Lessons

UKanTeach PBI Unit Lesson Plan
Title of Lesson: Platonic Solids

Author: Ole Hansen
Lesson Source: Technology Project
Lesson # in Unit: 1
Driving Question:
How can we build a soccer ball from scratch?
Subject/Grade level: 9th Grade Integrated Math
Concepts/ in paragraph form tell the concepts and vocabulary of this activity.
The activity will focus on platonic solids offering the students to learn what a vertex
(pl. vertices), edges, and faces are. They will use these to learn what polygons are and
eventually the names of the five different platonic shapes, which are cube,
tetrahedron, icosahedron, dodecahedron and octahedron.
Objective/s- Write objectives in SWBAT form
Evaluation
1) Discover a relationship among the vertices, edges, and faces of

polygons.
2) Discover what makes a platonic solid with unique syntheses of
vertices, edges, and faces.
Students will be asked about the Eulers formula, and how

vertices, edges, and faces of polygons influence one another in
geometric shapes. They will be asked questions about the
platonic solids, including the numbers of vertices, edges and
faces in each solid, and how this information can relate to a
soccer ball.
The Students Will Be Able To:
Based on your objectives, draft the content of

the questions you will ask in formative and summative
assessment of this lesson. Student versions of quizzes and
assessments will be attached to the end of this lesson plan.
Kansas College and Career Readiness Standards (Math, Science, and ELA) -see Standards Overview in
unit introductory paper
Materials list:
1) 2D Zometool construction set of the 5 platonic solids.
2) 6 computers with Java and Math Tools: Platonic Solids 3D
Visualizations installed on them.
3) Movie Projector for Anchor Video
4) Journals
5) Platonic Solids worksheets.
Accommodations: Include a general
statement and any specific student needs. Be sure to

include the struggling reader.
- When organizing groups, make sure that struggling

readers are grouped with reader-abled students.
- Text in Anchor Video lasts for an adequate time to
meet the needs of struggling readers.
Advance preparation:
-
Have the anchor video ready to be played off for the Engage.
Make sure that the technology will work during this stage of the
lesson.
Install Java and Math Tools: Platonic Solids 3D Visualizations on six
computers.
Make 25-30 copies of the Platonic Solids worksheet.
Include handouts at the end of this lesson plan document (blank page
provided to paste a copy of your handouts).
Safety: Include a general statement and any specific

safety concerns
Make sure that inappropriate websites have

restricted access before handing out the
computers.
Engagement:
Estimated Time: __5 mins________
What the teacher does AND how will the

teacher direct students: (Directions)
Probing Questions: Critical

questions that will connect prior
knowledge and create a Need
to know
Show the Anchor Video.
What was the main question in

the video?
We will be working on this
question trying to answer it. Do
you think you would be able to
do that?
Expected Student Responses AND

Misconceptions - think like a student
to consider student responses
INCLUDING misconceptions:
Something with creating soccer balls,
How do we create a soccer ball from
scratch?
Yes, with a little bit of time, I think I
would be fine, That sounds like a
really fun question to investigate,
Yes, but not on my own. I would need
to work in a team, Perhaps, if I can
use a computer to guide me along the
way, I have always asked myself this
question, and would love to find an
answer to it.
Exploration:
Estimated Time: ___35-45 mins_______
What the teacher does AND what the

teacher will direct students to do:
(Directions)

questions that will guide
students to a Common set
of Experiences
Go through the unit requirements, expectations, and
the scoring rubric for the project. Organize students of
four into six groups that will stay the same throughout
the project.
Students will explore the platonic solids by using the
3D visualization program on laptops.
Use the 3D visualization program to figure out the
number of vertices, edges, and faces for each of the
platonic solids, and record your findings on the. Hand
out the Platonic Solids worksheets (one per individual)
and a laptop per group.
Whatmightthevertices,edges,and
faceshaveincommoninalltheplatonic
shapes?
Whydoesthesimulationonlyallow
youtosee5shapes?
Mathematicianscalltheseshapessome
ofthemostbeautifulandnaturalshapes.
Whymighttheysaythat?(Answer:
Symmetry).
Addallthevertices,edges,facesand
trytofindasimilaritybetweenallthe
shapes!

