Introduction to Geometric Shapes

Introduction to Geometric Shapes

Author(s):

Bret R. McFall

Grade Level:

Secondary Geometry

Timeframe:

Four 90 minute block classes

Lesson Description or Explanation

Students will explore how some basic geometric shapes are constructed. Working in groups, students will indentify a particular shape to research via the internet to construct their selected shape using Geometer’s Sketchpad. Students will then use Power Point to create a presentation they will present to the class.

Indiana Curricular Standards

G.3.1 Describe, classify, and understand relationships among the quadrilaterals square, rectangle, rhombus, parallelogram, trapezoid, and kite.

ISTE Standards

Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.Technology Operations and Concepts: Students demonstrate sound understanding of technology concepts, systems, and operations.

Assessments, Formative/Summative

Formative:

Observations and Class Discussions designed to gauge student progress as well as group cooperation.

Summative:

Quality of Presentation and research per designed rubric
Self and Group Evaluations

Prior Knowledge

Curricular Knowledge or Skills:

Basic knowledge of quadrilaterals and ability to identify different shapes.

Technology Knowledge:

Basic internet skills, Familiar with Geometer’s Sketchpad and Power Point.

Technology

Internet Resources: (please list URLs)

www.wikipedia.com
www.math.com
www.mathworld.com

Students are also encouraged to use any other website in their research with permission of the teacher.

Hardware:

Access to computers with Internet access and appropriate software, projection machine to project power point presentations.

Software:

Geometer’s Sketchpad, Microsoft Power Point

Procedure

Day 1: After an introductory lesson introducing quadrilaterals to the students the students will be given instruction on their group project and presentation as well as provide grading rubric. Students will break into groups to discuss which shape they wish to research as well as assign group responsibilities to each group member (ALL group members must participate in the presentation to receive full credit). Students begin research via the internet will guided starting websites from teacher.

Day 2: After a brief tutorial on Geometer’s Sketchpad, students will break into their respective groups to create their selected shapes on Geometer’s Sketchpad, with assistance from the teacher. Before the end of class, students will submit their shape construction for teacher approval of correct construction and students will begin on Power Point presentation.

Day 3: Final day of preparation for presentation and submission to teacher before class ends for final approval to present.

Day 4: Group presentations and discussion following each group’s presentation. After each group has presented each student will submit a brief statement declaring what they learned and would like to know as well as provide lesson feedback for the teacher.

Differentiated Instruction

ESL

ESL student’s are encouraged to research any site in their native language and are given websites designed to translate their sites into English for their group members as well as the teacher to become more familiar with English translation.

Students who do not speak English well may present their work in their native language as long as they provide translation for the class.

Challenge/Extend

Presentations can be presented in alternate form from Power Point (iMovie, Windows Movie Maker, ect.).

Students may also include in their presentation a brief of the mathematician famous for the construction of their shape.

Students may submit a proof of the construction of their shape.

Special Needs

Mixed ability grouping will be assigned accordingly for students to assist each other.

Adaptive technology provided for students as well as assistance from peers or teacher provided for students with special needs.