Know-Understand-Do (KUD)
Grade: 5 Unit: 5 Measuring Polygons (2D Geometry & Measurement)
Critical Area of Focus and/or Parts of Narrative:
This unit focuses on this domain & cluster:
Geometry
 Classify two-dimensional figures into categories based on their properties.
Standards for Mathematical Practice:
1. Make sense of problems & persevere in solving them.
2. Reason abstractly & quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics
By the end of this unit, students will…
Identifying, classifying, and analyzing the attributes of 2D figures allow us to measure and problem solve effectively.
KNOW:
Extended Knowledge:
 Perimeter is the distance around a figure.
 Length is a linear unit of measure.
Students can use inches, feet, yards, etc.
 Area can be measured using square units.
It is the amount of space an object covers.
 Classify, identify and analyze Polygons,
Triangles, and Quadrilaterals.
 Some attributes of shapes make them a
subset or a particular type of another shape
(ex: a square is a special type of rectangle
and a special type of rhombus)
 Benchmark angles of 90°, 30°, 60°, and 45°
and 180°.
 A straight line has a measurement of 180°.
 Two angles can be joined together to form
a larger angle.
 Power polygons come in different shapes
and sizes and can be combined in a variety
of ways. The power polygons mirror the
pattern blocks they have worked with in
previous grades.
 Angles less than 90° are known as acute
 Angles greater than 90° are known as
obtuse.
 Right angles are equal to 90°.
 Different shaped rectangles can have the
same area or the same perimeter.
 Different rectangles can have the same
area but different perimeters.
 A full turn is considered 360°.
 The interior angle measurements in a
triangle add up to 180°.
 Types of Line [Intersecting lines are those
that cross at one point and perpendicular
lines are a special type of intersecting lines
that intersect to form 90° [right] angles.
Parallel lines are those that never intersect.
New Knowledge:
 Angles are measured in terms of degrees
Updated February 2013
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
UNDERSTAND:
DO:
Geometry 5.G
Classify two-dimensional figures into categories based on their
properties.
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. CC.5.G.3
4. Classify two-dimensional figures in a hierarchy based on properties.
CC.5.G.4
 identify attributes of polygons and use them to describe &
compare quadrilaterals and triangles
(activities in unit)
o Session 1.1, 1.2, 1.3
o Students play GUESS MY RULE to practice classifying and
organizing 2-dimensional shape cards based on their attributes.
[session 1.3]
o Create a Venn Diagram approach to illustrate the relationship
among Parallelograms, Rectangles, Rhombuses, and
Squares.[session 1.3 pg. 44]
o Regular V. Non-Regular Polygons [pg. T61]
o Logo Paths “Triangles and Rhombuses and Parallelograms”
Students draw polygons based on their knowledge of the
characteristics of each shape. [1.5]
o Session 1.7 [M17] Students demonstrate their understanding
that the same quadrilateral can be classified in several ways.
o Students view Quick Images 2-D session 1.4, 1.5, 1.7 pg. 46
where they are subdividing the figure into its individual shapes,
and combining to make the shape with all of it’s parts.
o Students decide whether the polygons are regular or not by
combining shapes to see whether they have equal sides and
equal angles.
o Session 1.5 Students identify the measures of angles by
stacking and combining power polygons. They use their
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 Know-Understand-Do (KUD)
and it is an indication of an amount of
turning.
 Shape is a synonym for figure or geometric
object.
 Geometric definitions are based on
grouping a set of figures together based on
common attributes they share.
 A right angle is ¼ of full 360° turn.
Types of Quadrilaterals [4 sided figures]
(formalized based on attributes)
 Square – 4 equal sides and 4 equal 90°
angles [vertices]
 Rectangle – 2 sets of parallel sides and 4
right angles.
 Rhombus – 4 equal sides and no right
angles.
 Parallelogram – 2 sets of parallel sides and
no right angles.
 Trapezoid- 1 set of parallel sides
Regular Polygons
(formalized based on attributes)
 Have all sides that are equal length and all
angles that are equal in measure. [Ex:
Square and Equilateral Triangle]
 The sums of the angles in a polygon differ
depending on the type of polygon. [Pg. 52
Ex: Quadrilaterals have 360°, Triangles
have 180°, pentagon 540°, hexagon is
720°]
Types of Triangles
(formalized based on attributes)
 Scalene – has sides that are all different
lengths.
 Isosceles – two sides that are of equal
length
 Equilateral – All sides are of equal length
 The greater the difference in the lengths of
the sides of a rectangle, the larger the
perimeter. EX: for an 8 X 8 square the area
is ALWAYS 64, with a perimeter that is 32.
When you change the dimensions to a 1 x
64 the perimeter is equal to 130 and it gets
bigger.
 Two shapes are similar if they have the
same shape but necessarily the same size.
 If their angles are equal and the sides of
one figure are in proportional to the sides of
the other and they have exactly the same
shape, then they are similar.
 Mathematically SIMILAR has a different
meaning than when used in everyday
speech. [Page 109 Math Notes]
knowledge of interior angles to identify the sums of degrees
within a polygon. [student book pg. 19]
o Session 3.2 Building Similar Hexagons - hexagons can be
decompose into smaller shapes while maintaing the same area.
[pg.116]
o Session 3.2 LogoPaths “Polygon Pairs”
 Identify and classify angles as acute, right, obtuse, or straight
 describe triangles by the sizes of their angles and the lengths of their
sides
o Session 1.1 students play GUESS MY RULE using shape cards 1-
12 to identify/classify angles.
o The corner of a piece of paper can be used as a right angle tester.
If the angle is smaller than the corner its measure is less than 90
degrees.
o “Angle and Turn” [LogoPaths] is played to introduce and reinforce
supplementary angles.
o Students use known angles to find the measures of other angles.
[session 1.5 1.6]
 Compare the perimeters and areas of rectangles when the
dimensions are multiplied by given amounts
 use numerical and/or geometric patterns/representations to describe
how the perimeters and areas of rectangles change when the
dimensions change.
o Scaling
o Finding a partial unit of distance
 Find the number of square units it takes to cover a geometric figure
(area)
 create different rectangles with the same area but different perimeters,
and with same perimeter but different areas.
 Double the dimensions of a square to investigate what happens (It will
quadruple the area)
(activities in unit)
o Building a sequence of rectangles Session 2.3
o Session 2.4 rearranging rectangles.
o Session 2.5 “Fence around a Garden” Perimeter is a constant and
the area changes. [Student Book Page 43, 44]
o Session 2.6 M19 Perimeter and Area of Rectangles ----Session
3.1 “Building Similar Shapes” students make the next 5 shapes
from the original power polygon.
 Recognize and build similar figures
 Explore similarity by examining the relationships among angles, line
lengths, and areas of similar polygons.

Vocabulary:
Mathematically proficient students acquire precision in the use of mathematical language by engaging in discussion with
others and by giving voice to their own reasoning. By the time they reach high school they have learned to examine
claims, formulate definitions, and make explicit use of those definitions. The terms students should learn to use with
increasing precision in this unit are:
Right, Acute, Obtuse, Equilateral, Scalene, Isosceles, Quadrilaterals, Parallel, Trapezoid, Parallelogram,
Rectangle, Rhombus, Square, Supplementary, Convex, Concave, Regular Polygon, Hexagon, Heptagon,
Octagon, Pentagon, Decagon, Interior Angle, exterior Angle, Perimeter, Area, Similar
Connections:
-A way to address this GLE is – Please refer to Center Stage activities (Green Kit) 13, 14, 15

Updated February 2013 Page 2