There is a relationship, a pattern, or
something like that, They all
influence one another.
Because the program does not have
the capacity to show more than those
five shapes, Because there only exist
five of such shapes, Because you set
it to.
Because they look the same from any
angle, Because they can count up
edges, vertices, and faces just like we
did, and they love numbers, Because
there is math involved in all the
shapes, Because the shapes can help
them understand the world they live in
better.
Explanation:
Estimated Time: __20-30 mins________

(Directions)
Studentswillworkwiththe3Dshapesontheirlaptopsto
trytofigureouttheEulerformulathatconnectsallthe
shapes.Keepdiscoveringrelationshipsintheshapeson
yourcomputerandtrytoanswerthesequestionsinyour
groups:
Clarifying Questions: Critical

questions that will help
students clarify their
understanding and introduce
information related to the
lesson concepts & vocabulary
Whatdoalltheedges,vertices,and
faceshaveincommon?(V+FE=2).
Whenenteringavertex,whataresome
thingswealreadyknowthatallowusto
understandtheshapes?
Demonstratehowitmightbeusefultolookthrougheach
faceoftheshapestogeta2Dvisualizationwhichcanhelp
withcountingvertices,edges,andfaces.
Handoutoneplatonicsolid(PlatonicSolidZometool
shape)pergroup.Sincetherearesixgroupsandonlyfive
shapes,havetwogroupssharethecube.
Consideredgesgoinginandoutofa
vertex.Ifyoutakeawayavertex,what
willhappentotheedgesandfaces?

One vertex is required to connect two

edges, Any face require at least three
vertices and three edges, There
might be a formula that could work for
all the shapes, but I am not sure what
that might be.
Any vertex is surrounded by the same
number of edges in any given shape,
More vertices in the shape will give
more faces, With more vertices, we
also need more edges.
They will not be conserved, That
would not work; it would destroy the
whole shape, The shape will have a
missing vertex, and one edge and one
face will get sad, because they are
missing a vertex, Taking away a
vertex, would require you to take away
some edges as well, and you would lose
a face.
Elaboration:
Estimated Time: ___10-15 mins_______

(Directions)

students extend or apply
their newly acquired
concepts/skills in new

situations
Displayasoccerballwithregular,pentagonaland
hexagonalfacesandaskquestionsthatwillconnectwhat
theyhavediscoveredaboutplatonicshapeswithasoccer
ballwhichisagreatrealworldexamplethatusesregular,
polygonalshapes.
Isthissolidaplatonicshape?
Whatmakesaregularsoccerball
differentfromtheshapesthatwehave
lookedatsofar?
Countingthefaces,edges,and
vertices,isthereanythingthatsticks
out?
Howmanypentagonsvs.hexagons
areonthesoccerball?
Doyouthinkthesenumbersmatter?
Orisitjustwhatthemanufacturer
wantedwhilemakingtheball?
Couldtherebeadifferentnumberof
faces?
Whydoestherehavetobe12
pentagonsonahexagonalsoccerball?
It looks like the icosahedron, so I will

go with yes, Its faces are not like that
of any of the five shapes we looked at,
and only those five shapes are platonic
solids, so no, Its edges are curved,
dont they have to be straight?
The soccer ball is completely round,
and the shapes are not, There is
nothing spherical about the shapes.
The soccer ball has alternating faces
with five and six edges, In the shapes,
there were only one type of polygons,
while in the soccer ball there are two.
I can count 12 pentagons, I got to 20
for the hexagons.
It is the only possible way to create a
soccer ball, The numbers are
necessary; one less or one more of any
shape will become something other
than a soccer ball.
Yes, but then it would not be a soccer
ball, No, in order for it to be a soccer
ball, there always have to be 12
pentagons and 20 hexagons.
12 pentagons will satisfy the formula
WhatisEulersformula?
for making a soccer ball, If you add

the vertices and the faces and subtract
2, you will end up with a formula that all
the shapes satisfy, That formula is
called Eulers formula, The soccer
ball does not satisfy this formula.
Evaluation:
Estimated Time: ___5 mins_______

Critical questions that ask students to demonstrate their understanding of the lessons performance
objectives.
Formative Assessment(s): In addition summative assessments, how will you determine students learning within
this lesson: (observations, student responses, white boards, student questions, etc.)?
AsktheseExitQuestionsandtellthemtorecordtheiranswersintheirjournals:Howmanyplatonicsolidsarethere?Whatmakesashapeaplatonic
solid?Wheredoyouthinkthenumber2comesfrominEulersformula?
Summative Assessment: Provide in the blank page at the end of the lesson plan a student copy of quiz, exit slip, or other
assessment.
Name:________________________________
Cube
# of edges
# of vertices
# of faces
Tetrahedron
Decahedron
Dodecahedr
on
Icosahedron
Title of Lesson: Building a soccer ball model
Driving Question:
Author: Ole Hansen

Lesson Source: Elaboration based on online lesson source:
https://www.teachengineering.org/view_activity.php?
url=collection
/
wpi_/activities/wpi_ball_bounce_experiment/ball_bounce_expe
riment.xml
Lesson # in Unit: 3
How can we create a soccer ball from scratch?
The activity focuses on the geometry behind soccer balls, flat vs. curved faces/polygons, and
pentagons and hexagons as two unique polygons. A polygon is a plane shape (two-dimensional)
with straight sides. Examples include triangles, rectangles and pentagons. A circle is not a
polygon because it has a curved side. Regular pentagons and hexagons have five and six edges
with equal lengths, respectively, and each angle has the same measure, respectively of the two
shapes. This symmetry does not exist in irregular pentagons and hexagons or any other shape
with edge degree >/= 3.

