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=[|Math Can Take You Places]=

// ** for Grades 5-6 ** // || [|Pick a different grade level] ||
 * //**MathActive Lessons** //


 * //**1. **// ||  || **(5-6) 2-D and 3-D Presents at Pedro's Party** ||
 * [|Start Lesson] ||
 * [|Teacher Page (PDF)] ||
 * Students will learn that a certain group of objects can be organized in 2-D or 3-D groupings. Then the correct terminology of the properties of those objects will be introduced. Students have to label objects, group objects and organize a group of objects according to property categories. Students will encounter standard 4M81-02 in the DIG DEEPER section of the lesson and should be able to explain these concepts from the drawings. ||  ||
 * //**2. **// ||  || **(5-6) 3 Lines of Symmetry** ||
 * [|Start Lesson] ||
 * Teacher Guide (PDF) ||
 * Draw a two-dimensional shape that has line symmetry. Identify the lines of symmetry in a two-dimensional shape. Draw a two-dimensional shape with a given number of lines of symmetry. ||  ||
 * //**3. **// ||  || **(5-6) 3-D Figures Part 1** ||
 * [|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. Classify three-dimensional figures by their attributes. Classify three-dimensional solids by their configuration and properties. (e.g., parallelism, perpendicularity, and congruency) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">4. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) 3-D Figures Part 2** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. Classify three-dimensional figures by their attributes. Classify three-dimensional solids by their configuration and properties. (e.g., parallelism, perpendicularity, and congruency) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">5. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Acute Triangles with English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">First it is established that triangles have sides and are measured by interior angles. They belong to categories based on that. The acute triangle is defined, illustrated and explained. There are many exercises helping students remember the attributes of Acute triangles as distinguishable from other triangles. Students will use an interactive protractor for practice to correctly measure interior angles to distinguish acute triangles from others. Note: The SAY WHAT? and DIG DEEPER sections provide tremendous examples of appropriate labeling of sides and angles of triangles, helpful in mastering the 4M41-03 and 4M61-06 Performance Objectives. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">6. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Acute Triangles with Navajo Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">First it is established that triangles have sides and are measured by interior angles. They belong to categories based on that. The acute triangle is defined, illustrated and explained. There are many exercises helping students remember the attributes of acute triangles as distinguishable from other triangles. Students will use an interactive protractor for practice to correctly measure interior angles to distinguish acute triangles from others. Note: The SAY WHAT? and DIG DEEPER sections provide tremendous examples of appropriate labeling of sides and angles of triangles, helpful in mastering the 4M41-03 and 4M61-06 Performance Objectives. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">7. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Acute Triangles** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Perimeter and solving for it are explained. Formulas for rectangles and squares are given and modeled: students practice solving for perimeter. Then, solving perimeter for equilateral triangles is modeled with a formula. Students drag given formulas for rectangles, squares and equilateral triangles to the shapes they would use for solving perimeter (TRYII). In R-R 3, area and solving for it are explained. Formulas are given for rectangles and squares (LOOK, SEE). Students then practice solving for area (TRYIII). Rancher Rithmetic I and II focus on "perimeter" as No. III is directed towards "area". Both concepts are mixed throughout in the right buttons. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">8. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Acute Triangles with Spanish Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">First it is established that triangles have sides and are measured by interior angles. They belong to categories based on that. The acute triangle is defined, illustrated and explained. There are many exercises helping students remember the attributes of acute triangles as distinguishable from other triangles. Students will use an interactive protractor for practice to correctly measure interior angles to distinguish acute triangles from others. Note: The SAY WHAT? and DIG DEEPER sections provide tremendous examples of appropriate labeling of sides and angles of triangles, helpful in mastering the 4M41-03 and 4M61-06 Performance Objectives. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">9. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Angle Hypatia** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify supplementary or complementary angles. Identify the angles created by two lines and a transversal. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">10. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Angle Hypatia with English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Students are introduced to Hypatia, the Greek mathematician, complementary, supplementary and corresponding angles, and transversal. Students will calculate angle relationships practicing the identification tag of 180 (supplementary) and 90 degrees (complementary). ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">11. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Area - Rancher 'Rithmetic 3** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Examples (and formulas) for solving simple area and perimeter of given shapes are explained, modeled and available for practice. Students help ranchers calculate the amount of barbed wire needed to keep cattle on their property (perimeter -TRYIII), calculate the amount of fertilizer ranchers need by solving area of their land (area -TRYIII), and answer questions about perimeter and area with given shapes/ information (SHOWII). The Rancher lessons have English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">12. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Area - Rancher 'Rithmetic 3 with English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Examples (and formulas) for solving simple area and perimeter of given shapes are explained, modeled and available for practice. Students help ranchers calculate the amount of barbed wire needed to keep cattle on their property (perimeter -TRYIII), calculate the amount of fertilizer ranchers need by solving area of their land (area -TRYIII), and answer questions about perimeter and area with given shapes/ information (SHOWII). The Rancher lessons have English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">13. