Ten Day Geometry Unit

Plan
By: Eugene Talbot

Contents
Standards
Goals Explanation
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Resources and Tools

1
1
2
3
4
5
6
7
8
9
10
11
12-18

GOALS:
.
The goal of this unit is the provide students with experiences involving
different geometric shapes, their relationships with one another,
measuring/measurements, classifications and angles. Students will explore
geometric shapes in their own world as well as be able to create and
compare shapes and angles with the appropriate tools.

STANDARDS:
Draw construct, and describe geometrical figures and describe the relationships between
them.
CCSS.Math.Content.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual
lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
CCSS.Math.Content.7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given
conditions. Focus on constructing triangles from three measures of angles or sides, noticing
when the conditions determine a unique triangle, more than one triangle, or no triangle.
CCSS.Math.Content.7.G.A.3
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in
plane sections of right rectangular prisms and right rectangular pyramids.
Solve real-life and mathematical problems involving angle measure, area, surface area, and
volume.
CCSS.Math.Content.7.G.B.4
Know the formulas for the area and circumference of a circle and use them to solve problems;
give an informal derivation of the relationship between the circumference and area of a circle.
CCSS.Math.Content.7.G.B.5
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step
problem to write and solve simple equations for an unknown angle in a figure.
CCSS.Math.Content.7.G.B.6
Solve real-world and mathematical problems involving area, volume and surface area of twoand three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right
prisms.

Lesson 1:
Title: Triangles
Objectives:
Students will be able to find the measure of interior and exterior angles of a triangle
using the theorems presented.
Students will be comfortable using a protractor
Introduction:
The Teacher will pass out a selection of magazines that include a large variety of
pictures that have triangle in them. Students will then be given some time to look
through and discuss the triangles that they were able to find.
Procedures:
The teacher will ask leading questions about the angles of a triangle to activate the
learners prior knowledge. For example, one question may be if we know we have a
right triangle what is one of the angle measures of that triangle?
The teacher will pass out a protractor warm up worksheet to each student.
The teacher will model and instruct the students on how to do the protractor sheet.
The teacher will give the students time to complete the three problems.
After sufficient time the teacher will model the steps of how to do each problem.
The teacher will then pass out a piece of construction paper to each student.
The teacher will instruct the students to draw a triangle that has sides of length 9
cm and 4 cm and a 70-degree angle between these two sides.
The teacher will also instruct the students to find the measurement of the other two
angles.
While the students are doing this activity, the teacher will assist those students who
need help or if needed the teacher will model how to do this on the overhead.
Once everyone has completed the triangle, the students will label each angle with
its measurement and then cut out their triangle.
The angles will then be torn off the triangle.
The students will be instructed to put the three angles adjacent to one another and
note their findings.
The teacher will then lead in a discussion about the sum of the angles of a triangle.
The Triangle Angle-Sum theorem will then be introduced formally Moving on to
exterior angles, the students will be instructed to perform a similar activity as we
did earlier with the construction paper and constructing a triangle.
The teacher will again pass out a piece of construction paper to each student.
While doing so the teacher will discuss exterior angles and remote interior angles.
The teacher will then ask the students what have we learned by doing this and a
discussion will follow.
The teacher will then formally introduce the Exterior Angle Theorem
Conclusion:
Homework will be assigned with ten minutes left in the class.
Students will then be able to start work on their homework and ask any questions
that they may have about it.

For homework, students will be asked to take the triangle pictures that they looked
at in the beginning of class and measure angles and sides and put together a list of
all the triangles, angles and sides they were able to find.
Lesson 2:
Title: Triangles and Tanagrams
Objectives:
Students will be able to classify types of triangles by using a combination of prior
knowledge and congruency of sides and angles.
Students will work cooperatively and investigate triangles by using tangrams.
Introduction:
The teacher will review the theorems discussed last class.
The teacher will ask the students if there was any questions from the homework
assigned and will address them.
Discussion will then commence with classifying triangles. In order to activate prior
knowledge the students will be asked how we determine if a triangle is scalene,
obtuse, acute, or equilateral.
Students will use the homework from the night before to classify the triangles that
they found.
Procedure:
The students will then be grouped into pairs and each given a tanagram set. The
students will perform the activity given to them to investigate more about triangles.
After enough time has been given to complete the activity, students will work
together to try and create different figures using the different tanagrams. (could be
made into a little game/competition)
While still in groups, students will be asked to return to the magazines that they
used for their triangle homework the night before.
Students will be asked to cut out a set of between ten and twenty triangles.
The groups will then use these cutouts to create their own figures. They will outline
the figures that they created on a separate piece of paper and then remove the
triangles from the figure.
Each group will switch figures and triangles with another group.
With a different groups figure, each group will try to recreate the figure with the
cutouts that were provided.
Conclusion:
With the last ten minutes of class, the teacher will pass out the vocabulary list for
the unit.
The students will be given a minute to go over the words and will be able to ask any
questions regarding the list of words that was presented.
Students will be presented with their homework of defining all the vocabulary words
as well as an example for each word to be used later in the construction of foldables
and study guides.