1) Synthesize their knowledge about platonic solids.

2) Differentiate between flat and curved geometric faces (surfaces).
Evaluation
Based on your objectives,

draft the content of the questions you will ask
in formative and summative assessment of this
lesson. Student versions of quizzes and
assessments will be attached to the end of this
lesson plan.
Formative assessment: Students will be asked
questions that relate a soccer ball to the
platonic solids, and how material of a certain
ball used in sports plays an important role. The
teacher will observe the students
metacognitive skills when they answer
questions in class, including their reflection on
what they learned about soccer balls today.
Materials list:
1) Soccer ball
2) 6 Polydron Frameworks Geometry Sets
3) Journals
Make sure that the Geometry Sets are complete, i.e., there are no
missing pieces.

Provide extra time for the processing of

information and allow the students to
think through their answers.
Offer dyslexic and struggling readers
extra time to finish recording their
thoughts and answers in their journals.

safety concerns
Engagement:


to know
Displayasoccerballwithregular,pentagonaland
hexagonalfacesandleadawholeclassdiscussionwith
probingquestions.
Howmanypentagonsvs.hexagonsare
onthesoccerball?
Could you play tennis with a

baseball or soccer with a
basketball?
What are all the different sports
that are played with balls?
What are some differences and
similarities among the balls used for
different sports?

I remember one of them was 20 and
the other one was 12, but forgot which
is which, 10 pentagons and 14
hexagons, the same quantity of each
shape, 12 pentagons and 20
hexagons.
I guess you could but it would be
harder, It would hurt to kick a
basketball, No, because no one ever
plays, say, soccer with a basketball.
Volleyball, softball, ping pong, soccer,
football, wiffle ball, bowling, jakcs, golf,
tennis, dodge ball, croquet, squash,
etc.
They are usually spherical, The
football is unique for its shape, Sizes
are different; for example a tennis ball
is smaller than a basketball, Shapes/
patterns on the balls are different,
They can usually bounce on the
ground.
Exploration:
Estimated Time: ____40 mins______

(Directions)

of Experiences
The students will, in their groups, create their
own soccer balls with the use of geometric
construction sets handed out by the teacher.
These soccer balls will serve as their first
drafts of their final soccer balls.
Does the object you ended up

with look like a soccer ball?

No, it is not completely round in
shape, No, because it cant roll like a
regular soccer ball, Yes, it LOOKS like a
soccer ball, even though it is not and
would not work well as a soccer ball.
Explanation:

(Directions)


Have each group show their soccer balls in

plastic with the other groups. Lead a whole
class discussion focusing on the probing
questions.
Raise your hand if you

remember Eulers formula
Vertices + Faces Edges = 2, V + F

+2 =E, V + F -2 = E.
By looking at your soccer balls

in plastic, is Eulers formula
satisfied?
After counting up the edges, vertices,

and faces, Eulers formula is not
satisfied, No, it does not work
because the equation is invalid,
Perhaps I did not count correctly, but
with the numbers I have, the formula is
not satisfied.
What shapes do the faces of

the soccer ball have?
The five-edged shapes are pentagons and the
six-edged shapes are hexagons.
Are the pentagonal faces too
large compared to the
hexagonal faces?
Hectagon, Pentagon, Hexagon,

decagon.
The hexagonal faces appear larger

than the pentagonal faces, The two
types of faces are at appropriate sizes;
if not, there would be no soccer ball,
It seems like they are in proportion
with each other.
Elaboration:

(Directions)


situations
Have the students think-pair-share their
thoughts about soccer balls used in soccer
and their own soccer balls created today.
This is an important step in leading the
students toward thinking about some
important things to consider when creating
a soccer ball from scratch.
What are their

similarities/differences?
They are spherical, They are made out of

different materials, They have a different
bounce.
Is there something wrong with the

scale?
The groups ended up with diverse soccer

ball sizes, and real soccer balls also have
different sizes, Ours is much smaller than a
soccer ball, Each groups soccer ball has
the same shape but not the same size.
Is your object a perfect sphere?