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Area - Rancher 'Rithmetic 3 with Navajo Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Examples (and formulas) for solving simple area and perimeter of given shapes are explained, modeled and available for practice. Students help ranchers calculate the amount of barbed wire needed to keep cattle on their property (perimeter -TRYIII), calculate the amount of fertilizer ranchers need by solving area of their land (area -TRYIII), and answer questions about perimeter and area with given shapes/ information (SHOWII). The Rancher lessons have English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">14. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Area - Rancher 'Rithmetic 3 with Spanish Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Examples (and formulas) for solving simple area and perimeter of given shapes are explained, modeled and available for practice. Students help ranchers calculate the amount of barbed wire needed to keep cattle on their property (perimeter -TRYIII), calculate the amount of fertilizer ranchers need by solving area of their land (area -TRYIII), and answer questions about perimeter and area with given shapes/ information (SHOWII). The Rancher lessons have English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">15. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Building Rectangles** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Draw two-dimensional figures by applying significant properties of each. (e.g., Draw a quadrilateral with two sets of parallel sides and four right angles) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">16. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Classify Prisms** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Classify prisms, pyramids, cones, and cylinders by base shape and lateral surface shape. Classify three-dimensional figures by their attributes. Classify three-dimensional solids by their configuration and properties. (e.g., parallelism, perpendicularity, and congruency) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">17. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Classify Pyramids** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Classify prisms, pyramids, cones, and cylinders by base shape and lateral surface shape. Classify three-dimensional figures by their attributes. Classify three-dimensional solids by their configuration and properties. (e.g., parallelism, perpendicularity, and congruency) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">18. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Coordinate Geometry** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify points in the first quadrant of a grid using ordered pairs. Name the coordinates of a point plotted in the first quadrant. Graph points in the first quadrant on a grid using ordered pair. State the missing coordinate of a figure in the first quadrant of a coordinate grid using geometric properties. (e.g. find the coordinates of the missing vertex of a rectangle when two adjacent sides are drawn) Graph a polygon in the first quadrant using ordered pair. Graph data points in (x,y) form in any quadrant of a coordinate grid. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">19. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Draw Shapes with Rikki** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Draw two-dimensional figures by applying significant properties of each. (e.g., Draw a quadrilateral with two sets of parallel sides and four right angles) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">20. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Equilateral Triangles** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Classify triangles ad scalene, isosceles, or equilateral. Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">21. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Facial Symmetry** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Draw a two-dimensional shape that has line symmetry. Identify the lines of symmetry in a two-dimensional shape. Draw a two-dimensional shape with a given number of lines of symmetry. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">22. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Figure It Out-Polygons** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Classify polygons by their attributes. (e.g., number of sides, length of sides, angles, parallelism, perpendicularity) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">23. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Finding Patterns in Tiles** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">This is not only a good review of area and perimeter but extends that into useful activities of prediction, establishing and measuring by units, using formulas, and finding that charts help you create patterns in mathematics. "N" as a variable is briefly used in the SEE section. The DIG DEEPER section extends this concept. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">24. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Hogan** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two dimensional figures using appropriate terminology. Recognize regular polygons. Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. Identify the lines of symmetry in a two-dimensional shape. Classify polygons by their attributes. (e.g., number of sides, length of sides, angles, parallelism, perpendicularity) Classify three-dimensional figures by their attributes. Classify three-dimensional solids by their configuration and properties. (e.g., parallelism, perpendicularity, and congruency) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">25. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Hogan (Navajo Version)** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two dimensional figures using appropriate terminology. Recognize regular polygons. Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. Identify the lines of symmetry in a two-dimensional shape. Classify polygons by their attributes. (e.g., number of sides, length of sides, angles, parallelism, perpendicularity) Classify three-dimensional figures by their attributes. Classify three-dimensional solids by their configuration and properties. (e.g., parallelism, perpendicularity, and congruency) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">26. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Hogan with English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two dimensional figures using appropriate terminology. Recognize regular polygons. Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. Identify the lines of symmetry in a two-dimensional shape. Classify polygons by their attributes. (e.g., number of sides, length of sides, angles, parallelism, perpendicularity) Classify three-dimensional figures by their attributes. Classify three-dimensional solids by their configuration and properties. (e.g., parallelism, perpendicularity, and congruency) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">27. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Hogan with Navajo Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two dimensional figures using appropriate terminology. Recognize regular polygons. Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. Identify the lines of symmetry in a two-dimensional shape. Classify polygons by their attributes. (e.g., number of sides, length of sides, angles, parallelism, perpendicularity) Classify three-dimensional figures by their attributes. Classify three-dimensional solids by their configuration and properties. (e.g., parallelism, perpendicularity, and congruency) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">28. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Hogan with Spanish Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two dimensional figures using appropriate terminology. Recognize regular polygons. Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. Identify the lines of symmetry in a two-dimensional shape. Classify polygons by their attributes. (e.g., number of sides, length of sides, angles, parallelism, perpendicularity) Classify three-dimensional figures by their attributes. Classify three-dimensional solids by their configuration and properties. (e.g., parallelism, perpendicularity, and congruency) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">29. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Isosceles Triangles** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. Classify triangles ad scalene, isosceles, or equilateral. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">30. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Isosceles Triangles with English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two and three dimensional geometric figures using appropriate terminology and vocabulary. Classify triangles ad scalene, isosceles, or equilateral. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">31. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Isosceles Triangles with Navajo Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two and three dimensional geometric figures using appropriate terminology and vocabulary. Classify triangles ad scalene, isosceles, or equilateral. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">32. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Isosceles Triangles with Spanish Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two and three dimensional geometric figures using appropriate terminology and vocabulary. Classify triangles ad scalene, isosceles, or equilateral. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">33. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) More Protractors - Angle Action Part 2** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Measure angles using a protractor. Identify the angles created by two lines and a transversal. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">34. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) More with Perimeter - Rancher 'Rithmetic 2** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Examples (and formulas) for solving simple area and perimeter of given shapes are explained, modeled and available for practice. Students help ranchers calculate the amount of barbed wire needed to keep cattle on their property (perimeter ­ TRYIII), calculate the amount of fertilizer ranchers need by solving area of their land (area ­ TRYIII), and answer questions about perimeter and area with given shapes/ information (SHOWII). The Rancher lessons have English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">35. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) More with Perimeter - Rancher 'Rithmetic 2 with English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Examples (and formulas) for solving simple area and perimeter of given shapes are explained, modeled and available for practice. Students help ranchers calculate the amount of barbed wire needed to keep cattle on their property (perimeter -TRYIII), calculate the amount of fertilizer ranchers need by solving area of their land (area -TRYIII), and answer questions about perimeter and area with given shapes/ information (SHOWII). The Rancher lessons have English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">36. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) More with Perimeter - Rancher 'Rithmetic 2 with Navajo Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Examples (and formulas) for solving simple area and perimeter of given shapes are explained, modeled and available for practice. Students help ranchers calculate the amount of barbed wire needed to keep cattle on their property (perimeter -TRYIII), calculate the amount of fertilizer ranchers need by solving area of their land (area -TRYIII), and answer questions about perimeter and area with given shapes/ information (SHOWII). The Rancher lessons have English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">37. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) More with Perimeter - Rancher 'Rithmetic 2 with Spanish Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Examples (and formulas) for solving simple area and perimeter of given shapes are explained, modeled and available for practice. Students help ranchers calculate the amount of barbed wire needed to keep cattle on their property (perimeter -TRYIII), calculate the amount of fertilizer ranchers need by solving area of their land (area -TRYIII), and answer questions about perimeter and area with given shapes/ information (SHOWII). The Rancher lessons have English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">38. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Obtuse Triangles** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Classify triangles as right, acute, or obtuse. Classify polygons by their attributes. (e.g., number of sides, length of sides, angles, parallelism, perpendicularity) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">39. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Parallel Lines** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Draw a geometric figure showing specified properties, such as parallelism and perpendicularity. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">40. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Parallel Lines with English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Students will learn to identify parallel and perpendicular lines and give or construct examples of both in these two lessons. Both lessons also have English, Navajo and Spanish narration and scripts. The Internet game in TALK ABOUT IT is challenging. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">41. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Parallel Lines with Navajo Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Students will learn to identify parallel and perpendicular lines and give or construct examples of both in these two lessons. Both lessons also have English, Navajo and Spanish narration and scripts. The Internet game in TALK ABOUT IT is challenging. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">42. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Parallel Lines with Spanish Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Students will learn to identify parallel and perpendicular lines and give or construct examples of both in these two lessons. Both lessons also have English, Navajo and Spanish narration and scripts. The Internet game in TALK ABOUT IT is challenging. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">43. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Perimeter Rancher 'Rithmetic 1** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Solve problems involving the perimeter of polygons. