1. Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes.
4. Explore congruence and similarity.

• 2.3.5.B Select and use standard tools to measure the size of figures with specified accuracy, including length, width, perimeter and area.
• 2.3.5.C Estimate, refine and verify specified measurements of objects.
• 2.9.5.D Describe in words how geometric shapes are constructed.
• 2.9.5.L Identify properties of geometric figures (e.g., parallel, perpendicular, similar, congruent, symmetrical).

• M5.B.1 Demonstrate an understanding of measurable attributes of objects and figures, and the units, systems and processes of measurement.
• M5.B.2.1 Use appropriate tools to determine measurements.
• M5.C.2.1 Analyze transformations and/or use symmetry to analyze mathematical situations. Reference: 2.9.5.K, 2.9.5.L

• R5.A.2 Demonstrate the ability to understand and interpret nonfiction texts including informational, e.g., textbooks and print media (magazines, brochures, etc.); autobiography; biography appropriate to grade level.

Instructional Strategies and Plan
(include strategies used to help different types of learners, i.e. auditory, visual, etc.):

• As an introduction to this topic, teacher will display a completed origami frog and discuss this Japanese art.
• Students will receive a square paper and will follow step-by-step directions necessary to make an origami frog. (See Web site for “enchantedlearning” below)
• As the presentation progresses, the following review vocabulary will be discussed at the appropriate times; square, diagonal, opposite, perpendicular, similar, congruent, intersecting lines, line of symmetry, bisect, half, acute, obtuse, isosceles, triangle, right triangle and trapezoid.
• Students will receive another piece of paper to demonstrate their ability to individually create an origami frog. (For challenged students there will be picture representation of each step in the process.)
• Each student will develop a PowerPoint presentation based upon rubric criteria using their researched information. Teachers can create their own rubrics using “rubricmaker.com” based on student’s needs and abilities.
• An assessment rubric for the PowerPoint presentation will be given to assist the students to meet the criteria for the project.
• Students will research (independently or with a partner) various types of frogs from different medians, including but not exclusively; internet sources, magazines, and factual books.
• PowerPoint presentations will be shared with the class.
• Experimenting with different paper sizes, weights, and colors, the students will develop new origami frogs in order to compete in the Big Frog Race.
• On the day of the race, students will first estimate how far their frog can jump in five hops. After practicing a few frog hops, they may revise their estimations. Next, the competition will proceed. Finally, the students will measure the total distance that their frogs hopped in five consecutive hops using both standard and metric units.

• Paper of different sizes, weights, textures and colors
• Standard and metric rulers
• PowerPoint on computers
• Research factual books, magazines and internet sites
• Origami frog directions: http://www.enchantedlearning.com/crafts/origami/frog/index.shtml

• Reading:
  • Research nonfiction text, such as; textbooks, magazines, brochures and internet Web sites to find information on different types of frogs for their PowerPoint presentations.
• Technology:
  • Creating a PowerPoint presentation on various types of frogs.
  • Web sites to visit include:
    http://www.seagrant.wisc.edu/search/sgsearch.asp
    http://www.frogsonice.com/froggy/origami/index.shtml
    http://www.froggyville.com
• Other:
  • Science-What’s Inside- (virtual dissecting of frogs)
    http://curry.edschool.Virginia.EDU/go/frog/menu.html
    http://www.atozteacherstuff.com/go/jump2.cgi?ID=1188

Assessment Strategies:

• Teacher observations will include correct frog construction and following directions. Teacher will also examine student’s abilities to reasonably estimate and measure the distance that the frogs moved. Through oral questioning, teacher will assess correct usage of vocabulary terms.

• Students will present their origami frog, PowerPoint presentation, revised estimations and final measurements in standard and metric units.

• Teacher could provide a pre-folded origami frog for students to reconstruct the folds.
• The folds could be labeled, numbered, or color coded to provide success for the struggling student.
• Teacher could provide a sequenced set of picture cue cards that are easily downloaded from the recommended Web site in the resource section.
• Teacher could allow students to work with a buddy throughout the entire project.

• Create a table or graph displaying the results of the distance that their frog jumped
• Find the mean, median, mode and range of the jumps
• Read Grandfather’s Tangs Story by Ann Tompert
• Origami Math by Karen Baicker from Scholastic
• Create other origami objects
• Visit the virtual dissecting Web site previously listed

Special Accommodations (special needs students)

• Language comprehension
• Event sequencing
• Working memory
• Following directions
• Three years below grade level
• Vocabulary

• Preview vocabulary
• Chunk and model step-by-step directions
• Pictorial visual aid
• Work with a buddy
• Individual word wall including pictures