Purpose: Perform a dilation with a given scale factor.
Activity: Draw an image, choose a scale factor, and perform the dilation on a piece of graph paper. Description: Students drew a picture of their choice. Then they performed a dilation of the picture. Some students measured from the center to various points on the picture. Other students used a more algebraic approach by multiplying the coordinates of points they had chosen on their picture. Either way, they problem solved. The results were beautiful! Examples are shown below.
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Purpose: Use academic vocabulary to describe shapes. Show creativity with math concepts.
Activity: Design a dating profile for a triangle. Description: Students were not given much instruction on this activity. They each drew a triangle, identified its classification, and then used word play to personify it. The students and I got a good laugh as I put them on the board and we did a "swipe left/swipe right" Tindr review. It was enlightening to me as I saw who truly understand the vocabulary and who did not. Overall, it was a fun activity. Purpose: Demonstrate a knowledge of the special angle relationships made by parallel lines and transversals.
Activity: Design a city using parallel lines and transversals. Identify the relationships between various locations in your city. Description: Students were given the directions at the beginning of class and worked throughout the class period to create their cities. They referred back to their notes to remember the various types of angle pairs but with repetition they began to remember them. They showed creativity and personality as they designed their cities. And as added review for the test, they double checked their neighbor's city before it was turned in. Students reported that this did help them prepare for the test. Examples are shown below. Purpose: Find symmetry in something we see every day. Be able to identify types and characteristics of symmetry.
Activity: Choose a logo and analyze the symmetry, shapes, and colors. Description: To finish off the unit, students were asked to choose a logo. Many looked up logos and either copied or traced them. It was interesting to see what logos each student was familiar with. Then they analyzed the appeal of the symmetry, shapes, and colors. We applied this to the advertising industry and tried to find similarities between successful logos. Examples are shown below. Purpose: Experiment with isometric transformations (reflection, translation, and rotation).
Activity: Fill the TETRIS board with at least five of each shape using isometric transformations. Description: Students completed this after taking a test. They enjoyed the break from "math." But what they didn't know was that this was the type of geometry we would be learning in the next unit. I was able to assess how much we already understood and the students developed an interest for transformations. This was also our first experience playing "Beat the Teacher." I also completed a TETRIS board and the goal of the students was to have less empty spaces than I did. Examples shown below. Purpose: Demonstrate a knowledge of basic geometric vocabulary and use it in a creative manner.
Activity: Create a cohesive piece of art that contains the following geometric figures: point, segment, circle, triangle, trapezoid, and rectangle. Description: Students were tasked with this assignment on the very first day of class. Many of them already knew the basic geometric figures that were required. Others used their resources (phones, computers, textbooks, etc) to learn about the figures. Then each student created their own piece of artwork that allowed me to get to know them a little better. It was a great activity that allowed us to jump into the material as I learned names and built relationships. Examples are shown below. Purpose: Demonstrate problem solving, creativity, and teamwork.
Activity: Using the skills of an engineer, create an apparatus that will hold a textbook at least 3 inches off of the desk. You may only use the following supplies: clothespins, binder clips, paper, and Popsicle sticks. Your creation will be judged based on the efficiency (how few items are used), the durability (how many books it will hold), and the success (how far off the table the book is held). Description: In previous class periods we had discussed the role of an engineer and now it was time to put ourselves to the test! Students were given the task as soon as they entered the classroom. They worked together with those at their table and worked hard throughout the entire class period. I monitored the room for safety but I only gave advice when asked by a student. At the end of class, all the students watched and supported as their classmates presented and tested their designs. We loved it! Examples are shown below. |
Our Class
This is the work of extremely talented high school students. All names have been redacted to ensure privacy but if photos are used credit should be given to Ms. D's Geometry class. Thank you. Archives
January 2018
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