KRISTEN ZOOK FRIT 7430- INSTRUCTIONAL DESIGN STAGE 3- UNDERSTANDING BY DESIGN FALL 2010

TITLE

OF

UNIT

GEOMETRY

GRADE LEVEL

ND

GRADE

STANDARD(S) M2G1- STUDENTS (TRIANGLES,

SQUARE,

WILL DESCRIBE AND CLASSIFY PLANE FIGURES

RECTANGLE, TRAPEZOID, QUADRILATERAL, PENTAGON, HEXAGON, AND IRREGULAR POLYGONAL SHAPES) ACCORDING TO THE NUMBER OF SIDES AND VERTICES AND THE SIZES OF ANGLES

(RIGHT

ANGLE, OBTUSE, ACUTE).

M2G2- STUDENTS

WILL DESCRIBE AND CLASSIFY SOLID GEOMETRIC FIGURES

(PRISMS,

PYRAMIDS, CYLINDERS, CONES, AND SPHERES) ACCORDING TO SUCH THINGS AS THE NUMBER OF EDGES AND VERTICES AND THE NUMBER OF SHAPE OF FACES AND ANGLES. A. B.

RECOGNIZE RECOGNIZE

THE

(PLANE)

SHAPES OF THE FACES OF A GEOMETRIC SOLID AND

COUNT THE NUMBER OF FACES OF EACH TYPE. THE SHAPE OF AN ANGLE AS A RIGHT ANGLE, AN OBTUSE, OR ACUTE ANGLE.

UNDERSTANDINGS:

THE THE

STUDENT WILL UNDERSTAND THE ATTRIBUTES OF THE PLANE SHAPES AND HOW TO SORT, STUDENTS WILL UNDERSTAND THE ATTRIBUTES OF THE SOLID FIGURES.

COMBINE, AND IDENTIFY TYPES OF ANGLES IN PLANE SHAPES.

ESSENTIAL QUESTIONS OVERARCHING QUESTIONS: HOW CAN I

USE GEOMETRY TO HELP SOLVE PROBLEMS?

TOPICAL QUESTIONS: HOW WOULD YOU DESCRIBE

GUESS WHAT IT IS?

A PLANE

FIGURE TO YOUR CLASSMATE SO THEY CAN

WHAT WHAT

IS THE DIFFERENCE BETWEEN A

RIGHT ANGLE, OBTUSE ANGLE, AND AN ACUTE ANGLE? MAKES A SHAPE IRREGULAR?

WHERE

DO

WE OBSERVE SYMMETRY IN NATURE?

HOW

IS

GEOMETRY USED IN REAL LIFE?

WHERE

DO

WE SEE SHAPES IN REAL LIFE?

STAGE 3: PLAN LEARNING EXPERIENCES

WEEK 1

1. GIVE

STUDENTS A PRE-TEST TO DETERMINE WHAT THEY ALREADY KNOW AND TO IDENTIFY AND

MISCONCEPTIONS THEY MANY HAVE.

(APPENDIX A) (W)

2. BEGIN
SHAPES

WITH ASKING THE STUDENS WHY THEY THINK IT IS IMPORTANT TO LEARN ABOUT PLANE

SHAPES?

DISCUSS

WITH STUDENTS THE IMPORTANTCE OF BEING ABLE TO IDENTIFY THE

THEY SEE IN THE WORLD AROUND THEM.

(H) (PLANE

3. INTRODUCE THE SHAPE PEOPLE) (W) 4. INTRODUCE (W) 5. ASK

AROUND

ESSENTIAL QUESTIONS AND DISCUSS THE CULMINATING ACTIVITY

VOCABULARY NEEDED FOR THE TOPIC: SQUARE, TRIANGLE, TRAPEZOID, CIRCLE,

RECTANGLE, HEXAGON, PARALLELOGRAM, AND PENTAGON.

SHOW

EXAMPLES OF EACH.

STUDENTS TO LOOK AROUND THE CLASSROOM.

ASK

STUDENTS:

WHEN

YOU LOOK

THE CLASSROOM, WHAT OBJECTS DO YOU SEE? RECOGNIZE DIFFERENT PLANE SHAPES?

