week 3a

Goal

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

Objective

Improve the student’s attention.

Reinforce mathematics operations and principles.

Improve participation in extracurricular activities.

Develop and maintain peer relationships.

Cultivating self-control

Standards Included

7.G.2: Draw (using determined measurements) 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

Photographs

Video clips

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

· Monitoring the students understanding before the class session.

· Pose the following question and discuss: Where do we find geometry? Question association of geometry and engineering.

· Determine the students understanding during the class session.

· Place student in groups that interest her.

· Ensure the student undertakes tasks and assignments in peer discussion groups.

· 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 teacher

· Monitoring the student’s understanding of the topic after the class session.

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:

· acute, obtuse, straight, and right angles

· adjacent and vertical angles

· perpendicular, parallel, and intersecting lines

· triangles and quadrilaterals

· Students will name their city and label all the building, streets, to their best of knowledge

· Students will present their design to the teacher with a logical explanation.

· The student will use the visual aids of their preference.

· 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

Assessment

(Practice/ Checking for

Understanding)

· Assessing whether the student has completed the assignment.

· 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:

· What went well?

· What needs to be changed?

· What should be reviewed?

· Possible extension activities