Geometry Unit: Design a City Map Grade: 5

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Common Core Standards: 5.G.B.3/5.G.B.4- Classify two-dimensional figures into categories based on their properties 5.G.A.1- Graph points on the coordinate plane to solve real-world and mathematical problems Objective: Using previous knowledge, students will construct a city map by translating mathematical terms to drawings. Using previous knowledge, students will calculate surface area based on buildings incorporated in their city maps. Materials: Design a City Map Worksheet Ruler Protractor Smart Board Procedure: 1) Lesson Introduction/Objective and Purpose: a. Today we are going to be constructing city maps by including information that you have been learning the past couple of weeks pertaining to geometry such as identifying shapes, finding surface area, and classifying triangles. I will be giving you a check sheet of all of the mathematical components that will need to be incorporated into your maps. This is kind of like your self-portraits that you did previously, where you had to stick to certain guidelines. This assignment will help you to review all of the terms that you have learned by drawing it all out. You will also have to complete calculations of surface area pertaining to your city. 2) Model (Modeling the Task) a. Here I have constructed my own city map. As I constructed the map I kept in mind what needed to be included. So here I have one of the two pairs of parallel streets that must be included. Here by my Ice Cream Shop that should be in the shape of an equilateral triangle I also have my streets that intersect at an obtuse angel. 3) Guided Practice

a. Who would like to come up to the board and point out another attribute that must be included in the city maps? Student comes up and finds one of the checkpoints. What checkpoint is that? Student response. Why characteristics did you see that allowed you to figure out that it was an insert shape/angle here? (Another example) b. Lets point out one more component of the check sheet. Who would like to come do that? Student comes up and finds one of the checkpoints. What checkpoint is that? Student response. Why characteristics did you see that allowed you to figure out that it was an insert shape/angle here? 4) Independent Practice (Example 3: No Teacher Help) a. Once students demonstrate confidence understanding the task that they are being asked to complete. Now that we have reviewed a little bit of what you should do, I would like you to complete part one and two. In part two you will choose two buildings from your completed map and then calculate the surface area of each. 5) Closure a. While students are constructing their city maps, I will walk around assisting any students that may be having difficultly. 6) Assessment a. How will you know that lesson has been successful? i. The lesson will have been successful if, the students have completed their city maps with minimal errors. Students should successfully execute part one converting 10 of the 12 checkpoints into drawings. Students should successfully complete part two with 100 percent accuracy.