Designing Lesson Plans Quality Design
Content Area or Developmental Focus: Math- Geometry
Age/Grade of Children: 7th grade
Length of Lesson: 50-minute class/3-5-7 days; additional 2 days for presentations
NOTE: Red revisions – original revisions
NOTE: Blue revisions for Bianca’s accommodations / modifications
· Students will create a city, park, or other structural plan using geometry
· Identify the total number of degrees in supplementary and complementary angles
· Describe the relationship between vertical and adjacent angles
· Explain how the volume and surface area would be affected when dimensions of a figure are doubled and/or tripled
· Identify acute, obtuse, straight and right angles
· Identify perpendicular, parallel, and intersecting lines
· Work collaboratively
· Create and conduct an oral presentation
· 7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
· Digital Cameras
· Rubric that assesses the final project as well as the presentation skills (can be created by the students or teacher-made)
· 11” x 17” graph paper or plain white paper
· Colored Pencils/Markers/Highlighters
Introduction will take one class period
· Pose the following question and discuss: Where do we find geometry?
· Place students in groups of 3-4. Go outside and take pictures of any shapes that you see in the neighborhood, paying particular attention to different shapes and angles: acute, obtuse, right, straight angles, and triangles
· Have students share some of their findings with the projector or smartboard
Students, in groups of two to four, with their group of 3-4 who they took pictures with will create a city, public park, or other structure using geometry
· Students will need to create a paper blueprint on graph paper first, then will transfer it to as well as one using technology creating their city/park/structure into Minecraft (they can start with whichever version they feel comfortable exploring)
· Their creations must include:
· acute, obtuse, straight, and right angles (at least 4 of each)
· adjacent and vertical angles (at least 4 of each)
· perpendicular, parallel, and intersecting lines (at least 4 of each)
· triangles and quadrilaterals (at least 5 of each)
· Students will use colored pencils / highlighters / markers to color code each requirement from above
· Students will name their city/park/other structure and label all the building, streets, etc. appropriately
· Students will present their design to the class with a thoughtful explanation of how they derived their design
· Students will self-assess themselves with a quick checklist to determine how well they think they did working in a group, collaborating, designing, and presenting
(Practice/ Checking for
· Project Finished to Completion
· Successful Presentation of Project
· Traditional quiz based on math terms and concepts included in the project
· Provide short-term due dates so students are not leaving the entire project for the last day before it is due (Whole Class)
· Offer a checklist guide for each requirement of the project within their blueprint and technology creation (Whole Class)
· Offer sheet with shapes and formulas to solve for the volume and surface area (RSP/SDC)
· For the posing question – give each student a post it or index card to write their answer so everyone participates and are not discouraged by someone else giving the same answer as they were or “copying” the same answer as someone else (Whole Class)
· Allow the option to create just the blueprint project (SDC)
· Send project instructions home with Bianca prior to project being assigned
· Have sample drawing for Bianca to view prior to beginning project
· Read through all instructions with Bianca when project is assigned
· Allow Bianca to work on project at home if she wants to
· Allow the option to create just the blueprint project
· Use Virtualnerd.com to highlight/review the essential math concepts
· Ask for student feedback
· Teacher self-reflection:
· What went well?
· What needs to be changed added?
· What needs to be deleted?
· Additional accommodations/modifications?
· What should be reviewed?
· Possible extension activities
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