1. By the end of the lesson, you will be able to…
5th Grade Module 5
Lesson 18
K. Clauson
By the end of the lesson, you will be able to…
Objective: Lessons 18: Draw rectangles and rhombuses to clarify their attributes and define rectangles and rhombuses based on those attributes.

2. Divide Whole Numbers by Fractions and Fractions by Whole Numbers
Time to Sprint!
Divide Whole Numbers by Fractions
and Fractions by Whole Numbers
5th Grade Module 5 – Lesson 18
K. Clauson

3. Multiply by Multiples of 10 and 100

4. Application Problem
How many 2-inch cubes are needed to build a rectangular prism that measures 10 inches by 6 inches by 14 inches?

5. Teacher notes Concept Development Teacher and Students will need:
Template 1 - quadrilateral hierarchy
Ruler
Protractor
Set square (or right angle template)
Scissors
Crayons, markers, or colored pencils
Blank paper for drawing

6. Problem 1 a) Draw a rhombus and articulate the definition
Concept Development
Problem 1 a) Draw a rhombus and articulate the definition
Give the least specific name for all the shapes we’ve drawn so far.
Tell your partner a more specific name for a shape we’ve drawn so far and explain what property it has that gives it that name.
Quadrilaterals
Trapezoids = one pair of parallel sides
Parallelograms = two pairs of parallel sides

7. Problem 1 a) Draw a rhombus and articulate the definition
Concept Development
Problem 1 a) Draw a rhombus and articulate the definition
How did we start drawing the trapezoids and parallelograms?
If we wanted to draw a parallelogram that is also a rhombus, what would I need to think about?
By drawing a pair of parallel sides
- Four sides the same length
- Needs two pairs of parallel sides- again all measuring the same length

8. Problem 1 a) Draw a rhombus and articulate the definition
Concept Development
Problem 1 a) Draw a rhombus and articulate the definition
Draw an angle with sides that are the same length
Label the vertex B and the endpoints of the sides as A and C.
Draw a line parallel to one of the sides through the endpoint.

9. Problem 1 a) Draw a rhombus and articulate the definition
Concept Development
Problem 1 a) Draw a rhombus and articulate the definition
Now draw a second set of parallel sides going through the endpoint.
Label the last angle as D
Measure your sides and compare your figure with your partner’s
What is the most specific name for this shape? How do you know?
Stu Dent and Ima Kid shared their thoughts!
Stu Dent’s response!: My sides were two inches long. My partner’s were three inches long, but they both have two sets of parallel sides and the sides are all the same length. So, we both drew a rhombus.  It’s a parallelogram with four equal sides.
Ima Kid: Mine is a parallelogram with equal sides, but my partner’s is a square. We both drew a rhombus with four equal sides, even though I started with an acute angle, and he started with a right angle.

10. Problem 1 b) Measure and label its angles to explore their relationships.
Use your protractor to measure the angles and mark them inside the rhombus
What do you notice? Turn and Talk
Stu Dent said: “The angles that are beside each other add up to a straight angle.  There are two pairs of angles. Each pair adds up to 180°.”
Ima Kid said: “Angles between parallel lines equal 180°.  The opposite angles are the same size.”

11. Problem 1 c) Fold and measure to explore diagonals of rhombuses.
Use your ruler to draw the diagonals of the rhombus.
Measure them from corner to corner and also from corner to where they intersect.
Tell your partner what you notice.
Now measure the angles formed by the diagonals. What is the measurement?
Do the diagonals of a rhombus bisect one another? How do you know?
What is the name for lines that intersect at a right angle?
90° They are right angles!
Yes because the point where they cross is the midpoint of both diagonals.
Perpendicular lines
We call these diagonals perpendicular bisectors!

12. Let’s analyze what we found!
What attributes must be present to call a parallelogram a rhombus?
All four sides are equal
The diagonals are perpendicular bisectors

13. Problem 2 a) Draw a rectangle according to the definition of a rectangle
Let’s draw a rectangle! Remember a rectangle must have right angles and opposite sides that are equal.

14. Problem 2 b) Measure and label its angles to explore their relationship
Cut out your rectangle and confirm that the angles are all 90° and the opposite sides are the same length.
8 cm
4 cm
4 cm
8 cm
90° angle
90° angle

15. Problem 2 c) Fold and measure to explore diagonals of rectangles
Now measure the diagonals, the segments of the diagonals, and the angles around the intersection point.
Record your measurements on the rectangle.
What do you notice? Turn and talk.
Are the diagonals perpendicular bisectors? How do you know?

16. Let’s analyze what we found!
What attributes must be present to call a parallelogram a rectangle?
The sides across from each other have to be the same length.
All angles are 90°
The diagonals bisect each other

17. Get Ready to Finish the Problem Set on Your Own!
Let’s practice drawing more rhombuses and rectangles and thinking about their attributes by completing the Problem Set.
You will have 10 minutes to complete the Problem Set. Do your best to complete as much as you can in the time allotted.
Fast finishers:
Math Center Activities- choice boards, extra Sprint challenge
CML packets/ worksheets
Problem Solving pages
5th Grade Module 5– Lesson 18
K. Clauson

18. LET’S Debrief Take 2 minutes to check your answers with your partner.
Let’s share any insights you had while solving these problems.
When???
5th Grade Module 5- Lesson 18
K. Clauson

19. EXIT
TICKET
LESSONS 18
5th Grade Module 5– Lesson 18
K. Clauson