TOOLS OF GEOMETRY

Joey Petchalonis GRIT 654 Summer !"#!

MI$I %$IT LE&R$I$G GO&LS

BIG GOAL Stu'ents (ill )e a)le to a**ly +eometric conce*ts to create a ,loor *lan in Goo+le S-etch %* Individual Goals Stu'ents (ill )e a)le to. I'enti,y *oints se+ments lines an' rays I'enti,y an' classi,y +eometric ,i+ures %se *ro*ortions to test con+ruency an' similarity in +eometric ,i+ures

I$FORM&TIO$ &/O%T O%R LE&R$ERS

##0#1 year ol' 6th +ra'e stu'ents %nit (oul' )e im*lemente' in &*ril2 45 minutes ,or each lesson in the early a,ternoon2 %r)an Po*ulation o, stu'ents in $ortheastern Phila'el*hia Primary Puerto Rican Po*ulation34556 an' /lacPo*ulation3!556

TE78$OLOGY I$TEGR&TIO$

La*to*s ,or each stu'ent Interacti9e (hite)oar'2 :a))le)oar' Pro+ram Goo+le S-etch %* 7lassroom ;i-i 3htt*.<<*etchalonis2(i-is*aces2com<6 :ro*)o=

LESSO$ #

Learnin+ O)>ecti9es.

Stu'ents (ill )e a)le to i'enti,y an' classi,y 'i,,erent lines an+les se+ments an' rays )y com*letin+ -no(le'+e o, each in :a))le)oar'2

#2 !2

Ste* #2 Stu'ents (ill )e nee' *rior -no(le'+e on ho( num)er lines are use'2 The lesson (ill tar+et the )asics o, a num)er line to )etter e=*lain *oints lines an' se+ments2 Prior ?no(le'+e acti9ity. 8o( 'o you use a num)er line to or'er num)ers@ Put the ,ollo(in+ num)ers on a num)er line. 1 0! 025 #21 02"5 35 minutes6 ESOL 7onnection. ESOL stu'ents (ill )e *resente' (ith the 9oca)ulary 'e,initions )e,orehan' in or'er to easily com*lete lesson2 S*ecial E'ucation 7onnection. Pre* STS (or-ers on the u*comin+ lessons an' terms2

LESSO$ #
Ste* !. Teacher (ill intro'uce each ne( conce*t on an interacti9e (hite)oar' *ro+ram 3:a))le)oar'6 that the stu'ents (ill see on their o(n screen2 The teacher (ill intro'uce lines se+ments *oints an' rays on the screen2 The teacher (ill har-en )ac- to num)er lines as a >um*in+ o,, *oint ,or the ne( -no(le'+e2
ACTIVITY: #2Stu'ents

(ill 'ra( in +rou*s e=am*les o, parallel, skew, and intersecting lines2 Grou*s (ill *resent on main (hite)oar'2 !2Stu'ents (ill )e +i9en a *icture o, a ma*2 3Insert ima+e ,unction on :a))le)oar'26 They (ill )e as-e' to 'ra( a line ,rom one city to another2 & ray ,rom one city to a 'irection2 Finally one se+ment that +oes throu+h three cities2
7losure<assessment. Stu'ents

(ill ,ill out an online e=it sli* an' *lace it on the classroom (i-i2

LESSO$ !

Learnin+ O)>ecti9es. Stu'ents (ill )e a)le to i'enti,y an' classi,y *oly+ons2 Prior -no(le'+e connection. Stu'ents (ill )e+in )y ans(erin+ the ,ollo(in+ Auestions *resente' on the (hite)oar'2 #2 7an *arallel lines also )e s-e( lines@ ;hy or (hy not@ !2 :ra( e=am*les o, line se+ments rays an' *oints2 La)el each item in :a))le)oar'2 35 minutes6 S*ecial E'ucation connection. Stu'ents (ill only +i9e e=am*les o, s-e( an' *arallel lines2 Then mo9e onto to num)er t(o2

LESSO$ !
Ste*

#. Stu'ents ,irst (atch Poly+ons 0 YourTeacher2com 0 Geometry 8el* 3htt*.<<(((2youtu)e2com<(atch@9BT(9:S;,CD*%6 3/asics o, ho( to i'enti,y a *oly+on 31 minutes6 Ste* !2 Stu'ents (atch on 'a))le)oar' e=am*les on *oly+ons an' trian+les2 The teacher (ill use *ictures o, real o)>ects ,or some e=am*les2 3E0#" minutes6 Activity 1. Students will work in rou!s and !aste on da""le"oard real li#e e$a%!les o# !oly ons &wit' sides counted u!.( &)*+ %inutes(
Ste*

1. Stu'ents (ill )e sho(n e=am*les o, irre+ular an' re+ular *oly+ons2 35 minutes6 Activity ,: Students will take a series o# !ictures #ro% dro!"o$!aste t'e% on t'eir da""le"oard- and la"el eac' ite% a re ular or irre ular !oly on.
7losure.

Stu'ents (ill 'ra( 1 e=am*les o, *oly+ons an' +i9e one e=am*le o, a re+ular an' irre+ular *oly+on2

LESSO$ 1

Learnin+ O)>ecti9es. Stu'ents (ill )e a)le to use trans,ormations (ith *oly+ons2 Stu'ents (ill also )e a)le to i'enti,y symmetry con+ruent an' similar *oly+ons2 Prior -no(le'+e. Stu'ents (ill 'ra( in :a))le)oar' e=am*les o, 4 'i,,erent -in's o, *oly+ons2 Ste* #. Stu'ents (ill (atch on the (hite)oar' e=am*les o, trans,ormations (ith *oly+ons2 The teacher (ill use Goo+le S-etch u* to ,amiliariFe them (ith the *ro+ram2 34 minutes6

LESSO$ 1

Activity 1: %se a ,ol'er ,oun' in 'ro* )o=2 The stu'ents (ill use 'a))le)oar' to ma-e trans,ormations to 4 'i,,erent o)>ects2 Stu'ents (ill use a sli'e3translation6 a re,lection an' a rotation ,or # o, each 4 o)>ects2 Stu'ents (ill (atch their com*uters e=am*les o, symmetry2 &lso they (ill see con+ruent an' similar *oly+ons2 Activity ,: %se a ,ol'er ,oun' in 'ro* )o=2 The stu'ents (ill use 'a))le)oar' to loo- at ,la+s aroun' the (orl' an' i'enti,y i, they ha9e symmetry or not2 Activity .: Stu'ents (ill 'ra( e=am*les o, the 'i,,erence )et(een con+ruent or similar ,i+ures in *airs2 Closure: Teacher (ill chec- acti9ities2 8a9e stu'ents +i9e an e=am*le ,rom each acti9ity2

LESSO$ 4

Learnin+ O)>ecti9e. Stu'ents (ill )e a)le to use +eometric ,i+ures to create a ,loor *lan in Goo+le s-etch u*2 Prior ?no(le'+e. Stu'ents (ill com*lete a Auiconline AuiF on their classroom (i-i i'enti,yin+ the main conce*ts o, the *re9ious 1 lessons2

Ste* #2 Once they are ,inishe' the class (ill (atch a intro'uction to Goo+le S-etch %*2 3Teacher create'6 5 minutes2

LESSO$ 4
Floor *lan M%ST ha9e FIDE 'i,,erent sha*es that (ere use' in the cha*ter2 T(o rooms that are con+ruent o, each other T(o rooms that are translations or rotation o, one another2 &t least ! re+ular an' ! irre+ular *oly+ons2
Teacher

circulates a'ministers any hel*

nee'e'2

J%STIFI7&TIO$
Lessons on Tools of Geometry will: 1.Enhance learning by providing stimulation. The lessons will also give students a change to manipulate shapes, and synthesi e their own. !. "llow students to search the interest to find shapes that fit the demand of lesson !. #. Give video e$amples, as well as online collabartion with fellow students. %. &rovide students with opportunities to use 'eb !.( tools to better engage and motivate learning with geometry.

&SSESSME$T OF I$STR%7TIO$&L :ESIG$

Or+aniFation. !*ts :i,,erentiate' Learnin+. ! *ts 7lear O)>ecti9es. 1*ts Technolo+y Inte+rations. 1*ts Prior ?no(le'+e. 1 *ts En+a+in+. ! *ts Mechanics. !*ts &ssessment. 1*ts

I ,eel my lesson coul' )ene,it ,rom me +oin+ once throu+h )e,ore it )ecomes a ti+htene' lesson2 I ,eel I shoul' a'' more incenti9es so the stu'ents are intrinsically moti9ate' rather than moti9ate' )y sim*ly usin+ technolo+y2