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">44. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Perimeter Rancher 'Rithmetic 1/English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Solve problems involving the perimeter of polygons. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">45. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Perimeter Rancher 'Rithmetic 1/Navajo Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Solve problems involving the perimeter of polygons. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">46. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Perimeter Rancher 'Rithmetic 1/Spanish Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Solve problems involving the perimeter of polygons. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">47. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Perimeter of Polygons - Getting Into Shape** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Determine perimeter of simple polygons. (e.g., square, rectangle, triangle) Solve problems involving perimeter convex polygons. Solve problems involving the perimeter of polygons. Identify parallelograms having the same perimeter or area. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">48. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Perpendicular Lines** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Draw a geometric figure showing specified properties, such as parallelism and perpendicularity. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">49. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Perpendicular Lines/English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Draw a geometric figure showing specified properties, such as parallelism and perpendicularity. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">50. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Perpendicular Lines/Navajo Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Draw a geometric figure showing specified properties, such as parallelism and perpendicularity. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">51. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Perpendicular Lines/Spanish Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Draw a geometric figure showing specified properties, such as parallelism and perpendicularity. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">52. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Regular Polygons** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Recognize regular polygons. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">53. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Right Triangles** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Classify triangles as right, acute, or obtuse. Classify polygons by their attributes. (e.g., number of sides, length of sides, angles, parallelism, perpendicularity) ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">54. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Scalene Triangles** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify the properties of two- and three- dimensional geometric figures using appropriate terminology and vocabulary. Classify triangles ad scalene, isosceles, or equilateral. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">55. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Similar Situations** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">It's important to know how lines and shapes are used in the world. Similar is defined and described. Parallel and perpendicular lines are defined and described, including the terms right angle and intersect. Exercises help students practice these concepts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">56. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Tessellations** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Identify a tessellation. Describe the transformations that created a tessellation. Perform elementary transformations to create a tessellation. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">57. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Transformations - Shapes on the Move** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Students see objects turn, slide and flip many times to illustrate rotation, translation and reflection transformations. They must learn to distinguish the pairs of words that describe the action to be able to demonstrate understanding. They are given many opportunities to practice selecting the correct action, plus the correct terms. The DIG DEEPER section shows a translation on a coordinate grid moved by specified units and direction. This lesson also has English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">58. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Transformations - Shapes on the Move/English Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Students see objects turn, slide and flip many times to illustrate rotation, translation and reflection transformations. They must learn to distinguish the pairs of words that describe the action to be able to demonstrate understanding. They are given many opportunities to practice selecting the correct action, plus the correct terms. The DIG DEEPER section shows a translation on a coordinate grid moved by specified units and direction. This lesson also has English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">59. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Transformations - Shapes on the Move/Navajo Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Students see objects turn, slide and flip many times to illustrate rotation, translation and reflection transformations. They must learn to distinguish the pairs of words that describe the action to be able to demonstrate understanding. They are given many opportunities to practice selecting the correct action, plus the correct terms. The DIG DEEPER section shows a translation on a coordinate grid moved by specified units and direction. This lesson also has English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">60. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Transformations - Shapes on the Move/Spanish Voice** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Students see objects turn, slide and flip many times to illustrate rotation, translation and reflection transformations. They must learn to distinguish the pairs of words that describe the action to be able to demonstrate understanding. They are given many opportunities to practice selecting the correct action, plus the correct terms. The DIG DEEPER section shows a translation on a coordinate grid moved by specified units and direction. This lesson also has English, Navajo and Spanish narrations and scripts. ||  ||
 * //**<span style="color: #990033; font-family: Arial,Helvetica,sans-serif;">61. **// ||  || <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**(5-6) Transversal - Angle Action Part 3** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">[|Start Lesson] ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Teacher Guide (PDF) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Recognize that all pairs of vertical angles are congruent. Measure angles using a protractor. Identify the angles created by two lines and a transversal. ||  ||