Unit 5

Unit 5
Geometry & Measurement
Overview
In this unit, students are formally introduced to a host of new geometric concepts, including angles and angle measure, parallel
and perpendicular lines, and reflective symmetry. In Module 1, students focus on comparing, analyzing, classifying, and mea-
suring angles. In Module 2, students investigate parallel and perpendicular lines as well as line symmetry and use these terms
and concepts to sort and classify a wide variety of polygons. During Module 3, students measure the area and perimeter of
rectangles, making generalizations that support the introduction of the formulas for both. Module 4 features a return to angle
measure, with an emphasis on the fact that angles involve turns or rotations around a fixed point and are additive in nature.

Planner
Module Day Session & Work Places Introduced P&I MF WP A HC DP
Module 1 Measuring Angles 1 Session 1 Unit 5 Pre-Assessment
In this module students identify, draw, compare, analyze 2 Session 2 Introducing Angles
and classify angles. Students study angles in isolation as
well as those in two-dimensional figures. They use two 3 Session 3 Benchmark Angles
very basic benchmarksthe 90 right angle and the 180 4 Session 4 Angle Puzzles
straight angleto determine the measure of the interior Work Place 5A Angle Puzzles
angles in each of the pattern blocks. The pattern blocks
5 Session 5 S ir Cumference and the
then serve as a tool for checking their work as they move
Great Knight of Angleland
into measuring and sketching angles with a 180 protractor.
The module ends with an examination of circles in which 6 Session 6 F rom Pattern Blocks to
students identify parts of a circle, learn that there are 360 Protractors
in a full turn, and discover that angles, rather than being
static, are measures of rotation.
Module 2 Polygons & Symmetry 7 Session 1 I ntroducing Parallel &
In Module 2, students extend their work with angles Perpendicular Lines
and explore attributes of polygons. In Sessions 1 and 2,
students identify and draw parallel and perpendicular lines. 8 Session 2 P
 arallels, Perpendiculars &
They also practice drawing a variety of angles and lines Angles
and complete a work sample drawing lines and measuring 9 Session 3 Line Symmetry
angles. Session 3 introduces students to line of symmetry, Work Place 5B Mosaic Game
and they work to define and create examples of polygons
10 Session 4 Polygon Detectives
with one or more lines of symmetry. In Session 4, students
review different types of triangles, quadrilaterals, and other 11 Session 5 Polygon Riddles
polygons as they create a set of polygon cards for use in Work Place 5C S olving Polygon
Sessions 5 and 6. In Session 5, they use their polygon cards Riddles
to help solve a collection of riddles posed by the teacher. 12 Session 6 Polygon Bingo
Work Place 5D Polygon Bingo
Module 3 Area & Perimeter 13 Session 1 Measuring Area
In the first three sessions of this module, students review 14 Session 2 Measuring Perimeter
concepts related to measuring area and perimeter. They
make observations concerning both types of measure, 15 Session 3 Area & Perimeter Formulas
which leads to generalized formulas. In Session 4, students 16 Session 4 Hexarights
have opportunities to apply these formulas as they solve
problems involving areas and perimeters of complex figures.
Module 4 Angles in Motion 17 Session 1 Human Angles
Module 4 features a return to angles, with an emphasis 18 Session 2 G
 eometry Measurement
on the fact that angles are dynamic in that they involve a Problems
turn or rotation around a fixed point. Students approxi-
mate the angles of rotation for various joints in their 19 Session 3 G
 eometry Measurement
own bodies, including their knees, wrists, shoulders, and Problems Forum
elbows. Then the students stand in place and make turns 20 Session 4 Unit 5 Post-Assessment
of specified sizes as they solve problems that involve
adding angles. In Session 3, they share and compare
strategies and solutions to these problems during a math
forum. Finally, they take the Unit 5 Post-Assessment.

P&I Problems & Investigations, MF Math Forum, WP Work Place, A Assessment, HC Home Connection, DP Daily Practice
There are no Problem Strings in Unit 5.

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Unit 5 Introduction

Mathematical Background
Concepts
In 1957, two Dutch educators, Pierre van Hiele and Dina van Hiele-Geldof, puzzled by the difficulty
their students had with geometry, published what has become a very influential theory in the design
of geometry curriculum. According to the van Hiele theory, students pass through certain levels as
they become more sophisticated in their geometric thinking, and these levels must unfold in order,
propelled by students own explorations and discoveries. The five levels are described here.

Description and Examples

Level 0 Visualization
Students describe geometric figures in terms of objects they resemble.

A rectangle I know its a Thats not a

looks like a rectangle because square. Its a A square cant
door or a table. it looks like one. diamond! be tipped
like that.

Level 1 Analysis
Students describe figures in terms of their properties. Students at this level are able to consider all the
shapes within a class rather than a single shape.

You can see its a square

I know its a even through its turned
rectangle If you turn it so its
on the diagonal. All 4
because it has 4 straight up, you can
sides are equal and there
straight sides and see its a square.
are 4 right angles.
4 right angles.

Also, it has 2 pairs

of parallel lines.