HOW

WHAT SHAPES MANY? (E)

ARE THE OBJECTS?

DO

YOU

6. DRAW
CAN

THE PLANE SHAPES ON THE BOARD.

ABOUT THE SHAPES NAMES AND ATTRIBUTES.

INVITE STUDENTS TO DISCUSS WHAT THEY KNOW ENCOURAGE THEM TO DISCUSS HOW THEY HAVE

IDENTIFY, LIST, AND DESCRIBE PLANE SHAPES THAT THEY SEE IN THE CLASSROOM. AS THEY CAN AROUND THE ROOM.

STUDENTS GO ON A SCAVENGER HUNT WITH A PARTNER TO LOCATE AS MANY PLANE SHAPES

(E) HAVE
PARTNERS TAKE

7. DISTRIBUTE
SHAPE

PAPER BAGS WITH ONE OF EACH PLANE SHAPE INSIDE.

TURNS REACHING INTO THE BAG AND TAKING A SHAPE. THEN SAYS ITS NAME. PARTNERS SWITCH ROLES AND REPEAT THE ACTIVITY.

THE

PARTNER WHO TAKES THE

THE

OTHER PARTNER DRAWS THE SHAPE AND LABLES IT.

HAVE

(R)

7. GIVE
OF

PARTNERS A PIECE OF PAPER THAT SHOWS A

VENN

DIAGRAM.

ON

A SEPARATE SHEET

PAPER, PROVIDE STUDENTS WITH EXAMPLES OF UNSORTED PLANE SHAPES. CUT

HAVE

STUDENTS

OUT THE UNSORTED PLANE SHAPES AND DISCUSS WHERE THEY BELONG ON THE DIAGRAM.

THEN
HAVE THEM GLUE EACH SHAPE IN THE CORRECT SECTION OF THE DIAGRAM.

(APPENDIX B)

(R) 8. EXPLAIN DISTRIBUTE

THAT A QUADRILATERAL IS A SHAPE THAT HAS

4 SIDES

AND

4 ANGLES.

PATTERN BLOCKS OF QUADRILATERALS AND NON-QUADRILATERALS AND A WORKMAT THAT IS SECTIONED INTO QUADRILATERALS AND NON-QUADRILATERAL. QUADRILATERAL SECTION.

HAVE

STUDENTS SORT THE

SHAPES AND PUT THE SHAPES IN EITHER THE QUADRILATERAL SECTION OR THE NON-

(APPENDIX C) (R)

WEEK 2 1. MATCHING GAME: PREPARE

THAT ARE REGULAR AND NOT REGULAR. OF CARDS. A SET OF INDEX CARDS WITH MATCHING DRAWINGS OF SHAPES

MAKE 2 CARDS

FOR EACH SHAPE.

GIVE

PARTNERS A SET

HAVE

PARTNERS SHUFFLE THE CARDS, THEN PLACE THEM IN ROWS FACEDOWN IN

RANDOM ORDER. PAIR OF SHAPES. THE

PARTNERS TAKE TURNS TURNING OVER CARDS TO TRY TO FIND A MATCHING WHEN A STUDENT FINDS A MATCHING PAIR OF CARDS, HE/SHE MUST SAY IF (R , T)

SHAPE IS REGULAR OR NOT REGULAR IN ORDER TO KEEP THE CARDS.

2. PREPARE SETS OF INDEX CARDS WITH THE NAMES OF VARIOUS PLANE SHAPES WITH ACUTE, RIGHT, AND OBTUSE ANGLES. GIVE PARTNERS A SET OF THE CARDS. HAVE EACH
PARTNER PIC A CARD, THEN DRAW THE SHAPE AND LABEL EACH ANGLE AS RIGHT, ACUTE, OR OBTUSE.

HAVE
PARTNERS EXCHANGE DRAWING S AND CHECK EACH OTHERS WORK TO MAKE SURE THAT THEY DREW THE CORRECT SHAPE AND LABELED THE ANGLES CORRECTLY.