Lesson 3:
Title: Polygons
Objectives:
Students will be able to classify polygons.
Students will also be able to find the sum of the measures of the interior and
exterior angles of the polygons
Introduction:
The teacher will start the class with a discussion about the vocabulary words
that were presented the previous day. Student will be given the opportunity
to give examples that they came up with as well as a discussion about the
definitions of those words.
The teacher will present the new information about polygons.
To activate the students prior knowledge, the teacher will lead in a
discussion about properties of polygons and examples. The students will be
asked to participate in sharing what they know with the class.
Procedure:
The teacher will hand out geoboards and rubber bands to each student along
with a worksheet on polygons.
The students will work on the worksheet in pairs and use the geoboards to
construct the polygons and the diagonals they need to complete it.
A discussion about their findings will follow and the teacher will ask about
what conjectures can be made about a larger polygon, for example one with
20 sides.
The teacher will then formally introduce the Polygon Interior Angle-Sum
Theorem
The teacher will then do some examples.
The teacher will then discuss the sum of exterior angles of polygons and
introduce the Polygon Exterior Angle-Sum Theorem
The teacher will then hand out AlphaShapes and the AlphaShapes worksheet
to the students.
The students will be given time to complete the worksheet and turn it in
before they leave the class.

Conclusion:
At the final ten minutes of class, the teacher will present the idea of a
foldable that will aid the students in studying the vocabulary words
The students will create a foldable that will have a vocabulary word, a
picture, and a definition on each section with flaps for covering sections.
The students will then be given the rest of class to begin working on the
foldable.
Homework for the night will be completing the foldable at home.

Lesson 4:
Title: Geometers Sketchpad
Objective:
The student will be able to construct and manipulate geometric shapes with
the computer software called geometers sketchpad.
The student will gain a better understanding of how to use technology to
help with understanding mathematical concepts
The student will be able to be the software to show relationships between
geometric shapes
Introduction:
The teacher will start the class by presenting some completed foldables to
the class and then having some of the students share their work with the
class.
The teacher will then show an animation that was done with the software
that will be worked with in class.
Procedure:
Students will be put into groups and given computers with the software they
will need in order to complete the tasks for the day.
On the overhead, the teacher will present the new software and demonstrate
a couple of the things that students can use the software for.
The students will be given some time to explore on their own and with their
groupmates.
After the students have become more familiar with the interface, the teacher
will again demonstrate some ways in which the students will be able to
create the geometric shapes that they have been working with as well as
ways to find and work with measurements.
The students will be given a worksheet of shapes that they will need to
create as well as some measurements they will need to find.

When students have finished with their worksheets, groups will be given the
chance to present their work to the rest of the class.
There will be a short discussion of the different techniques that the students
used to complete their work.
Conclusion:
With the remaining time left in class, the teacher will lead a discussion about
the professions in the world that use geometric shapes and measurements.
In the same groups from before, the students will brainstorm some of the
different things in their own lives that use geometric shapes and different
places that they find angles in everyday life.
As homework, students will be given a chance to write a couple of
paragraphs about jobs they are interested in that incorporate geometry or
aspects of their current life in which they use angles and geometric shapes.

Lesson 5:
Topics: Quadrilaterals
Objectives:
Students will be able to classify special types of quadrilaterals.
Students will be able to graph quadrilaterals.
Introduction:
The teacher will present the students with a vocabulary pre-test. This will be
a short five minute assessment to see who has been looking at their foldable
and if there are any gaps that need to be corrected.
After the assessment, students will get together in groups and talk about
their homework from the night before.
The teacher will then bring the class together as a whole and have a quick
discussion about their group talks.
Procedure:
The teacher will present a power point presentation on quadrilaterals and
their relationships to other geometric shapes already covered.
The teacher will pass out the AlphaShapes and ask students to find each of
the special quadrilaterals on a list that is passed out.
The teacher will then pass out the worksheet on classifying quadrilaterals.
The students will be given a chance to complete the worksheet and discuss
their answers in groups.
Peg boards will be passed out along with rubber bands and the students will
be allowed some time to explore the different shapes that they can make
with the rubber bands.

