student Objectives:
• Students will be able to classify polygons as regular or irregular.
• Students will be able to find a missing angle measurement.
Michigan GLCE’s:
• G.GS.05.04 Find unknown angles in problems involving angles on a straight
line, angles surrounding a point, and vertical angles.

• G.GS.05.05 Know that angles on a straight line add up to 180° and angles
surrounding a point add up to 360°; justify informally by “surrounding” a
point with angles.

• G.GS.05.06 Understand why the sum of the interior angles of a triangle is
180° and the sum of the interior angles of a quadrilateral is 360°, and use
these properties to solve problems.

Materials and Supplies: Smartboard, practice 20.3, math notebooks, dot paper.
Anticipatory Set: The teacher will start the lesson by asking students what shapes
they know. The teacher will make a list on the board.
Procedures: The teacher will use the Smartboard to teach students about regular
and irregular polygons. This flip chart provides opportunities for students to come
up to the board to classify polygons. The flip chart is located at
http://www.prometheanplanet.com/server.php?show=ConResource.9366. The
teacher will then explain to students that a straight line is 180 degrees, the sum of
the angles in a quadrilateral equal 360 degrees, and the sum of the angles in a
triangle equal 180 degrees. The teacher will prove this to students by drawing
figures on the board and measuring them. The teacher will then go back to the list
of shapes that students came up with and call on students to write the correct sum
of the angles next to each shape. The teacher will then draw figures with some of
the angles missing and ask students to fill in the missing angle measurements.
Students will then practice on their own completing practice page 20.3.
Checking for Understanding: The teacher will monitor student understanding by
walking around the classroom during independent work time. The practice page
will be collected when all students are finished. The teacher will correct student
work to evaluate understanding.
Behavior Expectations: Students are expected to work independently on the
practice worksheet.
Management Techniques: Students who are not on task will be warned first then if
not on task again will get their card flipped. If the whole class is not on task
minutes will be taken from the minute circle.
Day 4: Circles
Student Objectives:
• Students will be able to define circle, radius, diameter, chord, central angle
• Students will be able to use a compass to draw a circle
Michigan GLCE’s
• G.GS.05.04 Find unknown angles in problems involving angles on a straight
line, angles surrounding a point, and vertical angles.
Materials and Supplies: PowerPoint on circles, compass, workbook page 20.4,
math notebook, board compass
Anticipatory Set: The teacher will start the lesson reviewing pass material on lines
and angles. The teacher will draw examples of lines and different types of angles
on the board and call on the students to say what they are.
Procedures: The teacher will use a self created power point to go over vocabulary
and the steps involved in using the compass. Students will be expected to write
down vocabulary and examples in their math notebooks. The teacher will also
demonstrate on the board how to use a compass using a giant board compass.
Students will then be called up to the board to draw circles on the Smartboard.
When the teacher feels that the class is ready to draw circles on their own the
teacher will pass out compasses. The teacher will go over safety with the students
explaining that the compass has sharp points that could hurt someone. Students
will practice drawing circles using their math workbook page 20.4.
Checking for understanding: The teacher will walk around the room and help
students use the compass. Everyone’s first circle will be checked for accuracy.
Behavior Expectations: Students will be expected to use the compasses to draw
circles.
Management Techniques: Students who are not on task will be warned first then if
not on task again will get their card flipped. If the whole class is not on task
minutes will be taken from the minute circle. Students who use the compass
inappropriately will be removed from the activity.
Day 5and 6: Symmetric Figures (Samples of student work included)
Student Objectives:
• Students will be able to identify figures that display symmetry and rotational
symmetry.
• Students will make a symmetric design.