Why or why not? (Flat faces vs.
curved faces, not about the scale).
It is a sphere, but not perfect, Had it been

a perfect sphere, all the faces would have
been curved, In the activity, we ended up
with flat faces; a soccer ball has curved faces,
so it is not about the scale.
How do the materials and design of

a ball affect its characteristics?
A soccer ball is designed to be bouncy,

flexible and full of air, making it great to be
kicked down a soccer field without injuring
players, A bowling ball is dense, heavy and
hard so that it can be rolled down a bowling
alley to hopefully get a strike rather than a
gutter ball, Each ball is designed with
specific materials, making it appropriate for a
particular sport.
When engineers are given a design task, whether it is

designing a new volleyball that can bounce twice as
high or a new airplane or skyscraper, they must study
and analyze the properties of the materials they would
like to use.
Do you think it is important to understand materials
and their properties, especially in the design of a ball
used in a game? Well, imagine being the goalie in a
soccer game that uses a bowling ball instead of a
soccer ball. OUCH!!
What might be some material

properties that they consider?
Weight, Strength, Hardness,

Flexibility.
Evaluation:
Estimated Time: ____5-10 mins______

objectives.
Have each student individually record their answers to these questions in their journal: What did you learn about soccer
balls today? Why is the soccer ball your group created not a platonic solid? Why is material important to consider when
designing a certain ball used in sports?
assessment.
Title of Lesson: Creating a soccer

ball recipe
Author: Ole Hansen
Lesson Source: Own ideas
Lesson # in Unit: 4
Driving Question:
This activity focuses on mathematical concepts including the Cartesian plane/coordinate system,
similarity and congruence. A Cartesian coordinate system is a coordinate system that specifies
each point uniquely in a plane by a pair of numerical coordinates, which are the signed distances
from the point to two fixed perpendicular directed lines, measured in the same unit of length. Two
figures are similar if you can get from one to another through some combinations of translations,
reflections, rotations and dilations (so you can scale up and down). If a figure can flip, shift and
rotate (not resize) to be identical to another figure, then the two figures are congruent.
1) Identify, plot, and label points, axes, and quadrants on

a coordinate (Cartesian) plane.
2) Determine the properties preserved and not preserved
under a given transformation; determine whether an
image is congruent or similar to the original figure.
Evaluation
Based on your objectives, draft the content of

The students will be asked questions related to the coordinate
plane and important mathematical concepts related to it. They
will be asked about the concepts of congruence and similarity.
Materials list:
1)
2)
3)
4)
5)
6)
Computer with power-point presentation

6 soccer balls
Crayons
6 large posters
Journals
6 pairs of large scissors

Prepare the power-point presentation with the elements mentioned in
the Engagement.
Make sure that the pictures in the powerpoint presentation are large and clear
enough for all students to see regardless
of their placement in the classroom.
Demonstrate for struggling readers how
they label axes in a coordinate system.
Allow struggling readers to draw pictures
and write down keywords/ bullet points of
their thoughts and answers in their
journals.

safety concerns
When the group has picked a representative to

cut open the soccer ball, make sure that they
do this in a designated area away from other
students to prevent any accidents.
Engagement:


to know
Display to the students pictures of an ice cream
cone, a t-shirt and a wedding ring in a powerpoint presentation. Ask the students probing
questions.
What do these objects have in

common?
What was needed to make

them?
On a new slide in the power-point presentation,

show a picture of a flat waffle and a picture of
the front and the back of a t-shirt not sewn
together

They are all objects with a design
behind them, They all have some
sort of circular shapes, They all serve
some common, human needs, I do
not really get the picture.
A plan, A design, Material,
Time, Motivation, A purpose,
Equipment, Machines.
How were they made?
They were made with their respective

materials, They were created from a
design, They were mass produced,
Easy- we had machines make them.
What do the objects in the

pictures have in common?
They are both flat, They have the

same color, They can both fold,
They both serve purposes for humans
if you think of food and clothing.
Why are these not an ice

cream cone and a t-shirt?
Oh, I guess they soon could be,

Because they do not look like those,
They have different shapes.
Can these objects be helpful in

creating ice cream cones and tshirts? Why or why not?
No, because an ice cream cone is

different from a waffle, Yes, they are
incompletes, yet in the process of
becoming ice cream cones and tshirts, Yes, they have just not turned
into the desired objects yet.

How can these ideas be
helpful in creating a soccer
ball?
They can give us some good ideas in

our soccer ball- making process, We
also need designs to work off of.
Exploration:

(Directions)

of Experiences
Have each group cut open an actual soccer ball
and lay it flat out on a table to understand how
a soccer ball is sewn together. Have them use
this idea to flatten out their Frameworks
objects created in the previous lesson. Then
they will make a blueprint of the contours of it
situated in a coordinate plane (on a poster) and
then have them label the axes and record
coordinates for some select (up to ten)
polygons. Invite the students to color the
pentagonal shapes and the hexagonal shapes
in two distinct colors (keeping one of the
shapes white, the color of the poster, is
allowed).