Level 2 Informal Deduction

Students use if-then reasoning to consider the relationships among the properties of shapes. They prove
conjectures about such relationships through intuitive or informal reasoning. Observations go beyond
properties themselves and begin to focus on logical arguments about the properties.

A rectangle has to have 2 That description fits a

pairs of parallel sides like a square perfectly. So a
parallelogram, but it has to square must be a rectangle
have 4 right angles as well. with 4 congruent sides!

Level 3 Formal Deduction

Students use axioms and theorems to prove conjectures and are able to work with abstract statements
about geometric properties and draw conclusions based more on logic than intuition. Traditional high
school geometry texts are generally directed to this level of thinking.
Level 4 Rigor
Students compare different axioms and theorems. At this level, there is an appreciation of the distinctions
and relationship between different axiomatic systems. To see an example of this level, find a textbook used
by college math majors studying geometry as a branch of mathematical science.

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Unit 5 Introduction

Progress through the levels of geometric understanding is more dependent on educational

experiences than on age or maturity. Its interesting to note that while traditional high school
geometry textbooks are generally pitched at about level 3, many high school students enter
functioning at level 0 or, at best, level 1. To arrive at level 3, students must move through all the
prior levels. To move through a level means that a student has experienced geometric thinking
appropriate for that level and has created in his or her own mind the types of objects or relation-
ships that are the focus of thought at the next level.
The van Hieles believe that instruction must begin at a students current level and provide many
years of visual and exploratory work before moving into formal deductions. Experience with
shapes, terms, and geometry-related concepts is the greatest single factor influencing advancement
through the levels. So, the question for us as teachers of upper elementary students is twofold: at
what level are our students currently working, and what can we do to support their development?
Most third, fourth, and fifth graders think and work largely at level 1, although we can begin
to nudge our fourth and fifth graders in the direction of level 2 thinking. In fact, deepening
students level 1 thinking as they move toward level 2 might be considered the main focus of
geometry instruction in the upper elementary grades. Activities that encourage students to
explore, talk about, and interact with content at the next level, while increasing their experiences
at the current level, have the best chance of advancing their thinking. Listed here are some of the
features of effective instruction at both level 1 and level 2.

Features of Level 1 Activities

Begin to focus more on properties of figures than on simple identification. Define,
measure, observe, and change properties with the use of models.
Use problem-solving contexts in which properties of shapes are important components.
Continue to use models, as with level 0, but include models that permit the exploration of
various properties of figures.
Classify figures based on properties of shapes as well as by names of shapes. For example,
investigate properties of triangles, such as side length and angle measure, that make some
alike and others different.
Features of Level 2 Activities
Use models and drawings as tools to think with, and begin to look for generalizations and
nonexamples.
Make property lists, and discuss which properties are necessary and which are sufficient
conditions for a specific shape or concept.
Include language of an informal deductive nature: all, some, none, if-then, what if, etc.
Investigate the converse of certain relationships for validity. For example, the converse of If it
is a square, it must have four right angles is If it has four right angles, it must be a square.

If most of our kindergarten students come to school as level 0 thinkers, and we are still working
on developing level 1 thinking in fourth grade, we may well ask ourselves why the pace is so slow.
One part of the answer is that level 1 thinking cuts across a very broad swath of concepts, skills,
and terms. Although most students will enter fourth grade knowing that shapes can be combined
and partitioned in a variety of ways, that there are many different kinds of quadrilaterals, and that
shapes can be classified by the number of sides and vertices they possess, fourth graders are still
quite limited in their ability to describe, sort and classify shapes by their attributes.
The terms and concepts introduced at this grade level are designed to provide students with a
number of new and important ways in which to describe, as well as operate with and on, shapes.
These include:
basic elements: points, rays, line segments, lines, and degrees of rotation
angle types (right, straight, obtuse, and acute), as well as angles of specified measure
parallel and perpendicular lines
reflective or line symmetry

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The addition of these terms and concepts to students repertoire makes it possible to operate at
level 1 and move toward level 2 in new and powerful ways. For the first time, students have the
language needed to describe and classify different types of triangles by their side lengths and
their angle measures. Now, too, students have the tools needed to classify quadrilaterals on the
basis of parallel and perpendicular sides, distinguishing between two entire classestrapezoids
and parallelogramsbased on the fact that trapezoids have exactly one pair of parallel sides
while parallelograms have two pairs of parallel sides. Equipped with the ability to measure,
sketch, and think about angles, students are able to start considering whether or not it would be
possible for a triangle to have more than one obtuse angle, or for a trapezoid to have more than
two right angles, or for a parallelogram to have both acute and obtuse angles. These are impor-
tant and intriguing questions students can now access on their path toward becoming level 2
thinkers over the next few years.

Models
Rulers and protractors figure heavily as tools throughout Unit 5 but play a supporting rather
than a starring role. The four models used in most of the sessions are pattern blocks, geoboards,
colored tiles, and the clock face. These models were chosen for their flexibility, familiarity,
and the fact that students can use them to investigate properties of shapes and develop new
understandings without leaving a record of error. For example, as students learn about parallel
and perpendicular lines, they can experiment freely with geobands on a geoboard to construct
examples and figures free of the need to erase mistakes.

