|Lesson Plan ID:
In this lesson, students will review coordinate plane concepts, practice map skills, review shapes, transform geometric figures, and calculate the area and perimeter of figures.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
|TC2(6-8) ||9. Practice responsible and legal use of technology systems and digital content. |
|TC2(6-8) ||11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
|MA2015(6) ||21. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. [6-G1] |
|MA2015(6) ||23. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. [6-G3] |
|MA2015(7) ||16. Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. [7-G6] |
|MA2015(8) ||18. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. [8-G3] |
|MA2015(8) ||19. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. [8-G4] |
NCTM: NM-GEO.6-8.4 • Describe sizes, positions, and orientations of shapes under informal transformations such as flips, turns, slides, and scaling.
|Primary Learning Objective(s):
The primary learning objective is to transform figures on a coordinate plane, mimicking real world planning skills.
|Additional Learning Objective(s):
Students will also practice important map skills, review different shapes, and calculate area and perimeter.
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
|| Worksheet copies|
|Technology Resources Needed:
|1 computer with Internet accessLCD projector
Students should have prior knowledge of coordinate planes, how to plot points, and how to calculate area and perimeter.
1.)Show United Streaming Transformations Video [Discovering Math: Geometry; Introduction (2:22), Example 1: Translations (1:22), Example 2: Rotations (1:28)]
Please note that ALL Alabama educators have free access to United Streaming through Alabama Public Television. If you do not have a login or need assistance, you can contact Alabama Public Television for assistance.
2.)Discuss transformations, working examples on the board as a group. If an LCD projector is available, use the following website to assist with group practice.
3.)If students have access to computers, allow them to manipulate the website in step 2. If students do not have computer access, explore step 2 as a class.
4.)Distribute the Geometry City worksheet. (see attachment)
5.)Allow students to work on the worksheet as you move through the class to provide guidance. Please note that due to the fact that multiple answers may be correct, no answer key is provided.
6.)Collect worksheets prior to students leaving class so that they may be redistributed to other students during the next class session for checking.
7.)At the next class meeting, have students check another student's work based upon their own understanding of the content (no answer key provided). If a student marks an answer wrong they must be able to justify their decision. Allow approximately 25 minutes for this task.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Informal assessment will be used as the class is viewing the activity on the Internet. As students are working, the teacher should move through the classroom asking students about their work. Students will turn in the worksheet which will be graded for accuracy. In addition, the student's attempt at grading another students work will be taken into account with the worksheet grade.
Students needing additional material can spend time on the MathsNet website, working problems of increasing difficulty, or students may explore tessellations on the following webquest: Tesselations
Allow students in need of remediation to use foam shapes and a gridded whiteboard to assist in completing the activity. Proximity may also be used for these students, for reassurance purposes.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: