Get in Shape With Geometry

Teacher Resource Page

Goals and Objectives  

The goal of this project is to improve student learning in mathematics through gaining an understanding of geometry topics, by choosing activities that are meaningful to them and using technology to enhance classroom learning.  It will also provide students with the opportunity to use and improve their higher level thinking skills.

 Objectives:  

·        Students will gain a better understanding of polygons and how to classify them.

·        Students will gain a better understanding of perimeter and how to find it.

·        Students will gain a better understanding of area and how to find it.

·        Students will be able to find perimeter and area of irregular shapes.

·        Students will see relationships between perimeter and area of polygons.

·        Students will gain a better understanding of geometric solids.

·        Students will gain a better understanding of volume and how to find it.

·        Students will gain a better understanding of surface area and how to find it.

·        Students will see relationships between surface area and volume.

·        Students will use technology for research.

·        Students will use technology to enhance classroom learning.

·        Students will use technology to create a presentation on what they have learned about geometry.  

The objectives above will be achieved while fulfilling the following New Jersey Core Curriculum Content Standards in Mathematics:  

·        4.1.A.2 Demonstrate a sense of the relative magnitude of numbers.

·        4.1.B.3 Understand and apply the standard algebraic order of operations, including the appropriate use of parentheses.

·        4.1.C.1 Use equivalent representations of numbers such as fractions, decimals, and percents to facilitate estimation.

·        4.2.A.1 Understand and apply properties of polygons.

§         Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi

§         Regular polygons

·        4.2.A.2 Understand and apply the concept of similarity.

§         Using proportions to find missing measures

§         Scale drawings

§         Models of 3D objects

·        4.2.A.3 Use logic and reasoning to make and support conjectures about geometric objects.

·        4.2.C.1 Use coordinates in four quadrants to represent geometric concepts.

·        4.2.D.1 Solve problems requiring calculations that involve different units of measurement within a measurement system (e.g., 4’3" plus 7’10" equals 12’1").

·        4.2.D.2 Select and use appropriate units and tools to measure quantities to the degree of precision needed in a particular problem-solving situation.

·        4.2.E.1 Develop and apply strategies for finding perimeter and area.

§         Geometric figures made by combining triangles, rectangles and circles or parts of circles

§         Estimation of area using grids of various sizes

·        4.2.E.2 Recognize that the volume of a pyramid or cone is one-third of the volume of the prism or cylinder with the same base and height (e.g., use rice to compare volumes of figures with same base and height).

·        4.5.A.1 Learn mathematics through problem solving, inquiry, and discovery.

·        4.5.A.2 Solve problems that arise in mathematics and in other contexts (cf. workplace readiness standard 8.3).

§         Open-ended problems

§         Non-routine problems

§         Problems with multiple solutions

§         Problems that can be solved in several ways

·        4.5.A.3 Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems.

·        4.5.A.4 Pose problems of various types and levels of difficulty.

·        4.5.A.5 Monitor their progress and reflect on the process of their problem solving activity.

·        4.5.B.1 Use communication to organize and clarify their mathematical thinking.

§         Reading and writing

§         Discussion, listening, and questioning

·        4.5.B.2 Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.

·        4.5.B.3 Analyze and evaluate the mathematical thinking and strategies of others.

·        4.5.B.4 Use the language of mathematics to express mathematical ideas precisely.

·        4.5.C.1 Recognize recurring themes across mathematical domains (e.g., patterns in number, algebra, and geometry).

·        4.5.C.2 Use connections among mathematical ideas to explain concepts (e.g., two linear equations have a unique solution because the lines they represent intersect at a single point).

·        4.5.C.3 Recognize that mathematics is used in a variety of contexts outside of mathematics.

·        4.5.C.6 Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

·        4.5.D.2 Use reasoning to support their mathematical conclusions and problem solutions.

·        4.5.D.4 Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.

·        4.5.E.1 Create and use representations to organize, record, and communicate mathematical ideas.

§         Concrete representations (e.g., base-ten blocks or algebra tiles)

§         Pictorial representations (e.g., diagrams, charts, or tables)

§         Symbolic representations (e.g., a formula)

§         Graphical representations (e.g., a line graph)

·        4.5.F.1 Use technology to gather, analyze, and communicate mathematical information.

·        4.5.F.4 Use calculators as problem-solving tools (e.g., to explore patterns, to validate solutions).

·        4.5.F.5 Use computer software to make and verify conjectures about geometric objects.

Worksheets for Microsoft Word:

Polygon Quiz
Perimeter Quiz
Area Quiz
Solids Quiz
Surface Area Quiz
Volume Quiz
Website Worksheet
Presentation Directions

Some other useful links to share with your students are listed below:

Online Calculators http://www.math.com/students/calculators/calculators.html

Math Dictionary 
http://www.amathsdictionaryforkids.com/

Sara Beattie
Last Update:  05/09/2006
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