Alysa We have to make a line thats perpendicular to this one on

the geoboard.
Raul OK, this looks pretty good.
Alysa Lets use a square pattern block to check and see if the lines
really make a right angle. Nope, not quite.
Raul Oh, wait! I see what we did wrong. Here, Ill just move this
rubber band over one peg, like this. Now it works.

This kind of freedom and flexibility makes it easier for students to take risks and make mistakes,
both of which are central to learning.

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Unit 5 Introduction

Strategies
Much of the work in Unit 5 is designed to allow students to make use of what they already know
as they learn new skills and concepts. For example, students use information about the right
angle they encountered in third grade to determine that a straight angle has 180. Then they
use those two pieces of information to determine the measures of the interior angles of all the
pattern blocks.

Students We put triangles on the straight angle until they filled it up.
These three angles are each a third of a straight angle.
A straight angle is 180, so each of the triangles must be 60, right?
Thats what we think because 3 60 is 180.

60

60 60
180
3 x 60 =180
Abe Then you can use that to figure out the angles on the blue rhom-
bus. I made the rhombus out of two green triangles. Each angle of the
triangle is 60, so the small angle of the rhombus is 60 and the larger
one is 120 because it is 2 of those angles put together.
60 60
60 60
60 60

Sasha And look! Then you know that the angles on the hexagon are
120 because two of the triangles fit, like this, and 60 + 60 is 120.
60
60

Students then use the measures of the pattern block angles to connect fractions and angle measure,
learning that there are 90 in a quarter turn, 180 in a half turn, and 360 in a full turn. The angles
formed by the hands on a clock face give them access to additional benchmarks for angles as well.

Unit 5 Module 1 Session 3

NAME | DATE

Using Pattern Blocks to Measure Angles on a Clock Face

Use your pattern blocks to measure each angle on the clock faces below. Then write the
fraction of a whole turn each angle represents.
1 2
12 12
11 1 11 1

10 2 10 2

9 3 9 3

8 4 8 4

7 5 7 5
6 6

Lucy OK, I can use the square pattern block to show for sure that a
quarter of a circle has 90 in it. So then I know that its 30 from one
number to the next on the clock.
Elliot So when its 2:00, thats 60, right?
Lucy Yep, and when its 5:00, it must be 150.

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Unit 5 Introduction

At the end of the first module, as they are learning to use a protractor, students are able to use
the pattern blocks to figure out how to use this new tool, and then to confirm their measure-
ments until they become proficient enough to measure angles of any size.
In a similar manner, students use what they learned about area and perimeter in third grade
to develop generalizations leading to the standard formulas for determining area and perim-
eter of rectangles.

18
Its 10 tiles along the side
and 18 along the top.
10 rows of 18 is 180.
10 If you count by 10s its 180.
10 18 = 180 square feet

You can get the area if you multiply the length times the width.

Algebra Connections in This Unit

Even though we often think of algebra and geometry as two distinctly different topics, they
are intimately related in at least two different ways. The first is the way in which both involve
making and testing conjectures and generalizations about number in algebra and about
spatial objects in geometry. Studying algebra and geometry at any grade level helps to build
the thinking skills of logic, deductive reasoning, analytical reasoning, and problem solving.
The second is the way in which geometry allows us to build and use visual models for algebraic
operations. For example, the link that is forged between area and multiplication in third grade,
and extended during fourth grade enables students in middle and high school to picture and
expand binomial expressions.

x+2
18

x+1
10

10 18 = 180 sq. inches (x + 1) (x + 2) = x2 + 3x + 2

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Unit 5 Introduction

Teaching Tips
Angles of a Polygon
When referring to the angles of a polygon in this unit, we are referring to the interior angles of
a polygon. In later years, students will also examine the exterior angles of a polygon.

Angle Measures
Angles have measures which are in degrees. Angles do not have degrees. It is correct to say that
an angle measures 45, but not correct to say that an angle has 45 degrees. Similarly, it is correct
to say that the sum of the measures of the interior angles of a triangle is 180. It is not correct to
say that a triangle has 180 degrees.

Measuring with a Protractor

When students measure angles with a protractor, refer back to their experiences with a number line
to help them understand that a protractor is a measuring device that measures angles in degrees.

Sketching Angles
When sketching angles, suggest that students trace one of the rays first along the straight edge of
the protractor. Then use the protractor to measure the correct angle and mark a point through
which the other ray should go.

Monitoring Work with Protractors

When students use protractors to determine the measure of an angle, try to check each and
every students work while they are doing it or soon after. Students are prone to making mistakes
with protractors, so the sooner the mistakes are caught, the better.

Vocabulary
The study of geometry involves the use of specialized vocabulary. Help students remember
terms by using the vocabulary frequently and accurately yourself, and pointing to illustrations
and examples as you do. Have students use their math journal handbooks to write vocabulary,
definitions and examples. Suggest that students refer to their handbooks when necessary.

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