How is the soccer ball sewn

together?
It is sewn along the edges, Every

edge seemed to be connected to
another edge by some kind of thread.
How did you draw the

flattened soccer ball in a
coordinate system?
We decided a spot for the origo and

laid the center of the ball on top of it,
By using two different colors, pink and
blue, one for each of the two polygonal
shapes.
Explanation:
Estimated Time: _____15 mins_____

(Directions)


Now that they have a recipe on how to create

a soccer ball, this is when they will understand
that mass production of the item can happen
(with a design, the item can now undergo mass
production). Have each group compare their
design with all the other groups. Ask probing
questions by using the think-pair-share
strategy.
What did this activity show

you?
It showed us what a soccer ball looks

like before it is put together, It
showed us how we can design our own
soccer ball, It showed us how the
coordinate plane can be used to plot
points and draw figures.
What are the differences and

similarities among the groups
designs?
We used different colors, All the

groups decided to use different parts of
their Frameworks soccer balls to go in
the origo, And they were all facing in
different directions, We all ended up
with similar patterns and designs.
Would all the designs make

copies of the same soccer
ball?
Yes, because it does not matter the

way you look at it, They will all turn
into spheres, so it does not matter
where the beginning or end goes, No,
they apparently do not look the same,
so I do not think so.
What is congruence?
Would your shapes all be

congruent?
Similar shapes, Copies, An object

or shape that you can place on top of
another one and they line up perfectly,
A mathematical theorem.
Yes, they are just copies of each
other, We did not necessarily draw
each figure the same, which would not
make them congruent, No, because if
you take our groups shape and place it

on top of our neighbors groups shape,
they will not match.
Elaboration:
Estimated Time: _______10 mins___

(Directions)


situations
Now that they have an understanding of
congruence among the shapes, the students
will be coached in the concept of similarity. Ask
probing questions.
Do the designs look similar?

(Congruence is a special case of
similarity).
How could you use one of the

designs to make it smaller or
bigger?
Would you have to alter the

angles and/or the lengths of the
edges of each polygon?
Would the original design and

a copy of that design be
considered similar? Why/why
not?
Yes, they all share some common

traits, Some designs are sideways,
They would be the same if they were
rotated a certain degree, No, because
they have different sizes, Yes, because
their angles and the proportions of
each side are preserved.
You could stretch it or shrink it, You
could magnify or blow it up to make it
bigger, You could change the angles,
You could change the lengths of the
edges proportionally.
Changing the angles would make them
look different, Changing the angles
would change the shape, Changing
the angles might have made the design
smaller or bigger, Changing the
lengths of the edges would increase or
decrease the size of the design,
Changing the lengths of the edges
would give different shapes.
Yes, they would be identical, thus
similar in shape, Yes, they would be
exactly the same.
Would they be considered

congruent? Why/why not?
No, because a copy might look
different and not like the original
version, Yes, because every angle

would still be the same and every
respective edge would still have the
same length, Yes, it would be both
similar and congruent.
Evaluation:

objectives.
In their journals, the students will record answers to the following questions individually: Why do we need designs?, How
did you go about figuring out the design of your groups soccer ball, Why did your group decide to make the design the
way you did?, What is geometric congruence?, What is geometric similarity?
assessment.
Title of Lesson: Soccer Ball Design

I
Author: Ole Hansen
Lesson # in Unit: 5
Driving Question:
The activity includes mathematical concepts such as regular polygons, angles, geometric
constructions, hexagons, pentagons, and octagons. A polygon is regular when all angles are equal
and all sides are equal, otherwise the shape would be irregular. The word construction in
geometry has a very specific meaning: the drawing of geometric items such as lines and circles
using only compasses and straightedge or ruler. Very importantly, it is not allowed to measure
angles with a protractor, or measure lengths with a ruler when constructing geometric figures.
Angles measure the span between two legs of a figure. There are different kinds of angles,
including acute angles, which are less than 90 degrees, complementary angles, which are exactly
90 degrees, obtuse angles, which are between 90 and 180 degrees, and supplementary angles,
which are exactly 180 degrees.
Evaluation Based on your objectives, draft the content of

1) Construct a regular pentagon with a straightedge and a

compass.
2) Identify a regular polygon.
3) Draw a connection of the relationship between angles
and polygons.
The students will record their answers to these questions in

their journals individually: What is the formula for the
summation of angles in a polygon?, What is the angle
summation in a heptadecagon (a regular polygon with 17
edges)?, What is the recipe for constructing a hexagon?
Answer this in a step-wise fashion, How do you think your
group can construct a regular polygon?
Materials list:
1)
2)
3)
4)
5)
6)
24 straightedges
24 compasses
Pencils
Construction paper
Document camera
Journals

