week a

Content Area or Developmental Focus: Math- Geometry Age/Grade of Children: 7th grade Length of Lesson: 50 minute class/3-5 days

Goal

Students will create a city, park, or other structural plan using geometry

Objective Identify the total number of degrees in supplementary and complementary angles Describe the relationship between vertical and adjacent angles Explain how the volume and surface area would be affected when dimensions of a figure are doubled and/or tripled Identify acute, obtuse, straight and right angles Identify perpendicular, parallel, and intersecting lines Work collaboratively Create and conduct an oral presentation

Standards Included

7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Materials

Digital Cameras iPad/Computer Projector/Smartboard Pencils Paper Self-Assessment Rubric that assesses the final project as well as the presentation skills (can be created by the students or teacher-made)

Introduction

Introduction will take one class period • Pose the following question and discuss: Where do we find geometry? • Place students in groups of 3-4. Go outside and take pictures of any

shapes that you see in the neighborhood, paying particular attention to different shapes and angles: acute, obtuse, right, straight angles, and triangles

• Have students share some of their findings with the projector or smartboard

Lesson Development

Students, in groups of two to four, will create a city, public park, or other structure using geometry

• Students will need to create a paper blueprint as well as one using technology (they can start with whichever version they feel comfortable exploring)

• Their creations must include: o acute, obtuse, straight, and right angles o adjacent and vertical angles o perpendicular, parallel, and intersecting lines o triangles and quadrilaterals

• Students will name their city and label all the building, streets, etc. appropriately

• Students will present their design to the class with a thoughtful explanation of how they derived their design

• Students will self-assess themselves with a quick checklist to determine how well they think they did working in a group, collaborating, designing, and presenting

Differentiation • • • • • •

Assessment (Practice/ Checking for Understanding)

• Project Finished to Completion • Successful Presentation of Project • Self-Assessment • Traditional quiz based on math terms and concepts included in the

project

Closing

• Use Virtualnerd.com to highlight/review the essential math concepts • Ask for student feedback • Teacher self-reflection:

o What went well? o What needs to be changed? o What should be reviewed? o Possible extension activities