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Five to seven 50-minute class periods.
This unit is an attempt to find a way to add relevance to geometry
concepts presented in the recent study of geometry by asking them
to complete a variety of authentic tasks which put them in touch
with real world problem solving. Students have been studying how
to find the area and perimeter of a variety of regular polygons.
A common complaint from students is, “Why do we have to learn
this?” Applying classroom learning to real life tasks supplies
the answer to their question.
The problem solving activity asks them to design a quilt using geometric
shapes studied and calculate the amount of fabric needed for construction
of the quilt.
This lesson presumes that the students have previously been instructed
in the use of the software listed and that students are familiar with
the various polygons described. It would be used as a lesson applying
prior knowledge. It is a team project between the technology/computer
literacy and the geometry teachers.
If a technology teacher is not available to handle the computer activities,
most of the activities can be completed using paper and pencil tasks,
with Internet sites presented as whole class activities by using a
presentation station.
Mathematics,
Technology/Computer Literacy
The learner will:
• List characteristics of a variety of polygons
• Construct polygons in specific dimensions
• Calculate the area of polygons as described
• Describe the importance of geometric shapes and patterns in their environment
• Strengthen problem-solving skills as they review, edit, and change their work
Louisiana Mathematics
Content Standards
http://www.louisianaschools.net/conn/standards1.php
STANDARD - Measurement: In problem-solving investigations, students
demonstrate an understanding of the concepts, processes, and
real-life applications of measurement.
M-1-H (9-12): selecting and using appropriate units, techniques,
and tools to measure quantities in order to achieve specified
degrees of precision, accuracy, and error (or tolerance) of measurements;
M-3-H (9-12): estimating, computing, and applying physical measurement
using suitable units (e.g., calculate perimeter and area of plane
figures, surface area and volume of solids presented in real-world
situations);
M-4-H (9-12): demonstrating the concept of measurement as it
applies to real-world experiences.
STANDARD - Geometry: In problem-solving investigations, students
demonstrate an understanding of geometric concepts and applications
involving one-, two-, and three-dimensional geometry, and justify
their findings.
G-1-H (9-12): identifying, describing, comparing, constructing,
and classifying geometric figures in two and three dimensions
using technology where appropriate to explore and make conjectures
about geometric concepts and figures;
G-4-M (5-8): constructing two- and three-dimensional models;
G-5-M (5-8): making and testing conjectures about geometric shapes
and their properties;
G-7-M (5-8): demonstrating the connection of geometry to the
other strands and to real-life situations (e.g., applications
of the Pythagorean Theorem).
• #3a & b: Watch Your P’s and Q’s
• #3c: Watch Your P’s and Q’s: Rubric
• #3d: Watch Your P’s and Q’s Student Sample
• 4a: Quilt Square Score Card
• #4b: Quilt Square Sample
(or assignment should be loaded on school server for them to download. If printed
for students, enlarge so students can write and draw in the blocks.)
PDF