In the Evaluation section, welcome

struggling readers to make drawings of
the construction steps instead of writing
text, if they prefer to do it this way.
In order to accommodate struggling
readers, present directions orally and
allow for verbal responses.
Provide concrete examples, organizers,
and demonstrations. Relate and connect
ideas, vocabulary, and skills. Avoid drill
and kill.

safety concerns
When measuring the STOP sign, make sure to

let the students be aware that they are not
allowed to cover up the STOP sign, because it
can be dangerous for people in the traffic, and
have the students back off whenever a vehicle
approaches the intersection. Help out with
letting them know when a vehicle is
approaching. Try to find an intersection with a
STOP sign where there is little to no traffic.
Engagement:


to know
Questioning: Would the plastic
soccer ball your group created
last week serve well as a soccer
ball design? Why/ why not?
Could someone remind me of

the shapes that make up a
soccer ball?
Have the students measure the edges and
angles of at least three arbitrary pentagons
and hexagons on a soccer ball. They will verify
that each polygon is regular. Hand out a soccer
ball and a protractor with length measurement
(if the protractor does not have a length
measurement, both a protractor and a
straightedge are needed) to each group.
Are the hexagons you

measured on your soccer ball
similar?
What about the pentagonsare they similar?
What angle measures did you
find in both shapes?
Are the polygons regular?

Yes, we think so, because now we
have a template/design that we can
follow, No, because it is not
completely identical to a soccer ball,
Yes, because we built an accurate
model and drew an accurate drawing of
the model.
Pentagons, Hexagons.
Yes, they are identical, They are all
the same, One of them was different
from another, but maybe we did some
inaccurate measuring.
Yes, they are identical, They are all
the same, One of them was different
from another, but maybe we did some
inaccurate measuring.
540 degrees total for the pentagonal
shapes, About 110 degrees for each
individual angle in the pentagon, 108
degrees for the pentagon, 720
degrees total for the hexagonal
shapes, About 120 degrees for each
individual angle in the hexagon, 120
degrees for the hexagon.
They all have the same angle

measures for each angle, so yes, No
matter how you look at the shapes,
they are still the same, so yes.
Exploration:

(Directions)

of Experiences
Now that the students know what pentagons
and hexagons look like, they will work in their
groups to construct these shapes with the use
of a pen(cil), a piece of construction paper, a
straightedge, and a compass. How could you
create these regular shapes by only using the
tools I am about to hand out? The students will
not necessarily be able to construct a
pentagon, but the point is for them to uncover
mysteries of geometric shapes.
Ask them to see if they can

come up with a formula for the
total summation of the angles
in a polygon (Angles in
polygon = (E-2)*180, where E
denotes the number of edges).

180 times n, where n denotes the

number of edges, Subtract two from
the number of edges and multiply what
you get with 180, (180*E)-(360
degrees).
Explanation:

(Directions)


Based on the Explore, guide the class with

probing questions by using the Think-Pair-Share
strategy.
How did you go about

constructing the hexagon?
First we drew a lot of circles and then

divided the new shape we got into six
equal pieces, By using the compass
and straightedge, we created circles
without changing the opening of the
compass, By dividing a circle into six
equal parts and connecting six lines
between every two consecutive
vertices.
Did you manage to construct a

pentagon as well?
Why might it be harder to
construct a pentagon, even
though it has got less edges
than a hexagon?
Raise your hand if your group came up with a
formula for the total summation of the angles in
a polygon.
What is the formula?
How did you figure that out?
We tried, but didnt figure out how to

do it, We did not have the time to get
to it, Perhaps we were overthinking
it.
To me it doesnt make any sense; it
should be easier, Because there are
less points to create in a pentagon and
the distances between two points is
greater than that of a hexagon.
180 times n, where n denotes the
number of edges, Subtract two from
the number of edges and multiply what
you get with 180, (180*E)-(360
degrees), We know that the least
amount of edges we need is three,
which will make a triangle, which has a
total angle summation of 180 degrees.
Then it is easy to see that, in order to
get to 180 degrees, we have to multiply

this by one. 3-2 will give us one, and
the formula (E-2)*180 works for any
polygon.
Elaboration:

