Submitted by:

     Lowell Sayers

Date:

April 18, 2010

Edited by:

Margaret O'Connell

Date:

April 26, 2010

Unit Name:      Geo-Fashion: What are you wearing?

Unit Length: 6 weeks

Overview:      Students are introduced to "building block" geometric terms and identify examples of terms with objects around the school campus.

DESIRED RESULTS

TEKS and SEs

4.8 The student identifies and describes attributes of geometric figures using formal geometric language.

4.8A identify and describe right, acute, and obtuse angles.

4.8B identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models.

Critical Vocabulary

Point, line segment, endpoint, line, ray, plane, dimension, one-dimensional, two-dimensional, angle, vertex, degree, acute angle, right angle, obtuse angle, intersecting lines, parallel lines, perpendicular lines

Enduring Understandings (Big Ideas)

Points, lines, and planes are the building blocks of geometry. 

Essential Questions

How do points, lines, and rays differ?

What definitions are used to classify angles?

How can you describe the relationship between two lines?

Learning Goals and Objectives

Identify, describe, and draw points, lines, line segments, rays, and planes.

Identify and describe right, acute, and obtuse angles.

Identify, describe, and draw intersecting, parallel, and perpendicular lines.

Materials Needed

Power point presentation, digital cameras(5 for class of 20), spiral notebooks, index cards, whiteboards, markers, copies of street map of area around school(google maps)

ASSESSMENT PLAN

Performance Tasks

• Students accurately identify and photograph examples of geometric terms in their classroom.
• Students begin compiling unit vocabulary list.

Other Evidence

• Students accurately identify terms during classwork. 
• Students accurately use terms learned in lesson during class discussion.

LEARNING PLAN

Day one

Engage:

Power point presentation

Explore:

• Draw a line segment (on board, overhead, or Elmo). Locate endpoints and approximate midpoint A, B, C. Draw a line and locate points A, B, C.
• Have students identify and name (one at a time) points, lines, line segments, rays, and the plane shown in the image and their white boards.
• Give students a brief moment to pair-share and make possible corrections, then check for understanding by having students raise their whiteboards on a countdown.

Explain:

• How can you tell the difference between a line, a ray, and a line segment?
• Will the name given to the line change if more points are added to the line?
• Can ray BC and ray CB be used to describe the same ray in the image? Explain why or why not.

Unit vocabulary work-

• Have students start a unit vocabulary list in spirals. Introduce point, line segment, endpoints, line, ray, plane, and have students write the term and definition, followed by a drawn representation of the term. Introduce and discuss dimension, one-dimensional, two-dimensional. Have students write terms/definitions and draw examples of one and two-dimensional objects.

Evaluate:

• Display, and locate points on, a line, line segment, and a ray. Have students name the geometric term for each figure on whiteboards.

Day two

Tell students they will now take the next step and use rays, line segments, and points to make angles.

Explore:

• Provide pairs of students with an index card and a preprinted uppercase example of one of the following letters: A, E, H, I, L, M, N, R, T, V, W, Y, Z. Present this problem: Identify and describe the types of angles your letter has in it.
• Discuss the terms acute, right, and obtuse.
• Have students use the corner of the index card to classify each angle. Guide students to see that the corner of the index card is a 90 degree angle.
• Have pairs share their results and strategies with the class.

Explain:

• How can you use the card to determine if an angle is acute, right, or obtuse?
• What does each type of angle have in common?

Unit vocabulary work-

• Have students continue unit vocabulary list in spirals. Introduce angle, vertex, acute angle, obtuse angle, right angle, and degree. Students should write the term and definition, followed by a drawn representation of the term.

Elaborate and Evaluate:

• Introduce argyle patterns. Show power point. Distribute copies of patterns from power point to small groups.
• Have students determine the types of angles found in their pattern.
•  Go through power point and have a representative from each group identify types of angles for the class.

Day three

Explore:

• Quick review of terms and concepts covered the previous day.
• Give copies of google map of area around school, and display a large copy at the front of the room.
• Present question: Are all intersecting lines also perpendicular lines?
• Have groups discuss which intersecting streets form acute, right, or obtuse angles. Ask for representatives from each group identify acute, right and obtuse angles on large image.

Introduce vocabulary-

• Have students continue unit vocabulary list in spirals. Introduce intersecting lines, parallel lines, and perpendicular lines. Students should write the term and definition, followed by a drawn representation of the term

Explain:

• Have students refer to their math spirals. Discuss:
• What is the difference between intersecting lines and perpendicular lines?
• Is it possible that parallel lines will ever meet? Explain why or why not.

Elaborate:

• Distribute digital cameras to small group teams. Send teams on a photo scavenger hunt in the classroom for examples of terms introduced in lesson. Teams report back to whole group with best example of each term, and print out examples for their portfolios. Name of object in photo and geometry term should be on back of prints. 

Evaluate:

• Check individual portfolios for photo evidence of accurately identified terms. 

 Time 

3 days

Extension:

Provide students with an image of art that uses geometric figures. Have students work in small groups to describe their image using geometric terms. Instruct students to tape their image onto a larger sheet of paper and write a list underneath identifying examples of terms from the lesson.

Modifications:

• Supply vocabulary graphic organizer for ELL students.
• Specify a limited number of terms for students to photograph. 