After the students have had some time to explore the different shapes they
can make as well as the different things they could make by combining
different shapes, the students will be brought together as a whole class.
The teacher will lead a discussion on architecture and architects.
A list of question will be compiled by the teacher, given by the students,
about things they would like to know from the architect that will be coming
to talk to them the next day.
Conclusion:
With the remaining time left in the class, the teacher will present the project
that they will be working on for the next week.
Students will be required to construct their own building or structure, of their
choosing, with a variety of different geometric shapes.
They will be required to give the angle and side measurements as create a
digital model using the software they were presented with earlier in the
week.
The teacher will hand out the rubric and field any questions that the students
have until the end of class.
Lesson 6:
Title: Guest Speaker
Objectives:
The student will have a better understanding of what architects do and how
they use geometry in their everyday lives.
The student will gain a respect for geometry, angles, and measurements in
the real world
The student will be able to explain why geometry is an important aspect of
our lives.
Introduction:
The teacher will begin the class by passing out a list of questions that need
to be answered by the students about the visitor and their job.
The teacher will then present the visitor, a local architect, and then give the
floor over to them.
Once the visitor has completed their presentation, the teacher will help in
facilitating a discussion between the students and the visitor.
Conclusion:
With any remaining time, the teacher will discuss the answers that students
had for the list of questions presented at the beginning of class.
The students will be given the rest of class to finish answering the questions
and those who are not finished will have that as homework.
The students that have finished will be given the chance to start working of
their project.

Lesson 7:
Title: Circles
Objectives:
Students will be able to recognize and define a circle and its parts: radius,
diameter, central angle, major and minor arcs and adjacent arcs.
Students will be able to find the measures of central angles and arcs of
circles.
Students will be comfortable using a compass to draw circles and arcs.
Students will be able to find the center of a circle and compute the radius.
Students will be able to recognize the relationships that the different arcs
have to the circle and to one another.
Introduction:
The teacher will begin the class with a little writing exercise about the visitor
they had the day before.
Each student will need to write two interesting things that they learned from
the visitor as well as one interesting geometry fact that was presented by
the visitor or, if need be, that they have gotten from this unit.
The teacher will then pass out some balls of different size and will begin a
game like hot potato with the students to get them thinking about circles and
how they are related and how we use and measure them.
Procedure:

The teacher will give a brief overview of the next section: circles. A
discussion will begin on how to define a circle and who can come up with a
good definition that has no counterexample.
The students will then get out their compasses and protractors and begin to
practice drawing circles with them, labeling the radius, diameter, and arcs.
The teacher will model this on the overhead with them.
The teacher will explain (while modeling) minor arcs, major arcs, adjacent
arcs and semicircles and how to find the measure of each.
The teacher will then pass out graph paper and the students will practice
finding the coordinates of the center and the radius of different circles given
two points on the circle, construct an arc, and construct a circle graph using
data provided
Conclusion:
With the last ten minutes of class, students will be given time to work on
their project, especially the computer model part that may not be easily
done at home.
The teacher will then assign some problems relating to circles for homework
as well as remind them of the ongoing study of their vocabulary words.

Lesson 8:
Title: Slope, parallel and perpendicular lines
Objectives:
The student will be able to classify lines
The student will be able to determine negative and positive slope as well as
determine the value of a slope.
Students will be able to graph and explore the relevance of slope, parallel
and perpendicular lines.
Introduction:
Homework from the night before will be gone over and any remaining
questions will be answered.
The teacher will do a quick review of the last seven days and remind them of
their upcoming vocabulary assessment.
The teacher will give a brief overview of lesson on slope, perpendicular and
parallel lines.
Procedure:
A discussion will follow on concave and convex.

Students will be separated into groups and sets of glasses both convex and
concave will be handed out for the students to explore.
After the students have had a chance to explore these items, a quick teacher
lead discussion will be had about what they have experienced.
The teacher will hand out a worksheet on finding the slopes of lines.
The teacher will model the first example and the students will attempt the
rest on their own. After a reasonable amount of time, the worksheet will be
reviewed and discussed as a class.
The students will be divided into groups to do some more work with
computers and the graphing of lines.
The teacher will present an equation grapher program on their computers
and then have the students practice with the interface.
The rest of the remaining class time, the students will explore graphing lines
with different slopes using their computers and equation grapher
Conclusion:
At the end of class, students will be reminded that they will be going on a
field trip to see some of the cities architectural sites and to come dressed
and equipped properly.
The teacher will emphasize the use of this trip to help them with their
ongoing project which will be presented the following class.
The teacher will also remind the students that there will be a vocabulary
assessment at the beginning of that tenth class before the presentation of
the projects.

Lesson 9:
Title: Field Trip City Architectural Sites
Objective:
The student will gain first-hand experience with some of their cities
architectural sites
The student will gain experience with finding geometric shapes in the places
they live and work.
The student will gain a perspective on the importance of geometry.
Introduction:
The teacher will provide the students with the itinerary for the trip.
Students will be required to bring writing material with them in order to answer
questions posed along the trip and to use for any inspiring ideas they may have for
their projects.
The class will take a bus to the first location and spend time looking at and hearing
about the sites that they are viewing.
The trip will follow a walking path in which discussions will be facilitated by the
teacher as they are walking from one site to another.