(Directions)


situations
Ask probing questions.
What is so special about this

sign? What shape does it
have?
It is a polygon, It has got eight edges

and angles, It is regular, It is a
regular polygon.
How can you prove it?
We could measure it, I see what you

see, and you can clearly tell it is
regular.
Take the class outside to the nearest

intersection with at least one STOP sign. Have
each group measure 1-2 edges and angles so
that all groups contribute to the findings. Bring
the class back to the classroom and go over the
results.
What did group number 1 find
for their measurements? Is this
the same as for the rest of you?
What can we conclude?
(Regular octagon).
Display a chart of all the geometric traffic sign
shapes that exist on the document camera.
Do you recognize any of these

shapes? Can you name them?
Which ones are new to you?
What is the shape of the No
passing zone sign? What is it
called? (Pennant).
Isnt that what is often used in
flags or banners, such as a golf
flag on the putting green or the
flag, made out of wool, with our
school name on it?
135 degrees for each angle, We got

the same as them, The lengths of
each edge are identical, The STOP
sign is a regular polygon with eight
edges and angles.
I recognize the upside triangle, I am
not sure if I have seen that X-looking
shape before, No passing zone is
the triangular shape sideways,
Yes, it is the shape of the flag I usually

see on the putting green when I go play
with my dad, The pennant shape is
what our school banner is made out
of.
Evaluation:
Estimated Time: __5-10 mins________

objectives.
The students will record their answers to these questions in their journals individually: What is the formula for the
summation of angles in a polygon?, What is the angle summation in a heptadecagon (a regular polygon with 17 edges)?,
What is the recipe for constructing a hexagon? Answer this in a step-wise fashion, How do you think your group can
construct a regular polygon?
assessment.
Title of Lesson: Soccer artwork
Driving Question:
Author: Ole Hansen

How can we build a soccer ball from scratch?
Lesson # in Unit: 10
The activity will help the students create posters of their group work from throughout the unit
project. The students will learn the concept of accurate summaries. A summary is a
comprehensive and usually brief abstract, recapitulation, or compendium of previously stated
facts or statements. Reflection should be an ongoing component in the learner's education,
happening before, during, and after the activities. Effective communication helps us better
understand a person or situation and enables us to resolve differences, build trust and respect,
and create environments where creative ideas, problem solving, affection, and caring can
flourish.
Evaluation Based on your objectives, draft the content of

1) Create accurate summaries.

2) Synthesize all the knowledge the project has taught
them through reflection.
3) Communicate obtained information to their peers.
Formative assessment: The reflection in the Explain will allow

the teacher to get an idea of how much the students have
learned and what they have learned in this unit project. Student
metacognition in the Elaborate will give the teacher an idea of
the students preparedness to present their work to their peers.
Summative assessment: The students will be assessed on
different elements during their presentations and on some
artifacts (refer to analytic scoring rubric for more details).
Materials list:
Anchor Video

Set up the Anchor Video before the lesson starts.

Arrange with arts and crafts teacher, who

is an expert in graphical computer
design, to help students with their
posters.
Provide a learning environment that does
not constantly stretch the struggling
readers level of competency and utilizes
the limited areas of strength.
Allow struggling readers to type in text,
which will be used for the oral
presentation, in an online text-to-speech
program. These students will benefit
from practicing their part of the oral
presentation by listening to their content.

safety concerns
For the final presentation, the students parents

and peers from another class will come
observe. Due to fire safety, make sure that the
presentation is held in a room that will not
exceed the maximum occupancy as set by the
fire marshal.
Engagement:


to know
Show the Anchor Video again to remind the
students what the project has been and is
about.
What is the question we have

been trying to figure out for
some few weeks now?
Does each group feel like they
were able to answer this
question?

How can we create a soccer ball from
scratch?
We do have an answer to the

question, but I am not sure if it is
right, Yes, but we would not like to
spill to much before the presentation,
I am not sure if we have a perfect
answer to the question, but we feel
pretty comfortable with our research
and findings.
Exploration:

(Directions)

of Experiences
Have the students create a group poster
summarizing the project. Make sure to let them
know that this is a great opportunity to upload
and print pictures of the different activities
each group has been involved in throughout the
unit project. Tell them that this is also a great
chance to add creativity to their group work.
Make it obvious that this activity is open to
imagination and a way to show off what they
have been working hard on for the last four
weeks.
What have you been working

on with this project?

Some students might make headings of
the main activities, such as the Golden
Ratio, Platonic Solids and geometric
figures, and create a list of bullet
points explaining each activity. Some
students might use many pictures
taken of the activities and add captions
with each picture. Some students might
make their own drawings explaining
what they have been working on with
this project. Some students might
include a sample from each of the
strategies mentioned above.
Explanation:

(Directions)
Have the students reflect on what this unit

project has taught them. Use the think-pairshare strategy with these guiding
questions:----------

