Sneha Tharayil

Professor Larriva
GED 650
June 8, 2011
Robotics Unit

Stage 1Desired Results

Established Goals/Standards:
Grade 6 Math
Algebra and Functions
3.1 Use variables in expressions describing geometric quantities (e.g., P = 2w + 2l, A = 1/2bh, C = d - the formulas
for the perimeter of a rectangle, the area of a triangle, and the circumference of a circle, respectively).
3.2 Express in symbolic form simple relationships arising from geometry.
Measurement and Geometry
1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area
of base height); compare these formulas and explain the similarity between them
and the formula for the volume of a rectangular solid.
2.1 Identify angles as vertical, adjacent, complementary, or supplementary and provide
descriptions of these terms.
2.2 Use the properties of complementary and supplementary angles and the sum of the
angles of a triangle to solve problems involving an unknown angle.
2.3 Draw quadrilaterals and triangles from given information about them (e.g., a
quadrilateral having equal sides but no right angles, a right isosceles triangle).

Understandings:
Students will understand that

Geometric shapes are defined by their

properties
Various disciplines in mathematics are
entwined with each other
There are real-world and inter-disciplinary
applications of the geometry concepts taught
in this unit

Essential Questions:

How are shapes defined?

How do changes in properties/dimensions
affect the shape of a polygon or 3-dimensional
figure?
How is geometry, specifically concepts of area,
perimeter, angles, volume, etc. applied in the
real world and in other disciplines?
How can we represent abstract (mathematical)
concepts in a concrete way?

Students will know

Formulas for area, perimeter, volume for different polygons and three-dimensional figures
Angle properties and rules (complementary, supplementary, adjacent, vertical, etc.)
Types of various polygons (types of triangles, quadrilaterals, etc.)
Properties of different polygons (total # of angles, number of sides, vertices, area, etc.)

Students will be able to

Write algebraic equations with missing variables

Define properties of geometric shapes and figures
Apply mathematical concepts (particularly geometry and algebraic equations) to real-world situations and
in other subject matter

Stage 2Assessment Evidence

Performance Tasks:

Design a blue print of a house based on a

customers desires and the specifications of
land, space, and budgets available
Create a model bridge using knowledge of
physics and geometric shapes that will best
fulfill the purpose for the bridge
Invisible pathway challenge for LEGO
MINDSTORMS Robot (The Robot must
complete a sort-of reverse X-Bot challenge in
which the pathway the robot must travel will
be comprised of missing segments from
various shapes. Students must determine what
segment is missing from each shape to
determine the path)
Create a cubism art piece using a LEGO
MINDSTORMS robot (described below)

Other Evidence:
Student journals/notebooks
Student process papers
Quizzes/Tests
Worksheets
Homework assignments
Observation

Stage 3Learning Plan

Learning Activities:

Read from Math Textbook

Exploration with shapes and prisms that are contrived, student-created, and within the environment
Discussions on uses of geometry in the real-world (professions), and in other subjects
Practice Problems/ worksheets
Performance Learning Tasks (listed above in Stage 2)

1. Title:
Roboto Picasso
2. Grade level:
6th grade (or Geometry and Algebra)
3. Goals and Objectives:
Goals
Students will understand that geometric shapes have properties that define it
Students will recognize that Mathematics is intertwined within itself and in
other areas of study or trades
Students will be able to apply various mathematical concepts, especially:
algebraic formulas, proportions, area, volume, perimeter, etc.
Students will develop an appreciation for different styles and genres in the
visual arts
Students will recognize the value of technology in art
Students will be able to masterfully use the LEGO Mindstorms Robotics kit in
a productive and unique way

