Hannah Burdick

April 2017

Unit of Study: Geometry

SPED 392

Grade Span 6-8

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 Table of Contents

Unit Map ..............................................................................................................................3

Pre- and Post- Assessment ............................................................................................... 4-6
Pre- and Post- Assessment Answer Key .......................................................................... 7-8
Lesson One...........................................................................................................................9
Lesson Two .......................................................................................................................10
Lesson Three ................................................................................................................ 11-12
Lesson
Four13-14
Lesson
Five15-16
Lesson Six..17
How will the skills and concepts learned in this unit be generalized and maintained over
time?...................................................................................................................................18
References..18

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 UNIT MAP

Grade 7: Geometry
Draw, construct, and
describe geometrical
figures and describe
the relationships
between them.

CCSS.MATH 7.G.A.2
Draw (freehand, with
CCSS.MATH 7.G.A.1 ruler and protractor, CCSS.MATH 7.G.A.3
Solve problems and with technology) Describe the two-
involving scale geometric shapes with dimensional figures that
drawings of geometric given conditions. Focus result from slicing
figures, including on constructing three- dimensional
computing actual triangles from three figures, as in plane
lengths and areas from measures of angles or sections of right
a scale drawing and sides, noticing when the rectangular prisms and
reproducing a scale conditions determine a right rectangular
drawing at a different unique triangle, more pyramids.
scale. than one triangle, or no
triangle.

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Pre/Post Assessment: Circle the correct answer

Question 1: Triangle ABC is similar to triangle DEF. What is the length of DE, if AB =
4.5 cm, BC = 6 cm and EF = 3 cm?

A. 2 cm
B. 2.25 cm
C. 3 cm
D. 3.5 cm

Questions 2 and 3: The ratio of the radii of two circles C1 and C2 is 1.5.
The ratio between the circumferences of circles C1 and C2 is and the ratio between the
areas of circles C1 and C2 is .

Question 4: The pyramid in the figure below has a base in the shape of a rectangle with
the length of 12cm and the width of 6.5cm. The height of the pyramid is 7cm. What is the
area of the geometric shape ABCD that results from the intersection of the pyramid with a
plane parallel to the base? The distance between the base of the pyramid and the parallel
plane is equal to half of the height of the pyramid.

A. 19.5 square centimeters

B. 21 square centimeters
C. 22.5 square centimeters
D. 24 square centimeters

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Question 5: Which of the following numbers is closer to the area of a circle with a radius
of 2.1?

A. 10.25
B. 11.33
C. 13.85
D. 14.2

Question 6: If M is a point on the AD line in the figure below, the value of the BMC angle
is
A. 30
B. 40
C. 50
D. 60 degrees.

Question 7: The ratio between the volume of a cube and the surface area of the same cube
is:

A. not a function of the length of its sides

B. a constant
C. inverse proportional to the length of its sides
D. proportional to the length of its sides

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Question 8: The square S in the figure below has its sides measuring a inches. What is
the width of the rectangle R if the length of R is 2a and the areas of the square S and the
rectangle R are equal?

A. a/4
B. a/2
C. a
D. 2a

Question 9: What is the area of right trapezoid ABCD in the figure below, if the area of
the right triangle ABD is 12 square centimeters, and triangle BCD is isosceles?

12 square centimeters
24 square centimeters
36 square centimeters
48 square centimeters

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Pre- and Post- Assessment Answer Key

Question 1: Triangle ABC is similar to triangle DEF. What is the length of DE, if AB =
4.5 cm, BC = 6 cm and EF = 3 cm?

a) 2 cm
b) 2.25 cm
c) 3 cm
d) 3.5

Questions 2 and 3: The ratio of the radii of two circles C1 and C2 is 1.5.
The ratio between the circumferences of circles C1 and C2 is __1.5__and the ratio
between the areas of circles C1 and C2 is _2.25_.

Question 4: The pyramid in the figure below has a base in the shape of a rectangle with
the length of 12cm and the width of 6.5cm. The height of the pyramid is 7cm. What is the
area of the geometric shape ABCD that results from the intersection of the pyramid with a
plane parallel to the base? The distance between the base of the pyramid and the parallel
plane is equal to half of the height of the pyramid.

a) 19.5 square centimeters

b) 21 square centimeters
c) 22.5 square centimeters
d) 24 square centimeters

Question 5: Which of the following numbers is closer to the area of a circle with a radius
of 2.1?

a) 10.25
b) 11.33
c) 13.85
d) 14.2

Question 6: If M is a point on the AD line in the figure below, the value of the BMC angle
is 30 degrees.

Question 7: The ratio between the volume of a cube and the surface area of the same cube
is:

a) not a function of the length of its sides

b) a constant
c) inverse proportional to the length of its sides
d) proportional to the length of its sides

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Question 8: The square S in the figure below has its sides measuring a inches. What is the
width of the rectangle R if the length of R is 2a and the areas of the square S and the
rectangle R are equal?

a) a/4
b) a/2
c) a
d) 2a

Question 9: What is the area of right trapezoid ABCD in the figure below, if the area of
the right triangle ABD is 12 square centimeters, and triangle BCD is isosceles?

a) 12 square centimeters
b) 24 square centimeters
c) 36 square centimeters
d) 48 square centimeters

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Lesson One

Standard: CCSS.MATH 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.