What was the purpose of this
project?
What has this project taught

you?
What was your favorite part of

this project and why?
What improvements would you

have made if you could do it all

To create a soccer ball, To learn

about things that are necessary to
know in order to create a soccer ball,
To answer the question in the video
you showed us, To learn something
new yet have fun at the same time.
Many things, like how to do integration
and differentiation, How to be a good
team member, How to work in groups
and function well, How to create a
soccer ball, How to construct
pentagons and hexagons, which are
shapes the soccer ball is made up of,
That there is a lot of math involved
even in a soccer ball.
I have always seen a soccer ball as
something fun and math as something
boring, but now I want to combine them
both as FUN!, My favorite part was
probably the activity where we had to
create a soccer ball using those plastic
shapes, because I like to build and
connect things, I liked all of it,
because I felt like everything built on
something we had previously gone
over, and as time progressed, it all
started to make more sense to me, I
really enjoyed it when we had the guest
speaker do that fun demonstration in
over again and why?
class.
Our group would have been more
accurate and careful with our soccer
ball design, because the soccer ball did
not turn out quite the way we intended
it to., Our group would have picked a
different material to create the soccer
ball out of, because the soccer ball was
not completely spherical when it was
finished, We would have used a ruler
and a compass to construct our
pentagonal and hexagonal shapes
instead of merely relying on our eye
measures and estimations.
Elaboration:

(Directions)


situations
Students will get together in their groups to do
their finishing touch of getting their oral
presentations all together. Refer to the
requirements of the oral presentation in the
analytic scoring rubric.
Do you know what you and

your group want to share with
the rest of us?
We have some ideas, we just need to

pick out the ones we would want to use
for the oral presentation, We need to
organize who is going to do/say what,
We are all set with the oral
presentation since we met as a group
for a long time yesterday, but would
like to work some more on the poster,
Yes, we are focusing on key concepts
and the whole soccer ball process.
Evaluation:
Estimated Time: _____45-50 mins_____

objectives.
The students will present their group projects to their peers and parents. Each group will be given 8 minutes for their
presentation. The teacher will observe the students work and presentation skills, and get an idea of the individuals
contribution to the project based on student performance and responses.
assessment.
PS: At the end of the project, students will make presentations to their fellow class peers, another freshman class who is currently
working on a similar topic, and to their parents and/or guardians . This presentation will take place in the Sylvester Ballroom, located
in Room 37 A on the third floor of our school building and is scheduled for April 21st at 7:00 p.m.
Posters will be displayed for two weeks, after the group presentations, in the hallway next to the math classroom.

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UKanTeach PBI Unit Lesson Plan

Title of Lesson: Platonic Solids

Subject/Grade level: 9th Grade Integrated Math

Objective/s- Write objectives in SWBAT form

1) Discover a relationship among the vertices, edges, and faces of

Students will be asked about the Eulers formula, and how

The Students Will Be Able To:

Based on your objectives, draft the content of

Accommodations: Include a general

statement and any specific student needs. Be sure to

- When organizing groups, make sure that struggling

Safety: Include a general statement and any specific

Make sure that inappropriate websites have

Estimated Time: __5 mins________

What the teacher does AND how will the

Probing Questions: Critical

What was the main question in

Expected Student Responses AND

Estimated Time: ___35-45 mins_______

What the teacher does AND what the

Probing Questions: Critical

Expected Student Responses AND

Estimated Time: __20-30 mins________

What the teacher does AND what the

Clarifying Questions: Critical

Expected Student Responses AND

One vertex is required to connect two

Estimated Time: ___10-15 mins_______

What the teacher does AND what the

Probing Questions: Critical

Expected Student Responses AND

It looks like the icosahedron, so I will

for making a soccer ball, If you add

Estimated Time: ___5 mins_______

Title of Lesson: Building a soccer ball model

Author: Ole Hansen

How can we create a soccer ball from scratch?

Subject/Grade level: 9th Grade Integrated Math

Objective/s- Write objectives in SWBAT form

1) Synthesize their knowledge about platonic solids.

Based on your objectives,

Accommodations: Include a general

statement and any specific student needs. Be sure to

Provide extra time for the processing of

Safety: Include a general statement and any specific

Estimated Time: ___5 mins_______

What the teacher does AND how will the

Probing Questions: Critical

Could you play tennis with a

Expected Student Responses AND

Estimated Time: ____40 mins______

What the teacher does AND what the

Probing Questions: Critical

Does the object you ended up

Expected Student Responses AND

Estimated Time: ____10 mins______

What the teacher does AND what the

Clarifying Questions: Critical

Expected Student Responses AND

Have each group show their soccer balls in

Raise your hand if you

Vertices + Faces Edges = 2, V + F

By looking at your soccer balls

Estimated Time: 5 mins______

Estimated Time: _35-45 mins_____

Estimated Time: 20-30 mins______

Estimated Time: _10-15 mins_____

Estimated Time: _5 mins_____

Estimated Time: _5 mins_____

Estimated Time: 40 mins__

Estimated Time: 10 mins__

Estimated Time: _30 mins_____

Estimated Time: 5-10 mins__

Estimated Time: 10 mins__

Estimated Time: 40-45 mins__

Estimated Time: _15 mins_

Estimated Time: _____10 mins_