Beacon Lesson Plan Library

Geo-Folder

Kathy Peters
Bay District Schools

Description

Students create a Geo-Folder based on geometric terms and concepts.

Objectives

The student given a verbal description, draws and/or models two- and three-dimensional shapes and uses appropriate geometric vocabulary to write a description of a figure or a picture composed of geometric figures.

The student understands the concepts of spatial relationships, symmetry, reflections, congruency, and similarity.

The student predicts, illustrates, and verifies which figures could result from a flip, slide, or turn of a given figure.

Materials

-Computer with web access
-Online student lessons listed in the Weblinks section
-Construction paper
-Unlined paper
-Colored pencils
-Rulers
-Math text for reference
-One Geo-Folder Table of Contents and Checklist per student (see Associated File)

Preparations

1. Collect materials: construction paper, unlined paper, colored pencils, rulers
2. Print Geo-Folder Table of Contents and Grade Checklist (see Associated File) and make a copy for each student.
3. Create a schedule for students to rotate through online student lessons (see Resources) that correspond with class activities.
4. Prepare daily lessons to teach about geometric concepts presented in the Geo-Folder pages.
5. Adapt Geo-Folder activity to meet individual classroom objectives, as necessary.

Procedures

Gain attention and state objectives:
Say to students: Today, we are going to start a project called the Geo-Folder. We will work on the Geo-Folder daily as we learn geometric terms and concepts through class activities and online student lessons (see Resources). The Geo-Folder Table of Contents will guide you through the process of assembling your folder and will also serve as a grading checklist.

Engage in Learning:
1. Pass out materials: construction paper, unlined paper, colored pencils, rulers, Geo-Folder Table of Contents, and Checklist.
2. Familiarize students with the Geo-Folder Table of Contents and required elements (grading checklist). Students should be encouraged to manage their time responsibly as this is an in-class activity with a due date.
3. Conduct learning activities about geometric concepts and allow students time to complete online student lessons (see Resources). As students learn about geometric terms and concepts through class activities and the corresponding online student lessons, they create the appropriate Geo-Folder pages. Folders should be collected daily to ensure the integrity of the project and to provide feedback.

Provide Opportunity for Practice/Provide Feedback:
While students work independently on the Geo-Folder pages, the teacher serves as a consultant in clarifying individual concerns and directing student performance.

Assessments

The assessment is the creation of the Geo-Folder. The Geo-Folder Table of Contents contains the criteria for performance and a grading checklist. A minimum of 80 of a possible 100 points represents mastery.

Extensions

This lesson is designed to lead into a culminating activity entitled, -Geo-Town,- where students construct a map of a Geo-Town containing two-dimensional figures. Students are also required to write one well-written paragraph of a walk around Geo-Town using appropriate geometric vocabulary to describe the two-dimensional figures.

Web Links

Web supplement for Geo-Folder
Adam Ant

Web supplement for Geo-Folder
Carol's Congruent Triangles

Web supplement for Geo-Folder
Jingle Jangle

Web supplement for Geo-Folder
Practice with Plane Figures

Web supplement for Geo-Folder
>Sam's Similar Shapes

Web supplement for Geo-Folder
Solid Pattern Pieces

Web supplement for Geo-Folder
Wrapping Paper Patterns

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