Shawn Saylor 8th grade Algebra Real World Shapes Digital Photography Geometry: Polygons and Transformations Rationale

e Students ability to work together and connect mathematics to their world is the most important outcome in my classroom. To achieve that goal I am utilizing a 20-day geometry assignment, which will result in a presentation of their Real World Shapes. Group presentations will incorporate students descriptions, classification, digital photography, and transformations of specific polygons from their neighborhood. Summary Throughout this unit students will complete a geometry booklet which will include sketches, drawings, diagrams and definitions of: angle pairs, angles and triangles, quadrilaterals, polygons and angles, congruent polygons, reflections and symmetry, translations and rotations, and similarity and dilations. Students will go geocaching to review angle pairs, angles and triangles. Students will explore their neighborhoods, taking digital photographs of specific polygons in order to enhance their learning. Students will pool their findings with their quarterly group to develop a group presentation. Each group will create an electronic display that shows their real world examples and present to their class. Objectives Given a geometric shape, students will be able to transform image performing reflections/flips, rotations/turns, and translations/slides on said object according to given directions. Upon completion of this lesson, students will be able to differentiate between reflection/flip, rotation/turn, and translation/slide. Students will utilize digital visual models, found in the real world, to represent and solve problems. Students will be able to identify the number of rotational symmetries of regular use polygons. Students will create polygons that depict corresponding sides, corresponding angles and corresponding perimeters.

Writing Strategies Graffiti Wall to pre-assess students knowledge, they will use colorful markers to write what they know about subject on poster paper. Students will be encouraged to add information throughout the unit.

Interactive Student Notebooks will include:

Note taking students are encouraged to write, in their own words, their own reflections and perceptions of objectives, vocabulary, and activities (ISN). Writing break during specific points during class, students stop and reflect in writing on the activities happening or information being presented (ISN). Think-write-share students are presented open ended question, students are given a few minutes to think, and then write answer on a sticky note. Students then post notes on the board which we discuss. Mathography students will write a paragraph or so describing how their feelings about and experience in math, both in and out of school.

Length of Unit 15 days Materials & Resources School will provide: o Printer / Paper o Computer lab / internet access Teacher will provide: o Geometry Booklet o Transformation foldable o Post-it Poster o Copies of School Internet Usage Policy o Student Unit Schedule o Project Rubric o Digital camera o Tangram pieces o Tangram website link o Geocaching Worksheet o Geocaching website link o Geometry Flyswatter Game o 2 flyswatters Students will provide: o ISN (Interactive Student Notebook) o Pencils, colored pencils, scissors, tape and/or glue stick (stored in pencil box in the classroom) o Digital camera e.g., smartphone camera (if available) Assessment Pre-Assessment: Graffiti Wall Formative: ISN Sketches, drawings, diagrams Summative: o Geometry Booklet o Shapes in the Real World Presentation o Unit Test (students may use their geometry booklet)