Name: Abby Melnik ‘School: Burn’s Park Elementary, 5th grade Date: 9 March 2017 10:00-10:50am ‘Subject: Math Lesson: A Triangle Hierarchy (7.5) Objectives: Students will be able to organize triangles based on their characteristics. Students will be able to describe different triangles. * Students will be able to explain vocabulary relating to triangles (.e., right, obtuse, acute, isosceles, scalene, equilateral). Standard(s) Addressed: * CCSS.MATH.CONTENTSS.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. © CCSS.MATH.CONTENTS.G.B 4 - Classify two-dimensional figures in a hierarchy based on properties. Materials Needed: Math journals Triangle Cards Glue Sticks Pencils White board & projector Lesson Overview: © Warm Up P. 246 Triangle Hierarchy Activity P. 247 and Discussion Math Boxes P. 248 Home Link 7.5 Outline: 1. Students will do warm-up problems. a. Have students come up to complete on board, 2. Explain what we will be doing today - creating a hierarchy of triangles (May want to check for understanding of the word hierarchy). a. We will be using triangle cards (show cards) to put triangles into groups based on their features.3. 4 b. What are some ways we can organize triangles? i. Side lengths ji, Are sides equal? - isosceles, scalene, equilateral ili, Are angles equal? - isosceles, scalene, equilateral iv. What kind of angles do they have? - acute, obtuse, right ‘Show example of how to create the hierarchy on the board. Have students tear out and cut apart their triangle cards (in the back of their math journals). Explain they will be gluing them into place once they have decided where they want them in their hierarchy. a. Have them work in pairs to develop their hierarchy and put triangles onto their charts. b. Discuss as a class and show examples. i. Does everyone agree with where triangles were placed? Why or why not? ii. What would they change? ili, Show example of one I did. Go through p. 247 as a class? Maybe have them work in their pairs? - Check for understanding as they are going to decide. Math boxes p. 248 Pass out Home Link 7.5.(eee A Triangle Hierarchy On the left, write the categories and subcategories from the triangle hierarchy you create in class. Use the hierarchy to classify your triangle cards. When you are finished, glue or b= tape the cards in place. Triangle Hierarchy Triangle Cardsue) i Vc y aes) : ee Use the triangle hierarchy on journal page 246 to answer the questions. SS ©@ Name a category shown on the hierarchy. Then name a subcategory of that category. a. Category: Acuta b. Subcategory: Tsvuly © a. Draw an isosceles triangle. b. Draw a triangle that is not an isosceles triangle. @ a. Draw an equilateral triangle. b. Is your equilateral triangle ial also an isosceles triangle? __ i . Explaly aescisns aces eee aeeeaecaecc } pete | @ _Ineach statement below, replace the underlined category with a different category from the triangle hierarchy so that the new statement is still true. | a. All triangles have three sides and three angles. All = have three sides and three angles. i b. All isosceles triangles have at least two sides the same length. | . All vilitzesl rvngls have at least two sides the same length. ‘i . All isosceles triangles have a line of symmetry. a __equilatm| fromeflor have a line of symmetry. | @ Look at your answers to Problem 4. Describe any patterns that you see. ii Hint: Think about categories and subcategories. 247 |ees PE ete Cry i} @ Find the area of the rectangle. @ solve. = 2 5 ae. © re | aite8= Gp ra 3 i ee y 26 Ht We 14 om a ” | I cl ‘ c (umber model) Pe t © Use an estimate to place the decimal © Fill in each blank with <, >, or =. point. The correct digits are given i 2x | ad2*i < 12 i (estimate) eae 3 2.3%1586=3 6 447 8 : ~ ana! ° b ole alo oe = cl © Writing/Reasoning Explain how you solved Problem 2b. i i] = 248,aces) Using a Hierarchy Lou NAN DNE TE ai signa 3/a}l9 ” v A pentagon is a shape with 5 sides. An equilateral pentagon is a pentagon The shape below is a pentagon. with 5 sides that are all the same length. The shape below is an equilateral pentagon. Consider the pentagon hierarchy below, Use it to answer the questions. Pentagons @® Answer Parts a-c to classify this shape | on the hierarchy. a. Can this shape go in the top category, Pentagons? How do you know? Equilateral pentagons Ven ik le S sitleg | . Can this shape go in the first subcategory, - Equilateral pentagons? How do you know? | l 1} { t Equilateral pentagons No, rok oll Me sid core We with at least one Shon’ | right angle rt ¢. Can this shape go into the second subcategory, Equilateral pentagons with at least one right angle? How do you know? eee oy bevowre ib is wk an oguildlanl pentagen sore t f \ | Ps tract be on Me next Coliqeny = g @®_ Describe how you would classify the shape below on the hierarchy, Start at the top and describe how you know if the shape fits in each category and subcategory. all ws 265