Learning objective: Scales are used all around us; maps, figurines, house plans
etcthis lesson allows students to understand how to work with scale drawings and
models. Students will solve problems involving scale drawings of geometric figures,
including computing actual lengths and areas from a scale drawing.

Procedures:
Warm Up 5 minutes. https://www.khanacademy.org/math/cc-seventh-grade-math/cc-
7th-geometry/cc-7th-scale-drawings/e/constructing-scale-drawings

Engagement (5 minutes)
After completion of the warm-up, I will address the days learning objectives to the
students. For todays lesson, students will be able to use proportional reasoning to solve
scale-drawing problems.

Instruction and Teaching Modeling (10 minutes) Using color tangram sets demonstrate
the use of various shapes and sizes to fill a given size paper.

Independent Exploration (20 minutes)

Students will work independently to explore possible plans.

Adaptations:

Online geometry program

https://www.geogebra.org

Materials:
White boards/Markers/Erasers
Tablets
Assorted Color Tangram Sets
Illustration of the Food Pyramid

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Lesson Two

Standard: CCSS.MATH 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.

Learning objective: Students will compute actual lengths and areas from a scale drawing
and reproduce a scale drawing at a different scale.

Procedures

Warm Up: Review of Lesson 1 Objective

Engagement (5 minutes) using floor size geo board class will practice creating geometric
shapes in larger scale.

Instruction and Teaching Modeling (10 minutes) I will continue to demonstrate the
concept by using a colored tangram shape in my hand and on the smart board I will show
how I will use my knowledge of scale to enlarge the shape. Visually, the students will
see the result.

Independent Exploration (20 minutes) Using Tangram shapes, students will work to fill
a space leaving a limited amount of unused territory. Students will also survey the
classroom and observe objects that have these geometric shapes. They will write their
observations in a short paragraph and explain why these shapes are important to
recognize in real life.

Adaptations for special learners:

Use grid paper to draw the geometric shapes

Use a pre made geometric shape and verbally share everything you know/observe
about that shape.

Materials:

Floor size geo board/chinese jump ropes

Tangram sets
Cardboard 12x12

Assessment: I will circulate to review student progress and will ask critical thinking
questions to help lead the students to success.

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Lesson Three

Standard: Draw (freehand, with ruler and protractor, and with technology) geometric
shapes with given conditions.

Learning objective: Using a variety of resources, students will draw scaled shapes
on poster board that will be used on a floor model of the garden.

Procedures

Warm Up (5 minutes) Geo board, white board, review what we learned about shapes,
space and scale.

Engagement (5 minutes) The announcement will be made that we have been asked by our
principal to create a life-size garden; in an effort to grow food that will be used for school
lunches. The assignment will be given for the students to create a school garden plan
utilizing the skills practiced over the last two lessons. They will draw free hand using
various shapes and sizes to create the ideal garden. We will talk about maximizing the
space for the greatest yield of our crop and include a discussion on the nutritional pros of
growing our own food. Utilizing the food pyramid chart I will point out the fact that the
largest portion of our daily intake is fruit and vegetables. We have the opportunity to
provide several options to meet that daily requirement by growing a garden

Instruction and Teaching Modeling (10 minutes) Today students will apply concepts
from Lesson 1 and 2 to create their gardens from the white board scale to large poster
board using a 1:5 ratio. Final product will be presented and displayed to the class.

Independent Exploration (20 minutes) Students will work in groups of 4. They will
briefly share their individual garden plots from lesson 2 and will use their combined ideas
to create a garden plan that will be implemented on school grounds. I will circulate to
mentor where needed.

Adaptations for special learners:

Students will choose which shape is being talked about and list the properties of
that shape and why it would be that shape as opposed to others.
Have student take pictures of the shapes on an ipad and record their observations.
Use rubber bands on a peg board to make the shape and verbally explain where
you have seen these shapes to a teacher or other adult.
Play bingo with the geometric shapes and have all students participate.

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Materials:

Poster board/Permanent Markers/Pencils/ Rulers/Protractors/peg boards/ipads/rubber

bands/shapes in block form/bingo cards.

Assessment: This will be accomplished orally as a group. One member of each group
will present the plan and the pros and cons of the design will be discussed. A vote will be
taken for the winning project and we will then implement the plan on school property.

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Lesson Four

Standard: 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.

Learning objective: Students will be able to determine which geometric shapes have
triangles and how many triangles can be made from any given shape with 80% accuracy.

Procedures

Warm Up 5 minutes.
Students will be given three different paper shapes and encouraged to fold, cut, measure
them to find out how many, if any have triangles.

