Math Content Unit Plan
Group 1
Christina Furchi
Jocylinn Andrews
Denise Andretta
Catherine Miller
Geometric Shapes & Tessellations
GRADE LEVEL: 7
CONTENT AREA: Math
LENGTH OF UNIT: 10 Days
DESCRIPTION OF STUDENTS: This math lesson is geared towards SED
(Severely Emotionally Disturbed) students in grade 7. They come from low
socio-economic families. They are standard diploma but perform academically 2
to 4 grade levels behind. There FCAT scores put them at a Level 1 or Level 2.
These students struggle in all academic areas and require much scaffolding.
ABSTRACT:
In this unit, students will work with two-dimensional and three-dimensional
shapes as well as the spatial concepts of turning, sliding, and flipping figures. The
properties of polygons will be reviewed, also. Students will connect tessellations
to their everyday life after learning the history of this math and art form. M.C.
Escher will be introduced as an artist who has incorporated these two disciplines
well. Children will then practice simple sketches and eventually develop a final
project. These will be used for a class discussion on their mathematical
properties, and finally, written about.
OBECTIVES:
1. Students will identify geometric shapes in the real-world.
2. Students will become familiar with math in history, art, science, reading and
writing.
3. Students will identify various angles: acute, obtuse, right, and straight.
4. Students will design various angles: acute, obtuse, right, and straight.
5. Students will identify various triangles: equilateral, right, obtuse, acute,
scalene, and isosceles.
6. Students will design various triangles: equilateral, right, obtuse, acute,
scalene, and isosceles.
7. Students will identify properties and characteristics of polygons: triangle,
square, rectangle, quadrilateral, pentagon, hexagon, octagon, parallelogram,
trapezoid and rhombus.
8. Students will be able to differentiate two-dimensional and three-dimensional
polygons.
9. Students will be able to turn, slide, and flip polygons.
10. Students will summarize in writing what they have learned from tessellating.
11. Students will construct a tessellation using geometric shapes learned.
SSS:
MA.C.1.3.1, MA.C.2.3.1, MA.C.2.3.2, MA.C.3.3.1, LA.A.1.3.3, LA.A.2.3.5,
LA.B.2.3.1, LA.B.2.3.3, LA.C.2.3.1, LA.E.2.3.2, SS.A.3.3.1, SC.A.1.3.4
GOAL 3 STANDARDS:
1,2,3,4,6,7,8,9,10
MATERIALS:
Index Cards
Rulers
Construction/Colored Paper
Scissors
Makers
Graph Paper
(Items Listed on Reference Page)
LESSONS:
Day #1 – BEGINNING - Intro: Introduction to Geometric Shapes: Students
will locate geometric shapes in the real-world.
Day #2-3 – Angles: Review real-world geometric shapes. Identify and
construct angles such as acute, obtuse, right, and straight.
Day #3-4 – Triangles: Review all types of angles. Identify and construct
triangles such as equilateral, right, obtuse, acute, scalene.
Day #5-6 - MIDDLE – Polygons: Review real-world geometric shapes,
angles, and triangles. Classify and construct shapes which are and are
not polygons. Students will make a foldable to help differentiate polygons.
Day #7 – Quadrilaterals: Review polygons. Identify and construct
quadrilaterals such as parallelogram, trapezoid, and rhombus.
Day #8 – Transformations & Reflections: Review all polygons and
geometric shapes including angles. Duplicate geometric shapes by
flipping and turning objects on graph paper. Beginning introduction of
tessellations. Write the word “tessellation” on the blackboard. Tell
students the word derives from the Latin language and represents the
small square tiles used in Roman mosaics.
Day #9 – Art & History: Introduce M.C. Escher as a brilliant Dutch artist
who preferred to tessellate life forms rather than geometric shapes.
Students will read the Biography of M.C. Escher and view his artwork.
Day # 10 - END: Review M.C. Escher’s work and polygons and geometric
shapes covered. Final Project – Completed tessellation and rubric.
ASSESSMENT & EVALUATION:
Tessellation Project (with Rubric)
Polygon or NOT!!!
Pre & Post Tests
Verbal/Individual Shapes Naming
Response Cards
Tessellation or NOT!!!
BEGINNING LESSON:
Objective:
Students will identify geometric shapes in the real-world.
Essential question:
Is the world constructed of geometric shapes?
