Lisa Schwering

7th/8th Mathematics Teacher

Greensburg Jr. High School

505 East Central Avenue

Greensburg, IN 47240

812-663-7523

Lesson Plan Contest

(Win a New AVerVision Document Camera and $1000 for classroom technologies)

Grade: 7th grade mathematics students

Topic: Calculating area of two-dimensional shapes

Indiana Academic Standards: 7.5.4 and 7.5.5

Standard 7.5.4-Use formulas for finding the perimeter and area of two-dimensional shapes and the surface area and volume of basic three-dimensional shapes, including rectangles, parallelograms, trapezoids, triangles, circles, right prisms, and cylinders.

Standard 7.5.5.-Estimate and compute the area of more complex or irregular two-dimensional shapes by dividing them into more basic shapes.

Learning Objective:

After studying the formulas for the areas of two dimensional figures, the students will create a drawing of a geometric rocket, consisting of at least one of each of the following shapes-square, rectangle, circle, triangle, parallelogram, and trapezoid. Then, the students will calculate the total area of their rockets.

Materials: Protractors, compasses, rulers, math journals, calculators, black sharpies, crayons, 8½ by 11 paper for rough draft, 11 by 17 paper for final copy, past examples of student work, and document camera

Time Frame:

This project will take five class periods of 40 minutes each.

Project Description:

Here is an outline of what happened on each of the five days:

Day 1:

· Introduce project with past examples of student work

· Reviewed 6 area formulas for square, rectangle, triangle, circle, parallelogram and trapezoid

· Practice six shape constructions with a compass, ruler, and protractor in journals

· Gave each student a folder to keep materials in for the next few days (Rubric and Hints pages can be found at the end of the document)

· Explain grading rubric (at least 6 different shapes represented in project, area calculations by student and partner, correct constructions, measurements, colored and neat)

· Students began rough draft

Day 2:

· Students continue to work on rough draft

· Teacher checks rough draft for correct construction of shapes and all 6 present

Day 3:

· Rough drafts should be finished and checked by teacher today

· Students begin work on final drafts

· Shapes are measured in metric units (cm)

· Shapes and measurements are outlined with black markers

Day 4:

· Students number each shape

· Students calculate area of project with handout (Calculation page can be found at the end of the document)

· Partner checks area calculations

Day 5:

· Students color/decorate project

· Project is due at end of class

Use of document camera:

In order to grab the attention of the students, I use the document camera to display examples of past student work. The students love getting to view their older classmates’ work. The camera allows me to zoom in and enlarge certain portions of the past projects so that the entire class is able to view each example.

The use of a document camera is essential in helping the students learn how to correctly construct the two dimensional geometric shapes with a ruler, protractor, and compass. I not only use the document camera to model how to measure the shapes with a metric ruler, but also how to use a protractor to get the exact angles and a compass to create perfect circles. The document camera easily allows students to see the tiniest details needed for the construction of each shape. For example, when constructing a parallelogram, the camera allows me to demonstrate how to use the same angle measure for the bottom angles to ensure the sides of the shape will be parallel. I am even able to zoom in and show demonstrations of very small procedures.

The document camera also allows me to model each step in the project. I actually create a rocket in front of the students so they can see the steps they are supposed to accomplish in each class period. For example, on day four, I number my shapes, calculate the area of a few, and show the students how this information will be recorded on the provided handout. This is very beneficial to the students, especially since so many of them are visual learners. The students are able to see an actual example of each completed step in the project

Samples of student work:

I have posted some student work on my class Web page that can be found at the following address:

http://www.greensburg.k12.in.us/teacher/schweringlisa/rocket.htm

(Some of the students’ projects were too large for the scanner screen, but their creative ideas can still be seen from the images.)

Reflection:

I chose this project to share because my students really love this idea. In fact, their creativity really flows, and students who are usually not interested in math, suddenly are extremely excited and motivated to learn! I look forward to using this project at the end of my geometry unit each year.

As you will see in my posting of student work, many of the students wanted to create drawings other than rockets. I decided to let them do this as long as their creations still contained at least one of the following 6 two dimensional figures. The results always turn out great, and the students really prove they understand and master the concept of calculating the area of the six different figures we study in class.

Currently, out of 26 seventh grade mathematics students, the average math score on this project was 97 percent. The highest grade earned was 100 percent, and the lowest grade earned was 90 percent. The students always exceed my expectations with this project!