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Geometry lesson plan

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My final Lesson Plan.

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Geometry lesson plan

  1. 1. Geometry Lesson Plan <ul><li>Lesson Plan Title: We need to save Rectangletown! </li></ul><ul><li>Concept / Topic To Teach: Geometry, Measurement, and Number Sense. Students work with the concepts of a square and translations as they consider the number of square sections that can be sold by the town council. The measurement concepts of the task focus on the area of the perimeter of squares. Students also spend a large part of the task on number concepts as they count various sections, calculate areas, and work with assorted operations to determine the town council’s maximum profit. </li></ul><ul><li>Standards Addressed: </li></ul><ul><li>General Goal(s): To identify what the students know about the properties of rectangles and squares. </li></ul><ul><li>Specific Objectives: Both shapes have four right angles, rectangles have crongruent opposite sides, and squares have four congruent sides. </li></ul><ul><li>Identify the relationship between the side lengths and the are of a rectangle. </li></ul><ul><li>Identify rectangular sections on the activity sheet. </li></ul><ul><li>Identify how many different size rectangles there will be. </li></ul><ul><li>Identify the total number of rectangular sections that the town could sell. </li></ul>
  2. 2. Lesson Plan cont’d <ul><li>Required Materials: Activity sheets, calculator, pencils and paper. </li></ul><ul><li>Anticipatory Set (Lead-In): As the world population continues to grow exponentially and city populations become dense, well planned urban areas are increasingly important to avoid overpopulations and strains on services and resources. Now I want you to practice how to plan to avoid overpopulation and strains on services and resources. The town council of Rectangletown has bought land from a neighboring sicty for $25,000. It bought a 40 acre by 40 acre section of property. Now the council wants to sell the property to people so they can build houses on the land. The onlrules that the town council has made are that the land must be sold in rectangular sections and that each secion length must be a multiple of ten (e.g. 10,20,30, or 40 acres) </li></ul>
  3. 3. Lesson Plan cont’d <ul><li>Step-By-Step Procedures: </li></ul><ul><li>Identify rectangular sections on the activity sheet. </li></ul><ul><li>Then make two predictions: How many different sizes of rectangles will there be? What is the total number of rectangular sections the town council can sell? </li></ul><ul><li>Ask students these questions </li></ul><ul><ul><li>Have you found all the possible sizes of land that can be sold? How can you prove this? </li></ul></ul><ul><ul><li>How did you determine the area of the various sections? </li></ul></ul><ul><ul><li>Describe the relationships between the dimensions of the rectangle and the are of the various sections of land. </li></ul></ul><ul><ul><li>Have you found every possible section of land? How can you prove that? </li></ul></ul><ul><ul><li>Describe any relationships that you notice about the total quantity of each different sized sections. </li></ul></ul><ul><li>Begin working on section 2. </li></ul><ul><li>Ask these questions: </li></ul><ul><ul><li>What do you notice about the prices per square acre in the table? </li></ul></ul><ul><ul><li>Which size of section is the best deal? Why? </li></ul></ul><ul><ul><li>List the combinations of sizes that you think will yield the largest profit for the town council and explain why. </li></ul></ul><ul><li>Encourage students to explain how they are calculating their total cost and why they chose specific section combinations.  </li></ul>
  4. 4. Lesson Plan cont’d <ul><li>Plan For Independent Practice: </li></ul><ul><li>  </li></ul><ul><li>Closure (Reflect Anticipatory Set): First I want them to discuss how they know that they have found all the possible sizes of land plots. </li></ul><ul><li>Next I want each group to identify all thirty possibilities for the different square sections (Sixteen x10, 9 x 20, 4 x 30, 1 x 40. </li></ul>
  5. 5. Lesson Plan cont’d <ul><li>Assessment Based On Objectives: If both closure objectives are met then they will receive an A, if 1 is met and 75 percent of the other they will receive a B, if 1 is met and 50 percent of the other they will receive a C, if 1 is met and 25 percent of the other they will receive a D, and if only 1 is met they will receive an F. </li></ul><ul><li>  </li></ul><ul><li>Adaptations (For Students With Learning Disabilities): We will do other assigned activities like they will color in the plots for their group or help round up supplies. </li></ul><ul><li>  </li></ul><ul><li>Extensions (For Gifted Students): We could work on an exercise if they are interested to include city-rural and urban. Then we could do an exercise with zoning laws and all the other stuff that goes along with starting a city. I will have them list all crucial elements to the infrastructure and everything else needed. </li></ul><ul><li>Possible Connections To Other Subjects: Geography, Entrepreneurship, and science. </li></ul>

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