(R) ASK
THE

3. COMBINE SHAPES: SHOW

THEM TO NAME THE SHAPE. TWO

STUDENTS A TRIANGLE MADE OF CONSTRUCTION PAPER. HOLD UP ANOTHER TRIANGLE OF THE SAME SIZE.

THEN

PUT

TRIANGLES TOGETHER TO FORM A SQUARE. PUT THE TWO TRIANGLES TOGETHER? NEW SHAPES. MAKE A

ASK

THEM WHAT SHAPE

HAVE NOW THAT

EXPLAIN

THAT YOU CAN COMBINE TWO SHAPES TO MAKE

PASS

OUT PATTERN BLOCKS TO THE STUDENTS.

SHOW

HOW YOU CAN

HEXAGON USING TWO TRAPEZOIDS, OR A TRAPEZOID BY USING THREE TRIANGLES. STUDENTS PRACTICE MAKING NEW SHAPES BY COMBINING PATTERN BLOCKS.

HAVE

(E )

4. INVENT

NEW SHAPE: HAVE

STUDENTS INVENT A NEW SHAPE BY COMBINING A VARIETY OF

PLANE SHAPES IN A COLLAGE PICTURE. PLANE SHAPES FROM CONSTRUCTION THEIR NEW SHAPE.

HAVE STUDENTS DRAW AND CUT OUT A VARIETY PAPER. THE STUDENTS CAN MAKE UP A NAME FOR

OF

(E, T)

5. WORD PROBLEMS: WRITE A WORD PROBLEM ON THE BOARD, SUCH AS: EMMA IS MAKING A PICTURE OF SHAPES. SHE HAS 6 TRIANGLES. DOES SHE HAVE ENOUGH SHAPES TO MAKE
A HEXAGON? SHAPES OR USE THEIR PATTERN BLOCKS.

GUIDE

THE STUDENTS IN HOW TO FIND THE ANSWER.

THE

CAN DRAW THE

REPEAT

THE ACTIVITY USING DIFFERENT WORD PROBLEMS. CHOICE FORMAT)

6. GIVE

QUIZ ON

PLANE SHAPES. (MULTIPLE

(APPENDIX D) (E) IF

7. PERFORMANCE TASK: PLANE SHAPE PEOPLE: TELL

PLANE SHAPES AND PROVIDE DETAILS SCIENTISTS

STUDENTS THAT THEY ARE CREATING A THEY USE ALL OF THE

PLANE SHAPE PERSON FOR A GROUP OF SCIENTISTS TO VIEW.

(NAME,

SIDES, VERTICES, AND ANGLES), THEN THE

WILL AGREE TO PRODUCE YOUR PERSON INTO A ROBOT.

(E)
MATH VOCABULARY WORDS TO

8. INTRODUCE
THE

VOCABULARY FOR THE NEXT TOPIC AREA.

ADD

WORD WALL.

USE

PICTURES ON CARDS TO INTRODUCE THE WORDS.

RECTANGULAR PRISM, SPHERE, CONE, CYLINDER, CUBE, AND EDGE)

(SOLID (H)

FIGURES,

9. INTRODUCE THE ESSENTIAL CASTLE) (W)

QUESTIONS AND DISCUSS THE CULMINATING ACTIVITY

(BUILDING

WEEK 3

1. READ SOLID SURPRISES

SOLID

TO STUDENTS.

IT

IS A STORY ABOUT SORTING AND CLASSIFYING

FIGURES ACCORDING TO THE NUMBER OF FACES, EDGES, AND VERTICES.

(H) THEN

2. HOLD
GET

UP EACH OF THE SOLID FIGURES AND HAVE STUDENTS NAME WHAT THEY ARE.

A PAPER BAG AND PUT EVERYDAY ITEMS THAT ARE THE SHAPES OF THE SOLID FIGURES IN THE BAG.

HAVE

VOLUNTEERS REACH IN BUT DO NOT PULL OUT THE OBJECT OR LOOK AT.

HAVE
THEM DESCRIBE TO THE CLASS WHAT THEY ARE TOUCHING. GUESS WHAT SOLID FIGURE THE STUDENT IS TOUCHING.