Objectives
Students will use their knowledge about certain properties (such as area,
angles, perimeter) of various polygons to draw certain polygons according to
specifications given by the teacher
Students will program their robots to create a cubist drawing based on specific
criteria for each geometric shape that will appear in their cubist drawing
Students will create a cubist drawing depicting the basic elements of cubism
4. California Content Standards:
Algebra and Functions
1.1 Write and solve one-step linear equations in one variable.
1.2 Write and evaluate an algebraic expression for a given situation, using up to
three variables.
2.1 Convert one unit of measurement to another (e.g., from feet to miles, from
centimeters to inches).
3.1 Use variables in expressions describing geometric quantities (e.g., P = 2w +
2l, A = 1/2bh, C = d - the formulas for the perimeter of a rectangle, the area of a
triangle, and the circumference of a circle, respectively).
3.2 Express in symbolic form simple relationships arising from geometry.
Measurement and Geometry
2.2 Use the properties of complementary and supplementary angles and the sum
of the angles of a triangle to solve problems involving an unknown angle.
2.3 Draw quadrilaterals and triangles from given information about them (e.g., a
quadrilateral having equal sides but no right angles, a right isosceles triangle).
Visual Arts
Creative Expression
2.4 Create increasingly complex original works of art reflecting personal choices
and in-creased technical skill.
2.6 Use technology to create original works of art.
Historical and Cultural Contexts
3.2 View selected works of art from a culture and describe how they have
changed or not changed in theme and content over a period of time.
5. Prior knowledge:
Students will already be familiar with programming the LEGO Mindstorms
Robots
Students will have had ample practice computing the perimeter and area of
basic two-dimensional polygons (rectangles, triangles, squares,
parallelograms)
Students know the total degrees for each shape (180 degrees for Triangle, 360
for rectangles, etc.)
Students will have had practice with measuring the degree of an angle with a
protractor and using one to draw a specific angle
Students will be familiar with using proportions for conversions of units

Students will be accustomed to writing simple equations and expressions with

one to two missing variables based on whatever information is provided

6. Materials:
LEGO Mindstorms Robotics Kit
Computer access with LEGO Mindstorms software
Pencil and/or Pen
Markers, paint, or color pencils
Graph Paper
Large sheet of Butcher Paper or blank white Poster Board for each group
Notebooks for each student
7. Time duration:
For The Whole Lesson: 3-4 days
Introduction and mini-lesson on Cubism: 20 minutes
Explanation of Activity: 10-15 minutes
Review of Mathematical concepts: 20 minutes
Solving Clues: 30 minutes
Drawing and mapping out cubism drawing: 60-75 minutes
Programming Robots: 2-3 days
8. Activity:
1. The teacher will give students a mini lesson on cubism art. This lesson will discuss
the main elements of cubism art: geometric shapes, distortion of the image, bold and
varied colors. Students will also be introduced to famous cubist artists, such as Pablo
Picasso and Henry Matisse, and will be shown several examples of cubism pieces.
2. Students will be divided into groups of 3-4.
3. Each group of 3-4 students will receive an envelope of clues for various polygons that
their cubist piece will be comprised.
For example: This shape has an area of 6ft squared and a perimeter of 10ft.
All angles are 90 degrees
Each envelope will contain 3 clues for 3 polygons. Students MUST only use
these shapes for their cubist piece.
All angles for any polygon will be limited to 30, 45, 60, 90 (and possibly 150,
120 degrees if parallelograms are being used) degree angles.
4. In their notebooks, students must show how they solved each clue and they must
show use of algebraic expressions and variables. They will also draw each polygon
individually in their notebooks. This will be checked by the teacher before students
can proceed to the next step.
5. Each group will then make a scale drawing of their cubist piece on graph paper and
have it approved by the teacher. They may use each polygon more than once. (It is
recommended that the scale for the scale drawing be that the length of 1 side of 1
square on the graph paper represent 1 foot. For example, the scale would be 1cm:1ft,
on graph paper where each square is 1cm X 1cm)