Engagement (5 minutes)
Give the students a pile of triangles and three geometric shapes. Challenge the students to
make the shape only using the cut triangles.

Instruction and Teaching Modeling (20 minutes)

Teacher will have large versions of the given shapes on the board as well as triangles.
Teacher will go through the shapes and explicitly show the students which of the
geometric shapes can be made up of triangles and how it can be done. Teacher will utilize
the think aloud strategy to share observations or inquiries. Teacher will measure the
triangles used and have students determine what type of triangle has to be used to make
up that geometric shape.

Independent Exploration (10 minutes)

Students will get cut outs of shapes used in real life and determine the angles of the
triangles found within those shapes.

Adaptations for special learners:

Given shapes that Velcro together

Given shapes that already have triangles drawn on them.
Circle the correct number of triangles found in that shape.

Materials:
Velcro shapes/pencils/paper/geometric shape cut out/triangle cut outs

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Assessment:

Students will raise hands to agree on the number of triangles found within a given shape
and teacher will write down informal results to gauge understanding.

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Lesson Five

Standard: Describe the two-dimensional figures that result from slicing three-
dimensional figures, as in plane sections of right rectangular prisms and right rectangular
pyramids.

Learning objective: Students will be able to identify the two dimensional figures that
result from slicing a three dimensional figure with 90% accuracy by either orally
discussing it with a teacher, or doing a paper assessment.

Procedures

Warm Up 5 minutes.
Review with a should partner how many triangles make up a given geometric shape and
come up with a question you still have about geometry.

Engagement (5 minutes)
Give students the students a cube and containers of playdough and ask them to make a
serious of shapes with the playdough.

Instruction and Teaching Modeling (10 minutes)

Explain that we will be working with three dimensional shapes today and we are going to
slice them in order to make two dimensional shapes. Place a list of the characteristics of a
three dimensional shape and the characteristics of a two dimensional shape. Go through
an example of each in order to clarify characteristics.

Independent Exploration (20 minutes)

Have students make a list of all the two dimensional shapes and then have them explore
how to slice the three dimensional shapes in order to make a two dimensional one. After
ten minutes draw lines on the board connecting which ones match and walk around to
make sure students understand how to slice the shapes.

Adaptations for special learners:

Partner them with a student who will take verbal direction as to how to slice the
shape exactly like the student says.
Use an online program.

Materials:
Playdough/butter knife/paper/ipads/lines paper/pencils/scissors.

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Assessment:
Go around and check each group of students to clarify questions and misunderstandings
as well as to make sure that they can show how each three dimensional shape can be
sliced into a two dimensional shape. Hand out a worksheet that asks them to circle with
three dimensional shapes match the two dimensional shapes.

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Lesson Six

Standard: Describe the two-dimensional figures that result from slicing three-
dimensional figures, as in plane sections of right rectangular prisms and right rectangular
pyramids.

Learning objective:
Procedures

Warm Up 5 minutes.
Hand out papers from previous class that shows the correlation between three
dimensional and two dimensional shapes. Have students discuss what they learned as
well as frustrations that they had from the previous class.

Engagement (5 minutes)
Open the class up for discussion and answer any questions they have about the activity
from the previous class.

Instruction and Teaching Modeling (10 minutes)

Independent Exploration (20 minutes)

Hand out ample marshmallows and toothpicks. Have the students make the second half of
the two dimensional shapes and three dimensional shapes. Have students move the
shapes around to show in a different way which two dimensional shapes can be made
from the three dimensional shapes.

Adaptations for special learners:

Give the shapes pre made

Give real life objects that they can cut and use in place of marshmallows
Online geometry
Have them take pictures of 3D and 2D objects and share why they are one rather
than the other.

Materials:
White board/markers/pencils/paper/toothpicks/marshmallows/ipad

Assessment:
Have students present a group at a time each one of the shapes, criteria is that
students discuss the properties of the two shapes they are sharing as well as which
one is 3D and 2D and show how the 3D shape makes the 2D shape.

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How will the skills and concepts learned in this unit be generalized and maintained
over time?

In addition, the sequence of topics and performances that is outlined in a body of math
standards must respect what is already known about how students learn. As Confrey
(2007) points out, developing sequenced obstacles and challenges for studentsabsent
the insights about meaning that derive from careful study of learning, would be
unfortunate and unwise. Therefore, the development of the standards began with
research-based learning progressions detailing what is known today about how students
mathematical knowledge, skill, and understanding develop over time. The knowledge and
skills students need to be prepared for mathematics in college, career, and life are woven
throughout the mathematics standards.
(http://www.corestandards.org/Math/)

References

https://www.sde.idaho.gov/academic/shared/math/Mathematics-Common-Core-State-
Standards-Grades-K-12.pdf

http://www.corestandards.org/Math/Content/7/NS/

http://www.free-test-online.com/ccss/grade7/grade7_geometry.html

https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-
scale-drawings/e/constructing-scale-drawings

https://www.pinterest.com/pin/575475658619448234/

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