# ALEX Lesson Plan

## Geometry City

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This lesson provided by:
 Author: Aimee Smith System: Cullman City School: Cullman Middle School The event this resource created for: GEMS General Lesson Information
 Lesson Plan ID: 24037 Title: Geometry City Overview/Annotation: 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.
Associated Standards and Objectives
Content Standard(s):
 Mathematics MA2019 (2019) Grade: 6 25. Graph polygons in the coordinate plane given coordinates of the vertices to solve real-world and mathematical problems. a. Determine missing vertices of a rectangle with the same x-coordinate or the same y-coordinate when graphed in the coordinate plane. b. Use coordinates to find the length of a side between points having the same x-coordinate or the same y-coordinate. c. Calculate perimeter and area of a polygon graphed in the coordinate plane (limiting to polygons in which consecutive vertices have the same x-coordinate or the same y-coordinate). Unpacked Content Evidence Of Student Attainment:Students: Given real world and mathematical problems involving the mapping of polygons onto a coordinate system, Determine the length of a side joining points with the same first coordinate or the same second coordinate. Determine missing vertices of a rectangle. Graph polygons in coordinate plane given vertices and solve real world problems.Teacher Vocabulary:Polygon Coordinate plane Vertices X-coordinate Y-coordinateKnowledge:Students know: Terminology associated with coordinate systems. Correct construction of coordinate systems.Skills:Students are able to: Graph points corresponding to ordered pairs. Represent real world and mathematical problems on a coordinate plane. Interpret coordinate values of points in the context of real world and mathematical situations. Determine lengths of line segments on a coordinate plane when the line segment joins points with the same first coordinate or the same second coordinate.Understanding:Students understand that: A variety of representations such as diagrams, number lines, charts, and graphs can be used to illustrate mathematical situations and relationships. These representations help in conceptualizing ideas and in solving problems. Distances on lines parallel to the axes on a coordinate plane are the same as the related distance on the axis (number line). Alabama Alternate Achievement Standards AAS Standard: M.AAS.6.25 Graph squares, rectangles, and triangles in the first quadrant of the coordinate plane. Mathematics MA2019 (2019) Grade: 6 26. Calculate the area of triangles, special quadrilaterals, and other polygons by composing and decomposing them into known shapes. a. Apply the techniques of composing and decomposing polygons to find area in the context of solving real-world and mathematical problems. Unpacked Content Evidence Of Student Attainment:Students: Given a variety of triangles and quadrilaterals: Find their area. Justify their solutions and solution paths by composing shapes into rectangles and decomposing into triangles or other shapes. Given real world and mathematical problems involving area of triangles and other polygons, Compose and decompose shapes to find solutions. Interpret solutions.Teacher Vocabulary:Right triangles Special quadrilaterals Polygons Area Decompose ComposeKnowledge:Students know: Appropriate units for measuring area: square inches, square units, square feet, etc.. Strategies for composing and decomposing shapes to find area.Skills:Students are able to: Communicate the relationship between models of area and the associated real world mathematical problems. Use logical reasoning to choose and apply strategies for finding area by composing and decomposing shapes. Accurately compute area of rectangles using multiplication and the formula.Understanding:Students understand that: The area of a figure is measured by the number of same-size unit squares that exactly cover the interior space of the figure. Shapes can be composed and decomposed into shapes with related properties, Area is additive. Mathematics MA2019 (2019) Grade: 7 22. 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 rectangular prisms. Unpacked Content Evidence Of Student Attainment:Students: Find efficient ways to determine surface area of right prisms and right pyramids by analyzing the structure of the shapes and their nets. Use the formulas for volume of prisms and pyramids to solve multi-step real-world problems. Use the formula for volume to find missing measurements of a prism.Teacher Vocabulary:Area volume Surface area Two-dimensional figures Three-dimensional solids Triangles quadrilaterals polygons Cubes Right rectangular prismsKnowledge:Students know: that volume of any right prism is the product of the height and area of the base. The volume relationship between pyramids