My Geometry Blueprint
Workshop Model Lesson Plan
Name: Diana Pyatigorsky
Grade: Fifth Grade
Lesson Title: My Geometry Blueprint
Construction paper, ties, glue, pencils, index cards
Pre-assessment of Student Knowledge: Students been immersed in a unit on Geometry. They have strong knowledge of angles but lack in knowledge of angle measurement. This knowledge was demonstrated by pre-test scores. Students have been exposed to the terms: parallel lines, perpendicular lines, angles and intersection.
-Analyze characteristics and properties of two and three dimensional geometric shapes and develop mathematical arguments about geometric relationships
-Apply appropriate techniques, tools and formulas to determine measurements
-Classify two-dimensional figures into categories based on their properties.
-Represent real world and mathematical problems
-Use appropriate tools strategically
-Students will make works of art that explore different kinds of subject matter.
-research various architectural elements and design a building based on their research and on their plan and its use
Domain 2: The Classroom Environment
Component 2a: Creating and Environment of Respect and Rapport
Component 2b: Establishing a Culture for Learning
Importance of the content
Student pride in work
Expectations for learning and achievement
Students will understand how to accurately measure and replicate angles.
Students will create a building using geometric terms.
Student will draw and identify angles.
Introduction and Motivation:
Explain to students that you can find right angles in many places.
Ask students to look around the classroom and identify angles they can see.
Teacher shows 3-D buildings on Smartboard. See Appendix A.
Ask students to name parts of a building that uses right angles. Repeat with other angles.
Answers include corners where walls meet, and where the walls and floors meet.
Ask students to consider what would happen if the walls met the floor at an acute angle or an obtuse angle.
Introduce the concept of a blueprint.
Blueprint– two dimension representation of a three dimensional object that shows the relationships between all the parts of an object from one viewpoint
Teacher will announce that the class will be working on a geometry project where they will each become architects. As a class, we will be building a city.
Teacher demonstrates finding angles within buildings or a city. See visual examples in Appendix A.
Teacher demonstrates creating a building with angles on blue construction paper.
Students start brainstorming their buildings and cities.
Students complete their blueprints.
Closure: Student groups share their representations with the class. They can compare their two dimensional representations of buildings and discuss the advantages and disadvantages of each type of representation.
Share: Review the topics and conclusions learned during the lesson See Appendix B for student outcomes.
Assessment: Assess understanding during conference time and during the share. Ask follow up questions if students are not confident with their explanations. Assessment of student work based on Rubric.
Diversity: Student roles, grouping and collaboration.
Differentiation: Collaborative and Flexible grouping, scaffolding, varied time allowance, multiple intelligences, varied demonstrations, simulations, role play.
Connections Across Curriculum: Math, Speaking and Listening, Art and Social Studies
|Geometry Project Rubric based on Common Core Standards|
Just getting started (1)
Still climbing (2)
Rising above (3)
Top notch (4)
|Understanding of Concepts
||Correctly measured and named zero or one two-dimensional figures into categories based on their properties||Correctly measured and named at least two two-dimensional figures into categories based on their properties||Correctly measured and named at least three two-dimensional figures into categories based on their properties angles.||Correctly measured and named at least four two-dimensional figures into categories based on their properties|
|Creativity||Little or no thought was given to the project. Display has random items||Some thought was given to the project||Considerable thought was given to the project||Exceptional thought was given to the project|
|Measurement||Little or no use of appropriate tools strategically||Appropriate use of tools strategically||Some use of appropriate tools strategically||Exceptional use of appropriate tools strategically|
|Representation||No attempt is made to construct mathematical representations||An attempt is made to construct mathematical representation||Appropriate and accurate mathematical representations are constructed||Abstract and symbolic mathematical representations are constructed|
Student Work Examples