HAVE

THE OTHER STUDENTS

(H)

3. HAVE
SOLID.

PARNTERS CREATE A SET OF CARDS THAT INCLUDE LABELED PICTURES OF EACH SOLID

FIGURE, AND CARDS THAT TELL THE NUMBER OF FACES, EDGES, AND VERTICES OF EACH

EACH
TURNS

PARNTER IS DEALT

5 CARDS,

THE REST ARE PLACED FACEDOWN.

PARTNERS

TAKE

ASKING EACH OTHER FOR MATCHES TO COMPLETE THE SET OF NOT

4. IF

THE PARNTER DOES

HAVE THE CARD ASKED FOR, THE ASKER THEN CHOOSES A CARD FROM THE PILE.

(E)

4. HAVE STUDENTS DRAW A SQUARE, TRIANGLE, AND RECTANGLE ON SEPARATE INDEX CARDS. HAVE VOLUNTEERS HOLD UP A SOLID FIGURE AND POINT TO ONE OF ITS FACES. THE
STUDENTS SHOULD HOLD UP THE INDEX CARD THAT MATCHES THE SHAPE OF THE FACE.

(E)

5. SHOW STUDENTS HOW THEY CAN COMBINE SOLID FIGURES TO MAKE A NEW SOLID OBJECT. EXPLAIN THAT THE FACES DETERMINE WHETHER THEY CAN BE STACKED. HAVE STUDENTS EXPERIMENT WITH STACKING SOLID FIGURES. IF THE SOLID FIGURES CAN NOT BE STACKED HAVE THEM ANSWER WHY NOT. (E) 6. SHOW
THE SOLID FIGURE. TO CUT THE RECTANGULAR PRISM INTO HALVES. CLAY. STUDENTS A RECTANGULAR PRISM MADE OUT OF CLAY.

ASK

STUDENTS TO IDENTIFY

ASK

HOW MANY FACES, EDGES, AND VERTICES IT HAS.

USE

A CRAFT STICK

THEN

ASK THE SAME QUESTIONS AS BEFORE

(HOW

MANY FACES, EDGES, AND VERTICES IN ALL?).

HAVE

STUDENTS EXPERIMENT WITH THE

(E, T)
STUDENTS CREATE TWO CHARTS, ONE FOR RECTANGULAR

7. SOLID FIGURE CHART: HAVE

PRISMS AND ONE FOR CUBES. PRISIMS AND CUBES.

ON

THE CHART HAVE STUDENTS LIST HOW MANY PLANE FIGURES ARE

NEEDED TO CREATE THE SOLID FIGURE.

REPEAT

THIS FOR

1, 2,

AND

3 RECTANGULAR

(APPENDIX E) (R, O) SOLID FIGURES (LIST

A ATRIBUTES OF SOLID FIGURES)

8. GIVE

QUIZ ON

(E)

9. PERFORMANCE TASK: BUILD

ALL OF THE SOLID FIGURES. SUCH

CASTLE: THE

STUDENTS NEED TO BUILD A CASTLE USING

YOU

NEED TO CONVINCE YOUR CLIENTS TO BUY YOUR CASTLE.

THEY

INSIST THAT YOU INCLUDE ALL SOLID FIGURES AND THE DETAILS ABOUT THOSE FIGURES, AS: FACES, EDGES, AND VERTICES.

(E)

PERFORMANCE TASK RUBRICS

PERFORMANCE TASK 1: PLANE SHAPE PEOPLE RUBRIC

USE
THE
OF

PLANE SHAPES 0 1
0-2
OF THE

STUDENT SCORE 2
3-5
OF THE

STUDENT USED

THE

STUDENT USED

THE

STUDENT USED ALL SIX OF THE

PLANE SHAPES DISCUSSED IN CLASS. PLANE SHAPES DISCUSSED IN CLASS. PLANE SHAPES DISCUSSED IN CLASS.