and prisms with the same base and height. The surface area of prisms and pyramids can be found using the areas of triangular and rectangular faces.Skills:Students are able to: find the area and perimeter of two-dimensional objects composed of triangles, quadrilaterals, and polygons. Use a net of a three-dimensional figure to determine the surface area. Find the volume and surface area of pyramids, prisms, or three-dimensional objects composed of cubes, pyramids, and right prisms.Understanding:Students understand that: two-dimensional and three-dimensional figures can be decomposed into smaller shapes to find the area, surface area, and volume of those figures. the area of the base of a prism multiplied by the height of the prism gives the volume of the prism. the volume of a pyramid is 1/3 the volume of a prism with the same base. Alabama Alternate Achievement Standards AAS Standard: M.AAS.7.22 Determine the area regular, two-dimensional figures. Determine the volume of rectangular prisms, limited to whole numbers. Mathematics MA2019 (2019) Grade: 8 23. Use coordinates to describe the effect of transformations (dilations, translations, rotations, and reflections) on two-dimensional figures. Unpacked Content Evidence Of Student Attainment:Students: Describe the changes occurring to the x-and y-coordinates of a figure after a transformation.Teacher Vocabulary:Coordinates Congruent Rotation Reflection Translation Dilation Scale factorKnowledge:Students know: What it means to translate, reflect, rotate, and dilate a figure. How to perform a translation, reflection, rotation, and dilation of a figure. How to apply (x, y) notation to describe the effects of a transformation. Skills:Students are able to: Select and apply the proper coordinate notation/rule when given a specific transformation for a figure. Graph a pre-image/image for a figure on a coordinate plane when given a specific transformation or sequence of transformations.Understanding:Students understand that: the use of coordinates is also helpful in proving the congruence/proportionality between figures. The relationships between coordinates of a preimage and its image for dilations represent scale factors learned in previous grade levels. Alabama Alternate Achievement Standards AAS Standard: M.AAS.8.23 Recognize the reflection (across the x or y axis) and translation (across quadrants) of a two dimensional figure on a coordinate plane (limited to non-equilateral rectangles and triangles). Mathematics MA2019 (2019) Grade: 8 24. Given a pair of two-dimensional figures, determine if a series of dilations and rigid motions maps one figure onto the other, recognizing that if such a sequence exists the figures are similar; describe the transformation sequence that exhibits the similarity between them. Unpacked Content Evidence Of Student Attainment:Students: Explain how transformations can be used to prove that two figures are similar. Describe a sequence of transformations to prove or disprove that two figures are similar or congruent.Teacher Vocabulary:Translation Reflection Rotation Dilation Scale factorKnowledge:Students know: How to perform rigid transformations and dilations graphically and algebraically (applying coordinate rules). What makes figures similar and congruent.Skills:Students are able to: Use mathematical language to explain how transformations can be used to prove that two figures are similar or congruent. Demonstrate/perform a series of transformations to prove or disprove that two figures are similar or congruent.Understanding:Students understand that: There is a proportional relationship between corresponding characteristics of the figures, such as lengths of line segments, and angle measures as they develop a definition for similarity between figures. The coordinate plane can be used as tool because it gives a visual image of the relationship between the two figures.

Local/National Standards:

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.

Students will also practice important map skills, review different shapes, and calculate area and perimeter.

Preparation Information
 Total Duration: 61 to 90 Minutes Materials and Resources: Worksheet copies Technology Resources Needed: 1 computer with Internet accessLCD projector Background/Preparation: Students should have prior knowledge of coordinate planes, how to plot points, and how to calculate area and perimeter.
Procedures/Activities:
 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. (MathsNet.) 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. GeometryCityWorksheet.xls
Assessment
 Assessment Strategies 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.
 Acceleration: 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 Intervention: 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.

 View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.