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*Submitted by:*

*Susan Montry*

*Date:*

*3-16-10*

*Edited by:*

*Michelle Pettit*

*Date:*

*4/1/10*

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*Unit Name: Team Geometry*

*Unit Length: 5 weeks*

*Overview: Students explore the geometry in sports by investigating right angles on sports fields*

*DESIRED RESULTS*

**TEKS and SEs**

* (2.7) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. *

*The student is expected to: *

*(A) describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.; *

*(B) use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different; and *

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**Critical Vocabulary**

*angle, vertex, vertices, right angle, protractor, face, edge*

**Enduring Understandings (Big Ideas) **

*Vertices are angles that can be measured. A right angle is 90 degrees. *

**Essential Questions**

*What is a solid shape? What is an angle? What is a vertex?*

**Learning Goals and Objectives**

*Students will be able to identify and measure right angles in the classroom.*

**Materials Needed **

**Partners need a clipboard, paper, pencil, protractor**

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*ASSESSMENT PLAN*

**Performance Tasks**

*Students investigate right angles in the classroom and correctly identify right angles in the classroom.*

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**Other Evidence**

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*LEARNING PLAN*

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*Engage: Brainpop Jr. Math: Geometry: Solid shapes. Review names of solid shapes.*

*Review faces, edges, vertex, and vertices. Introduce that the corner is an angle that can be measured. Introduce the right angle and how it is shaped.*

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*Explore: Students partner up with a clipboard, paper, and pencil to walk around the classroom and record examples of right angles.*

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*Explain: Introduce the protractor and how it can measure a right angle and the degrees in a right angle. Demonstrate on the overhead how a protractor is used to measure. Give each pair of students a protractor and ask them to go back and measure to be sure the items they listed were right angles.*

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*Elaborate: Have students share examples of what they found. Discuss what they found that turned out to not be right angles. Compare and discuss answers.*

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*Evaluate: Individually students give a new example of a right angle in/around the classroom and one angle that isn’t a right angle. Students reason why it is or isn’t a right angle.*

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* Time *

*10 minutes*

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*5 minutes*

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*10 minutes*

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*5 minutes*

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*5 minutes*

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*10 minutes*

*Extension: Does a circle or an oval have right angles? Why or why not? Can you draw a triangle that has one right angle? Two right angles? Three right angles? Draw and prove your answers.*

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*Modifications: Students may need a picture of a right angle to take with them as they search the room for examples before they explore with a protractor. *

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