NAMES

OF

PLANE SHAPES 0 1 2

THE STUDENT CORRECTLY IDENTIFIES THE STUDENT CORRECTLY IDENTIFIES THE STUDENT CORRECTLY IDENTIFIES 0-2 OF THE PLANE SHAPES. 3-5 OF THE PLANE SHAPES. ALL OF THE PLANE SHAPES.

SIDES 0
THE
STUDENT CORRECTLY IDENTIFIES

1
THE
STUDENT CORRECTLY IDENTIFIES

2
THE
STUDENT CORRECTLY IDENTIFIES THE NUMBER OF SIDES IN ALL OF THE PLANE SHAPES.

THE NUMBER OF SIDES IN NONE OR ALMOST NONE OF THE PLANE SHAPES.

THE NUMBER OF SIDES IN MOST OF THE PLANE SHAPES WITH SOME ERRORS.

VERTICES 0
THE
STUDENT CORRECTLY IDENTIFIES

1
THE
STUDENT CORRECTLY IDENTIFIES

2
THE
STUDENT CORRECTLY IDENTIFIES THE NUMBER OF VERICES IN ALL OF THE PLANE SHAPES.

THE NUMBER OF VERTICES IN NONE OR ALMOST NONE OF THE PLANE SHAPES.

THE NUMBER OF VERTICES IN MOST OF THE PLANE SHAPES WITH SOME ERRORS.

ANGLES 0
THE
STUDENT CORRECTLY IDENTIFIES

1
THE
STUDENT CORRECTLY IDENTIFIES

2
THE
STUDENT CORRECTLY IDENTIFIES THE TYPES OF ANGLES IN ALL OF THE PLANE SHAPES.

THE TYPES OF ANGLES IN NONE OR ALMOST NONE OF THE PLANE SHAPES.

THE TYPES OF ANGLES IN MOST OF THE PLANE SHAPES WITH SOME ERRORS.

Name ______________________________

APPENDIX A

M2G1

Name as many of the plane shapes as you can.

____________

____________

____________

___________ ____________

____________

____________

____________

____________

Use

to trace each side. Use

to circle each vertice.

Write how many sides and vertices there are.

_______ sides _______ vertices

________ sides ________ vertices

Draw a line from the angle to its name.

acute angle

right angle

obtuse angle

APPENDIX B NAME: ____________ DIRECTIONS: SORT YOUR PLANE SHAPES

INTO GROUPS.

APPENDIX C NAME______________ STUDENT WORKMAT

QUADRILATERAL

NON-QUADRILATERAL

APPENDIX D
NAME_____________ DATE______________ PLANE SHAPES QUIZ 1. WHAT IS THE NAME OF THE SHAPE? A. HEXAGON B. PENTAGON C. PARALLELOGRAM C. TRAPEZOID 2. WHICH A. C. 3. WHICH A.
SHAPE IS A REGULAR PENTAGON? SHAPE DOES NOT HAVE MORE THAN

VERTICES?

B.

B.

4. WHAT

IS THE NAME OF THE ANGLE?

A. C.

RIGHT ACUTE

B.

OBTUSE

5. IF I HAVE TWO TRAPEZOIDS, WHAT SHAPE CAN I A. TRIANGLE B. PENTAGON C. HEXAGON

MAKE WITH THEM?

APPENDIX E RECTANGULAR PRISM

NUMBER OF SOLID FIGURES
1 RECTANGULAR PRISM

NUMBER

OF

SQUARES

NUMBERS OF OTHER RECTANGLES

NUMBER OF TRIANGLES

2 RECTANGULAR PRISMS

3 RECTANGULAR PRISMS

CUBE
NUMBER OF SOLID FIGURES NUMBER
OF

SQUARES

NUMBERS OF OTHER RECTANGLES

NUMBER OF TRIANGLES

1 CUBE 2 CUBES

3 CUBES

APPENDIX F
NAME__________________ DATE___________________ SOLID FIGURES QUIZ
SOLID GEOMETRIC FIGURE IDENTIFICATION CHART SOLID FIGURE PICTURE SOLID FIGURE NAME NUMBER
OF

EDGES

NUMBER OF VERTICES

NUMBER OF FACES