Michigan GLCE’s:
• G.TR.05.01 Associate an angle with a certain amount of turning; know that
angles are measured in degrees; understand that 90°, 180°, 270°, and 360°
are associated respectively, with 14, 12, and 34, and full turns.
Materials: Smartboard, rulers, paper, math notebooks, practice page 20.6.
Anticipatory Set: The teacher will ask students if they ever have heard the word
symmetry before. Students who raise their hand will then be asked to give an
example of an object that is symmetrical. The teacher will write the examples on
the board so that students can refer back to them when given project directions.
Procedures: The teacher will use the Smartboard to go over what symmetry is.
The flip chart called Exploration Symmetry is an interactive activity that shows
students how to create their own symmetric designs using common known shapes.
This flip chart is located at
http://www.prometheanplanet.com/server.php?show=ConResource.840 The
teacher will call on students to come to the board and participate in the activity.
Students will then be given materials and allowed to create their own symmetry
design. Each symmetric design will be graded check for credit or a check minus
for no credit. Students who receive a check minus will be allowed to redo their
work until done correctly. Students can choose to use shapes or designs to show
symmetry.
On the next day the teacher will go over rotational symmetry showing students
different figures that when rotated look the same. The teacher will explain to
students that ¼ turn equals 90 degrees, ½ turn equals 180 degrees, ¾ turn equals
270, and 360 degrees equals one full turn. The teacher will demonstrate rotational
symmetry by showing students the following website
http://www.mathsisfun.com/geometry/symmetry-rotational.html. Rotational
Symmetry is often a difficult concept for students to understand. The website
helps to clarify misconceptions by giving examples of everyday objects that have
rotational symmetry.
Students will finish working on their symmetric designs and when they are
finished work on workbook practice 20.6.
Checking for Understanding: The teacher will evaluate for understanding by
reviewing the symmetric designs. The teacher will walk around the classroom
while students are working to make sure that students understand the assignment.
At the end of day six the teacher will go over with students’ practice 20.6.
Behavior Expectations: Students will be allowed to whisper quietly with their
neighbors while they are working.
Management Techniques: Students who are not on task will be warned first then if
not on task again will get their card flipped. If the whole class is not on task
minutes will be taken from the minute circle.
Day 7 and 8: Tessellations
Student Objectives:
• Students will use pattern blocks to create tessellations.
Michigan GLCE’s
• M.PS.05.05 Represent relationships between areas of rectangles, triangles,
and parallelograms
Materials: Pattern blocks, paper, Smartboard, math notebooks
Anticipatory Set: The teacher will show students tessellation examples and ask
students to think about what the different designs have in common. The teacher
will make a list on the board of what students say.
Procedure: The teacher will explain to students that a tessellation is groups of
shapes or figures that are repeated over and over again to create a pattern. Students
should have all ready verbalized that the tessellation designs do not overlap and
that there are no gaps in between shapes. The teacher will then show students how
to create their own tessellation by using the Smartboard. The website used for this
lesson is http://www.prometheanplanet.com/server.php?show=ConResource.13875
which gives step by step instructions on how to create a tessellation. Students will
be given pattern blocks to do the example while the teacher instructs how to make
a tessellation.
After instructions students will be grouped into three’s to practice making
tessellations using the pattern blocks. Each group will work together to create one
tessellation. The teacher will walk around to check to make sure each group
understands the directions. Students will work together for about 15 minutes. At
the end of the 15 minutes the teacher will assess each groups work.
Students will then independently use their pattern blocks to draw a tessellation.
The teacher will hold of the examples shown at the beginning of the lesson to show
students what is expected. Students will be graded as check or check minus.
Students who misunderstand the concept will have the opportunity to redo their
work.
Checking for understanding: The teacher will assess each groups understanding
while working with the pattern blocks and collect individual tessellation designs at
the end of day eight.
Behavior Expectations: Students will be allowed to work with their group
members during group work time. During independent time students will be
expected to work on individual tessellations and complete the assignment in a
timely manner.
Management Techniques: Students who are not on task will be warned first then if
not on task again will get their card flipped. If the whole class is not on task
minutes will be taken from the minute circle.
Day 9: Review
Student Objectives:
• Students will be expected to ask questions about any material they do not
understand.
Michigan GLCE’s
G.TR.05.01 Associate an angle with a certain amount of turning; know that
angles are measured in degrees; understand that 90°, 180°, 270°, and 360°
are associated respectively, with 14, 12, and 34, and full turns.

G.GS.05.02 Measure angles with a protractor and classify them as acute,
right, obtuse, or straight.

G.GS.05.03 Identify and name angles on a straight line and vertical angles.

G.GS.05.04 Find unknown angles in problems involving angles on a straight
line, angles surrounding a point, and vertical angles.

G.GS.05.05 Know that angles on a straight line add up to 180° and angles
surrounding a point add up to 360°; justify informally by “surrounding” a
point with angles.

G.GS.05.06 Understand why the sum of the interior angles of a triangle is
180° and the sum of the interior angles of a quadrilateral is 360°, and use
these properties to solve problems.

G.GS.05.07 Find unknown angles and sides using the properties of:
triangles, including right, isosceles, and equilateral triangles; parallelograms,
including rectangles and rhombuses; and trapezoids

M.PS.05.05 Represent relationships between areas of rectangles, triangles,
and parallelograms
Materials: Math notebooks, Smartboard
Anticipatory Set: The teacher will instruct students to take out their math
notebooks and to look through their notes and write down any questions they might
have. Students will be given ten minutes to do this.
Procedure: On this day it will be a question and answer review session. Students
will be allowed to ask any questions about the material covered in the unit and the
teacher will try to clarify any misunderstandings. If students do not have any
questions the teacher will come up with problems to do on the Smartboard that she
predicts were troubling for students based on observations.
Checking for understanding: The teacher will assess how the review session went
by what questions students have. If the teacher feels students need an extra day to
review then the teacher will review one more day before the test.
Day 10: Test
Students will complete the attached test on this day.
Materials and Resources Needed

Math Notebooks for each student
Protractors and Compasses for each student
Large board protractor and compass
Smartboard (Digital Whiteboard)
Class set of pattern blocks
Class set of rulers
Paper
Coloring materials
References
Howe, Roger. Harcourt Math Fifth Grade Series. Vol. 3. Orlando: Harcourt Inc,
2004.
This includes a student workbook, student textbook, and a teacher’s edition to the
textbook.

http://www.prometheanplanet.com/
All flip charts can be assessed through this website.

"Symmetry - Rotation." Math is Fun - Maths Resources. 14 Apr. 2009
<http://www.mathsisfun.com/geometry/symmetry-rotational.html>.

Used to help students understand rotational symmetry

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