Geometry Around Us

Student Math Objectives:

A. Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects.
1. Identify similarities and differences of quadrilaterals; e.g., squares, rectangles, parallelograms and trapezoids.
2. Identify and define triangles based on angle measures (equiangular, right, acute and obtuse triangles) and side lengths (isosceles, equilateral and scalene triangles).

B. Identify, describe and classify types of line pairs, angles, two-dimensional figures and three-dimensional objects using their properties.
1. Describe and identify points, lines and planes in the environment.
2. Use standard language to describe line, segment, ray, angle, skew, parallel, intersecting and perpendicular.

C. Identify and draw right, obtuse, acute and straight angles.

D. Analyze and describe properties of two-dimensional shapes and three-dimensional objects using terms such as vertex, edge, angle, side and face.

E. Develop definitions of classes of shapes.

F. Identify similarities and differences of quadrilaterals; e.g., squares, rectangles, parallelograms and trapezoids.



Lesson Plan

Assessing Prior Knowledge and Teaching Students Geometry

Teacher Uses the Smartboard notebook file, "Geometry is Everywhere" to introduce and identify the geometric shapes with the students:

a. After introducing the various geometric shapes and concepts, students identify and explain the shapes and figures found in different environments (outdoors, farms, White house, classroom, playgrounds...) on the Smartboard.
b. The students apply what they learned through a variety of on-line games and quizzes.


Practice and Assessment of Student Mastery

With paper and pencil, students:
a. Draw the various shapes, angles and lines as directed by the teacher.
b. Point out the various parts of shapes. (Example: acute angle of the acute triangle, vertex...)
Teacher can assess student understanding based on their performance.


Review and Reinforce Areas of Weakness

a. Teacher will model how to describe various polygons or geometric concept. Students will identify the shape or concept that students struggled with when drawing.
b. Students come to the front and describe, as modeled by the teacher, the shapes and concepts that the teacher prompts.
c. Students are broken into two groups and play Geometry Jeopardy on the Smartboard to reinforce and review.


Student Application and Transfer of Knowledge and Concepts

a. Teacher instructs students on the use of the flip cam.
b. The teacher goes over the checklist of requirements and the rubric that will be used as the assessment tool.
c. Using the example from the previous day of teacher modeling and student practicing, students videotape one another identifying and describing the shapes and concepts within their surroundings that are found on the checklist.
d. Teacher views and evaluates videos with the rubric.


Student Showcasing of Work

a. Play videos on the Smartboard for students to view, discussing strengths within the student descriptions.
b. Post videos on-line on our school website for parents and community to view.


Evaluation of Work Includes:

Discussion, student interaction and participation, student drawings, quiz, online activities, video, and rubric