Monday 3/26

Lesson 1: Shapes
Explain:
 Sides – the straight lines. The line has to be straight! There can be
no curve or bend to it
Make a triangle on teacher board. Ask students what shape it is? Ask
them how many sides it has?
 An angle is the place where 2 sides (straight lines) meet, also
known as a corner.
How many angles does a triangle have?
Make different types of triangles. Ask them how many shapes and
angles it has.

Draw rectangle and square and quads of different types (rhombus, kite)
and ask students how many sides and angles it has.
 Tell them a quadrilateral is a shape that has 4 sides and 4 angles.
The tricky part is that all the lines must connect and have four
corners as well.
Ask them to draw quadrilaterals on their boards.

Practice shapes with GEOBOARDS?

 Tuesday 3/27
Lesson 2: Polygons
Explain:
A polygon has 3 things – it has straight lines (sides), it sides are closed,
its sides do NOT cross. Give students examples of squares, triangles,
hexagons, this is not a polygon because its sides cross each other.

If you start from a spot and are able to trace over the whole shape by
the time you get back to the starting spot, then it is a polygon. If you
have to go back and retrace or cross over to any part, then it is NOT a
polygon.
Do polygon check worksheet (personalized).

Tell them 2 new types of polygons:

- Pentagon – has 5 sides and 5 angles
- Hexagon – has 6 sides and 6 angles

Do MJ p.197

HW MM p.216
 Wednesday 3/28
Lesson 3: Review all polygons/sides/angles

Review: What is a side? What is an angle? What is a polygon? Is triangle

a polygon? Is rectangle a polygon? Is hexagon a polygon? What is a
quadrilateral?
Personalized Worksheet
HW Personalized Worksheet

Thursday 3/29
Lesson 4: Parallels
What does parallel mean? 2 lines that are always the same distance
apart/away. If I take a ruler and make a line on either side, they are the
same distance apart. They will never meet even if we keep making the
line (show an example?)
Parallel lines are opposite one another. Show some examples of lines
that are parallel and some examples of lines that are not parallel.
Some real-life examples of parallel lines are railroad tracks. They never
ever meet. Also, the lines on a notebook are parallel. Ask students if
they can spot some parallel lines around the classroom – for example
the smartboard projector, the desks, the door, the computer screen,
the clipboards.
Make some shapes – squares, rectangles and kites. Ask them to identify
the parallel lines. Each shape has 2 pairs of parallel lines.
Other shapes that have parallel lines - trapeziums
Personalized worksheet?
 Tuesday 4/3
Lesson 5: Partitioning
Ask: what are rows, vertical or horizontal? (horizontal)
Make circles (7 by 5), ask how many rows?
Make dashes (6 by 8), ask how many rows?
Other examples if needed.

Make a quad. Ask what shape is it? How many sides? How many
angles?
Now I have to partition it into 2 rows. Ask horizontal or vertical?
They have to be equal. Make it too high and ask if its correct. Make it
too low and ask if its correct.
Partition it exactly right. Then say that each row must have 2 squares in
it. So what should I do? Partition one row, then the other.

Try it again with 3 rows and 2 squares in each.

Do MJ p.207
HW MM p.233
 Wednesday 4/4
Lesson 6: Arrays
Go back to partitioning. Ask students to make a square. Then partition
it into 4 equal rows, with 3 squares in each row. Ask students, is each
row the exact same? Do we have the same number of squares in each
square? Yes. This is called an array. If I wanted to make an array, I will
make 4 rows of circles with 3 circles in each row. Show students that no
row has different number of circles. They are equal groups. We can say
there are 4 groups of 3 (or 3 groups of 4).
Explain: Arrays are equal groups – things we put in rows and columns
Let’s make an array of 15 packs of gum – that means I distribute them
in equal groups. I want to make groups of 5. I want to see how many
groups of 5 I can make. Make circles or tallies – one row of 5 circles or
tallies for 5 gums. Ask students: how many packs of gum do we have?
15. How many tallies/circles? 5. So I will make another group of 5 packs
of gum. Make second row of 5 circles/tallies under the first row. Count
them out. They are 10. Ask: should I make another group? Yes. Make
another row. Ask: How many do I have now? 15. Should I make more
groups? No.
Ask: How many rows do we have? 3
Ask: How many in each row? 5
DO NUMBER MODELS WITH EACH
Second example: Our classroom has 24 students. If I wanted all the
students to sit in rows, and I wanted there to be 4 rows, how many
students will be in each row? 6 (students will draw the array)
DO NUMBER MODELS WITH EACH
HW MM p. 234
 Thursday 4/5
Lesson 7: Practice Arrays
Practice number models with arrays.
Do MJ p.210
HW MM p. 236

Friday 4/6
Lesson 8: Practice more Arrays
Do MJ p.214
Do MM p.237

Different ways to make arrays.

Example 1: if I have 6 desks. How many equal groups can I make?
Example 2: if I have 6 desks. How many equal groups can I make?