6. Students will also map out the robots pathway to create the drawing. The robot will
have to draw at least 3 of the polygons on the poster board. The other shapes may be
hand-drawn on the final piece afterwards.
7. Students will then need to design a robot that has a drawing apparatus attached to it
(something that will hold a writing tool).
-If necessary, the teacher will provide some groups who need it with a basic
design for a robot with a drawing apparatus
8. Students will then program their robots to create the drawing in one continuous
pathway on a large poster.
The teacher will provide the approximate number of rotations required for
each degree of turns the robot must make
Extraneous lines between each shape will be permitted
9. Students may then color/paint their piece and add in a picture of something (ex:
someones face, an animal, etc.)
10. Students will then write a brief write-up explaining their process.
11. At the completion of the project, all work will be evaluated using the rubric found in
the assessment section.
*Below is a sample showing how students will map out their cubism pieces*

9. Scaffolding:
The teacher will model each phase of the process, especially for Step #4,
when students will have to solve each clue. Heavy emphasis will be placed on
modeling the identification of key words/phrases and variables when writing
algebraic expressions/equations from word problems. [Modeling].
The teacher will have students recall past activities that involved the same
mathematics concept. For example, showing how the same concepts of area
were applied in an activity done earlier in the unit. This will be done in the
review component of the lesson. [Bridging, Schema Building].
A set of pictures of familiar objects/images will be displayed for students to
see at the very beginning of class. Each image will have two versions: one
version will depict the image in its normal, ordinary form; the other version
will depict the image in a distorted, cubist fashion. This will be used during
the mini lesson on cubism. The teacher will first show the cubist version and
then the normal version so students can see how cubist pieces come about.
(See Below) [Bridging].

The teacher will also give ELL students a sort of Cheat Sheet with
definitions of important academic vocabulary and terms with illustrations to
help enhance the definitions. Students may use these while solving their
polygon clues. [Contextualization, Re-Presenting Text].
Students will be paired with other group members that can best help each
other, especially in scaffolding each others understandings and skills in the
concepts at hand, as well as linguistically. [Cooperative Learning, ZPD]
The notebooks and graph paper maps/rough drafts are also a mechanism of
scaffolding because not only will students be able to monitor and check their
own learning but so will their peers as well as the teacher. [Metacognition]

10. Assessment:
Formative Assessment
o Observation
The teacher will look to see how students solve the clues and
how they construct their scaled drawings
o Student Notebooks

The student notebooks will help the teacher determine whether

students have developed the following competencies:
Writing algebraic expressions/equations to represent
word problems with missing quantities
Calculating the perimeter and area of different polygons
Distinguishing the different properties of various shapes
Applying knowledge of geometric shapes to determine
geometric shapes
o Graph Paper scaled maps/rough drafts of cubist drawing
This student work will allow the teacher to determine the
following competencies:
Drawing geometric shapes accurately given specific
information about the shape
Alignment with elements of cubism
Feasible planning for Robots pathway
Summative Assessment
o The following rubric will be used to assess student work throughout
the project (this includes notebooks, graph paper maps, final robot
drawing/cubist piece, and write-up):
o This rubric assesses mastery of all the same competencies listed above
in the Formative Assessment

Anticipated Student Responses

o Students may not immediately attempt to formulate an equation in order to
solve each clue. They may draw a diagram, and may use guess-and-check
methods first in order to solve each clue. While this is permissible,
students will still be required to construct an equation and/or expression to
express the geometric quantities and relationships
o Students may able to correctly solve the clues but may not be able to
accurately draw the figures. In this case, these students will be re-taught
how to use various measurement tools (rulers, protractors) accurately in
order to achieve the desired results
o Students may have difficulty understanding the clues. In this case, the
clues will be edited for clarity. For students with really struggling
linguistic capabilities, perhaps clues may revised so that there is a minimal
written language they must manipulate in order to solve the clue
o Students may have some challenges in planning their robots pathway. To
prevent this, students will be given some helpful guidelines in order to
best achieve a feasible pathway
o There may be discrepancies in how precisely the robot follows the
intended pathway. Because this could be due to different environmental
factors, students will be given numerous chances to test their
programming until they can get it as close as possible to the intended
pathway/drawing. If even after numerous attempts the robot is still not
able to produce an accurate drawing, then students will be graded on the
robots run, but most importantly all the groups work prior.