Conclusion:
On the bus trip back to school, the teacher will facilitate another discussion about
what they saw, what their favorite was, what they learned and how this trip has
impacted them.

Lesson 10:
Title: Project and Assessment
Objective:
The student will be able to provide evidence that they have acquired the material
that they have been presented and are able to use that material to create
something.
Introduction:
The teacher will lead a quick discussion about the field trip on the previous class.
The teacher will hand out the vocabulary assessment and the student will spend the
first twenty minutes of class completing the assessment.
Procedure:
Student will be broken into groups and given the chance to present their building or
structure that they have created out of different geometric shapes.
After time has been given for each student to present to their small groups, the
students will vote on their favorite in each group and that student will present to the
whole class.

Conclusion:
With the remaining time left in class, the teacher will lead a discussion about what
they have gone over in the unit and give the students a chance to provide some
feedback as to what they learned, what they did and didnt like, and what they are
looking forward to in the upcoming unit.

Materials:

Class set of Geoboards and rubber bands

Class set of Tangrams
Computers
Equation Grapher computer program
Green Globs computer program
Class set of AlphaShapes
Protractors
Compasses
Scissors
Construction paper
Graph paper
Paper
Pencils or pens
Overhead
Overhead markers

- Geometers sketchpad

PROTRACTOR WARMUP
1. Using your protractor, draw a right triangle that has a side that measures
8.1 cm and another side that measures 5.3
cm.
2. Using your protractor, construct a triangle that has sides of length 4.3 cm
and 5.2 cm and a 29-degree angle between the two sides.
3. Create your own triangle. Label the angle measurements and the lengths
of the sides. Then find the area of the triangle you created.

Names: ____________________________________________
TANGRAM FUN
With your partner try the following exercises.
1. Make a triangle using two of the pieces from the set.
What classification does this triangle belong?
_____________________________________
Are there other two-piece combinations you can use to make a different
triangle? _________________
If so, are they still the same classification or different?
__________________________________________
2. Make a triangle using three of the pieces form the set.
What classification does this triangle belong?
Is there another three-piece combination you could use to make a different
triangle? ______________________
If so, is the new triangle in the same classification or different?
________________________________________
3. Take any one of the triangles and trace the angles one by one next to each
other. What can you conclude from this about the sum of the triangles
angles?
_______________________________________________
4. Make a conjecture: Is it possible to make a triangle out of all 7 pieces?
_______
Now investigate and try doing so.
Was your conjecture true or false? _______

MORE TANGRAM FUN

SEE IF YOU CAN MAKE THESE FIGURES USING ALL 7 OF YOUR TANGRAMS.

Name:______________________________________________
POLYGONS
Using your geoboard and rubber bands, construct the following polygons and
then add the diagonals using rubber bands to see how many triangles are
formed. Compute the sum of interior angles.
POLYGON NUMBER OF
SIDES
NUMBER OF
TRIANGLES
FORMED
SUM OF
INTERIOR
ANGLES
TRIANGLE
QUADRILATERAL
PENTAGON
HEXAGON
HEPTAGON
OCTAGON
NONAGON
DECAGON

Name:
Classifying Quadrilaterals Worksheet

Using your Quadrilateral Alphashapes determine ways to sort your

quadrilaterals into subsets.
SUBSET #1
What is the common feature that all these quadrilaterals have in common?
How many belong? And what letters are they?
SUBSET #2
What is the common feature that all these quadrilaterals have in common?
How many belong? And what letters are they?
SUBSET #3
What is the common feature that all these quadrilaterals have in common?
How many belong? And what letters are they?
Now trace one of the quadrilaterals from subset #1, #2, and #3 here and
draw all the diagonals.
What happened?
Now trace AlphaShapes E and T and draw all the diagonals. What happened?

Name:_______________________________________________
Homework Assignment: Graphing

On the provided graph paper, construct the following geometric shapes on a

10 X 10 grid and answer the related questions right on the graph paper next
to the figure constructed. Label each shape with the appropriate number.
1. Plot the following points on the graph paper: A(-2,1), B(0,3), C(2,1), D(0,1).
What kind of quadrilateral is this and why?
2. Plot the following points on the graph paper: A(1,2), B(3,3), C(5,2), D(3,1).
What kind of quadrilateral is this and why?
3. Plot the following points on the graph paper: W(-4,-3),X(-1,3),Y(4,3),Z(1,3).
What kind of quadrilateral is this and why?
4. Plot the following points on the graph paper: J(-2,2), K(2,2), L(5,-1), M(-5,1).
What kind of quadrilateral is this and why?