GOLD
SEAL
LESSON
Subject(s)
Mathematics
Geometry Room
Rigor/Relevance
Framework
Grade Level 4–6
K
n
o
w
l
e
d
g
e
6
5
4
3
2
1
1
Instructional
Focus
Student
Learning
Performance
Task
C
D
A
B
2 3 4
Application
5
Writing: Students write for a variety of purposes and audiences with
sophistication and complexity appropriate to the grade level.
Language Arts Integration: Students synthesize individual language arts skills.
Geometry: Students apply geometric concepts, properties, and relationships in a
problem-solving situation. Students communicate the reasoning used in solving
these problems.
Tools and Technology: Students use appropriate tools and technologies to
model, measure, and apply the results in a problem-solving situation. Students
communicate the reasoning used in solving these problems.
Problem Solving and Mathematical Reasoning: Students apply a variety of
problem-solving strategies to investigate and solve problems from across the
curriculum as well as from practical applications.
 Students will have an understanding of basic geometric elements (such as
lines, rays, angles), as well as two-dimensional and three-dimensional
shapes.
 Students will draw or sketch a diagram of a room.
 Students will use a protractor.
 Students will work as members of a team.
 Students will be punctual when turning in assignments.
 Students will follow safety rules when using manipulatives.
Overview
Each student will design his or her image of an ideal classroom, detailing various
geometric shapes found there. Students will identify and draw two-dimensional
shapes and three-dimensional shapes in the form of everyday objects. Students
will write a description of their designs, showing in-depth understanding of
geometric concepts and using appropriate content vocabulary.
Description
1. When students arrive, ask them to name some objects in the class of various
shapes and ask them to identify the shapes as a review of the basic geometry
concepts that the students have learned in previous lessons (2-dimensional
and 3-dimensional).
2. The teacher will provide examples of and lead discussion about geometric
shapes found in the real world (soda cans as cylinders, tissue boxes as
rectangular pyramids, photographs as rectangles, tennis balls as spheres,
etc.).
3. Then explain that the children will be working in groups of three to create a
drawing of a model classroom that must include various shapes. Then model
© International Center for Leadership in Education
1
Performance
Task
(con’t)
Assisting English
Language
Learners
Essential
Skills
how to draw a diagram of a room with geometric shapes. The students are
then instructed to draw a diagram of their present classroom using the
geometric shapes. Circulate throughout the room to facilitate this task.
When most students are done, ask several students to present their work to
the class. Seeing how others draw the same room will help them gather
ideas for when they create their own unique designs.
4. The students are then instructed to diagram a room in their home to gain
more practice finding and drawing real-world examples of geometric
shapes. These drawings will be hung up around the room and students will
proceed to view them as a carousel walk-through.
5. Then distribute the assignment handout and grading rubric and review these
with the class, clarifying any questions they may have.
6. Students will complete the assignment and present their findings and poster
to the class at a later date.
Ask English language learners to make flash cards for each of the items they find
in their class (Step 1 of Performance Task) and the items they find in the real
world (Step 2 of Performance Task). Expand 2 by including images students find
in magazines, catalogs, and on the Internet.
On the front side of the card, students will write the name of the shape in both
English and in their native language. Dual vocabulary practice will help students
to make comparisons more easily and encode English words in deeper context.
On the back, students will draw the shape. As an alternative, students can write
words and draw images in a math vocabulary journal.
M4
Understand the properties of and apply parallel, perpendicular, and
intersecting lines in problem-solving situations.
M15
Classify angles by measure (acute, right, obtuse, and straight) and
understand angle relationships (supplementary, complementary, and
vertical).
M41
Understand the properties and applications of the undefined terms of
geometry (point, line, and plane) and their relationship with intuitive
concepts (i.e., collinear points, coplanar points, opposite rays, and
parallel lines).
M34
Understand the properties and classification of polygons (triangles, the
family of quadrilaterals, pentagon, hexagon, etc.) and apply knowledge
of angle and side relationships of geometric shapes in problem-solving
situations.
M26
Know the classification and properties of three-dimensional figures
(prisms, rectangular solids, pyramids, right circular cylinders, cones, and
spheres) and be able to compute the volume and surface area of common
solids.
E25
Write in various formats such as learning logs, laboratory reports, notetaking, response journals, organizers, and portfolios.
E20
Understand the nature and purpose of a variety of technical formats
(essays, business letters, memos, investigative reports, brochures,
critiques, instructions, policy statements, technical proposals, lab
reports, etc.) and write in these formats.
E10
Participate in (sometimes leading) one-on-one or group discussions by
asking questions, asking for clarification, taking turns speaking,
agreeing and/or disagreeing courteously, making informed judgments,
and working toward a common goal.
E31
Apply an understanding of graphics, layout, white space, italics, graphs,
charts, and other visual aids to enhance informational reading, writing,
or presenting.
© International Center for Leadership in Education
2
My Geometry Classroom (activity sheet)
Attachments/
Resources
Submitted by: Rhonda Wilson, Henderson County School
Scoring Guide
Category
4
3
2
1
Mathematical
Concepts
Explanation shows
Explanation shows Explanation shows
Explanation shows
very limited
complete
substantial
some understanding understanding of the
understanding of the understanding of the
of the mathematical underlying concepts
mathematical
mathematical
concepts needed to needed to solve the
concepts used to
concepts used to
solve the problem(s). problem(s) OR is not
solve the problem(s). solve the problem(s).
written.
Diagrams and
Sketches
Diagrams and/or
sketches are clear
and greatly add to the
reader's
understanding of the
procedure(s).
Accuracy
Student accurately
draws 90-100% of
the shapes.
Mathematical
Terminology and
Notation
Diagrams and/or
sketches are clear
and easy to
understand.
Diagrams and/or
Diagrams and/or
sketches are
sketches are difficult
somewhat difficult to to understand or are
understand.
not used.
Student accurately
Student accurately
More than 75% of
draws almost all (85- draws most (75-84%) the shapes are drawn
89%) of the shapes.
of the shapes.
incorrectly.
Correct terminology Correct terminology
Correct terminology
and notation are
and notation are
There is little use, or
and notation are
usually used, making
used, but it is
a lot of inappropriate
always used, making
it fairly easy to
sometimes not easy use, of terminology
it easy to understand
understand what was to understand what
and notation.
what was done.
done.
was done.
© International Center for Leadership in Education
3
My Geometry Classroom
Your Job
You must design and create a diagram for your idea of an ideal math classroom.



You must include a minimum of five two-dimensional shapes and five three-dimensional
shapes in the form of everyday objects.
You must use a protractor to correctly identify and accurately illustrate the geometric
shapes you draw.
You must label the geometric shapes in your designs/diagrams.
Final Product
You must write a description of your designs, showing complete understanding of geometric concepts
through your explanations of your choice of shapes. You must use appropriate content vocabulary in
your description and explanation. You must organize your diagram and description on a poster to be
presented to the class.
© International Center for Leadership in Education
4