Lesson 2

Submitted by:

     Lowell Sayers

Date:

April 18, 2010

Edited by:

Margaret O'Connell

Date:

April 26, 2010

Unit Name:      Geo-Fashion: What are you wearing?

Unit Length: 6 weeks

Overview:      Students are introduced to polygons and learn to define them and locate examples of them around the school campus.

DESIRED RESULTS

TEKS and SEs

4.8 The student identifies and describes attributes of geometric figures using formal geometric language.

4.8C use attributes to define two- and three-dimensional figures.

Critical Vocabulary

Polygon, triangle, hexagon, octagon, quadrilateral, decagon, pentagon, regular polygon, equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute triangle, obtuse triangle, parallelogram, rhombus, trapezoid

Enduring Understandings (Big Ideas)

Points, lines, and planes are the building blocks of geometry. 

Essential Questions

What is necessary for a figure to be a polygon?

How do you classify triangles?

What are the differences among various quadrilaterals?

Learning Goals and Objectives

Identify, classify, and describe polygons and determine whether polygons are regular or not regular.

Classify triangles by the length of their sides and the measure of their angles.

Identify and classify quadrilaterals.

Materials Needed

I.M. Pei power point, digital cameras (at least 5 for class of 20), timers (5 for a class of 20), spirals, unit portfolios, pattern blocks, dot paper, markers, string, paper, geoboards, rubber bands, pencils, ruler

ASSESSMENT PLAN

Performance Tasks

• Students identify and classify polygons.
• Students compile unit vocabulary list 
• Students accurately identify and photograph examples of terms  

Other Evidence

• Students accurately use unit terms in class discussion.

LEARNING PLAN

Day one

Engage:

Tell students they will take what they learned about lines and angles and take the next step- creating shapes.

Introduce I.M. Pei and show power point.

Explore:

• Give each pair of students 4 triangles. Present the question: How many different figures can you make using the four triangles?
• Have students use pattern blocks to make as many different figures as they can. Have students draw the figures in their math spirals, count the number of sides, and name the figures they made.
• Have pairs present drawings and discuss how they named each figure.

Explain:

• What characteristics can you use to name a figure?
• Can two different figures have the same polygon name? Explain

Introduce vocabulary-

• Have students continue unit vocabulary list. Students should write the terms and definitions, draw an example of each, and name the number of sides and angles for each. Introduce polygon, triangle, quadrilateral, pentagon, hexagon, octagon, decagon, and regular polygon.

Evaluate:

• Have students use pattern blocks to make a polygon with the given number of sides. Have them draw the polygon they made and name it.

1. 6 sides     2. 4 sides     3. 5 sides

Day two

Explore:

• Give each pair of students dot paper, markers, a geoboard, and rubber bands. Review acute, right, and obtuse angles with students. Then present this problem: Identify and describe the different types of angles one triangle can have.
• Have pairs combine different types of angles to make a triangle on the geoboard. Have students identify and describe one of the angles of their triangle.
• Have students make a list of the different combinations of acute, obtuse, and right angles that can make a triangle. Ask volunteers to share their findings.

Explain:

• Can a triangle have three of the same type of angle? Explain.
• How can you classify a triangle based on its angles?

Unit vocabulary work-

• Have students continue unit vocabulary list. Students should write the terms and definitions and draw an example of each. Introduce equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute triangle, and obtuse triangle. 

Evaluate:

• Have student pairs use dot paper to make two triangles with the given name.

1. right triangle    2. acute triangle    3. obtuse triangle.

Day three

Explore:

• Display examples of all types of quadrilaterals on the board. Present the question: What terms can you use to describe each figure?
• Have students work in groups to list characteristics for each quadrilateral. Guide students to use terms learned in the previous lessons to describe each. Encourage them to look at side lengths, the side relationships, and the types of angles.
• Ask a volunteer to come up to the board to list the terms that describe the first quadrilateral displayed. Repeat for all the quadrilaterals.

Explain:

• How are all quadrilaterals alike?
• What characteristics are used to classify quadrilaterals?
• If a quadrilateral has one pair of parallel sides, is it a parallelogram? Why or why not?

Unit vocabulary work-

• Have students continue unit vocabulary list. Students should write the terms and definitions and draw an example of each. Introduce parallelogram, rhombus, and trapezoid.

Elaborate:

• Distribute digital cameras to small group teams. Send teams on photo scavenger hunt around school for examples of geometric terms covered in the lesson. Set a time limit and give each group a timer. Groups should report back, choose best example for each term, and print examples for portfolio. Name of object in photo and geometric term should be included on the back. 

Evaluate:

• Display two quadrilaterals. Have groups classify each. (possible examples- a. quadrilateral, trapezoid, b. quadrilateral, parallelogram, rhombus.
• Students turn in portfolios at end of class period. Check for completion of task and accuracy. 

 Time 

3 days

Extension:

• Provide students with an image of a clothing design that displays geometric shapes. Have students work in small groups to describe their image using geometric terms. Instruct students to tape their image onto a larger sheet of paper and write a list underneath identifying examples of terms from the lesson.
• Allow students who finish triangle section of lesson early go to the following interactive websites to play with various types of triangles:

http://www.mathwarehouse.com/geometry/triangles/interactive-triangle.htm

http://www.mathsisfun.com/geometry/triangles-interactive.html  

Modifications:

• Supply vocabulary graphic organizer for ELL students.
• Specify a limited number of terms for students to photograph.