Warm-up:
Students enter the class with the essential question on the board.
Students are then instructed of the Geometry Walk Race.
Procedure:
The class will begin with a Geometry Walk (Interest Activity). Student will
be split into 2 groups and given a pack of sticky notes (both teams will
have a different color). Students will race to tag the most geometric
shapes as they can locate throughout the classroom. A chart of geometric
shapes will be posted to help in the search.
Wrap-up:
When time is up we will tally the findings. Students will summarize in their
own words their findings. I will tell the students the shapes I have found if
different from their own. Students will also take a pretest to check for
content knowledge of Geometric Shapes.
Students will be given
homework. Homework: Students will need to make a list of things they
find at home or in their environment that are constructed out of geometric
shapes.
MIDDLE LESSON:
Warm-up:
Students will play the Geometry Walk Race again for review. Students will
be split in teams as before only this time they will be timed and have only
10 minutes. After this race is done we will look at a list of polygons.
Procedure:
Students will look at the lesson in their math books. We will work through
this lesson and draw polygons as we go. Students will need to make a
foldable which includes picture cards which contain the polygon and the
numbers of sides that make up the shape as well as the name of each
polygon.
Wrap-up:
The foldable will be review for accuracy. Student assessment is based on
the foldable. Review of homework assignment for tonight. Homework:
Students will complete lesson sheets out of the student supplement book
for the polygon lesson.
END LESSON:
Objective:
Students will summarize in writing what they have learned from
tessellating.
Students will construct a tessellation using geometric shapes
learned.
Warm-up:
Students will review M.C. Escher’s work and polygons and geometric
shapes covered. Students will come to the board and construct their
favorite polygon/geometric shapes.
Procedure:
Students will read about tessellations and discus what constitutes a
tessellation design. Key points of the reading are: Tessellation: a
covering of a plane, without any gaps or overlays, by a pattern of one or
more congruent shapes. Tessellations are designs made up by shapes
that completely cover a surface without any gaps or overlays. There is
repetition in the pattern. Students will create and construct a tessellation of
their own. Scoring will be based on the rubric criteria.
Wrap-up:
Students will examine another student’s tessellation and examine if all
criteria was covered and whether or not a tessellation was successfully
created.
Geometry Pretest
1) Which shapes are polygons? Circle all the correct answers.
There may be more than one polygon in this group of shapes.
2) Identify the obtuse and acute triangles below. Circle all the
obtuse triangles and put an X on top of all the acute triangles.
3) Describe and draw an isosceles triangle.
4) Describe the difference between a parallelogram and a
rectangle.
5) Draw a rhombus.
6) Label the two-dimensional object by writing 2-D above the
correct object.
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7) Label the three-dimensional object by writing 3-D above the
correct object.
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Geometric Shapes Posttest
Directions: Read each item before you begin to answer each
question correctly.
Put the answers to the question on the line that is provided. The
same type of angle may appear more than once.
1) What type of angle is this? ________________
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2) What type of angle is this? ___________________
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3) What type of angle is this? _____________________
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4) What type of angles are these? _____________________
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5) What type of angles are these? _______________________
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Items 1 through 5 include groups of triangles that need to be
identified. Fill in the blank with the correct name of the groups of
triangles that are shown below each sentence.
1) These polygons are examples of _______ triangles.
2) These polygons are examples of _________ triangles.
3) These polygons are examples of _________ triangles.
4) Draw an example of an equilateral triangle.
5) Draw two examples of a four-sided polygon.
6) Describe and draw a trapezoid.
7) Use three characteristics to describe a polygon in paragraph
form.
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8) Describe a tessellation, and how to make a tessellation.
_________________________________________________
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9) Sketch an example of a shape that could be used to create a
tessellation.
10) List 5 real-world examples of objects that represent shapes.
_________________________________________________
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11) Name an artist that uses tessellations in their artwork.
______________________
12) Label the two-dimensional object by writing 2-D above the
correct object.
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QuickTime™ and a
TIF F (Uncompressed) decompressor
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13) Label the three-dimensional object by writing 3-D above the
correct object.
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14) Compare and contrast the differences between the
parallelogram and the rectangle.
______________________________________________________
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15) Circle the shape that is NOT a rhombus. If all of the shapes
are rhombuses, write ALL ARE RHOMBUS on the space that
is provided. _______________________