Basic Productivity Tools (BPT): Amaris Davis

Lesson Idea Name: “Geometry Highway” (Jeopardy Game)

Content Area: Geometry
Grade Level(s): 9th-12th
Content Standard Addressed: All standards from the following topics of Geometry are addressed
in this lesson: Congruence, Similarity, Right Triangles, and Trigonometry, Circles, Geometric
Measurement and Dimension, Modeling with Geometry, and Conditional Probability and the Rules of
Probability.
https://www.georgiastandards.org/Georgia-Standards/Frameworks/Geometry-Standards.pdf

Technology Standard Addressed:

Knowledge Constructor- Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.

Selected Technology Tool: Word Processing

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☒ Evaluating ☒

Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☒ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4:

Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Students are very competitive, and they love to play any chance that they can. This lesson “Geometry
Bingo” is a lesson in which students are able to assume the roles of both teacher and student to help
their classmates review for their finals. Through this, students will get to experience and understand
what their teacher goes through when it comes to creating problems for them to do in a lesson or
assignment. They are also learning how to be independent together by working in groups to create the
best problems they think will help challenge their classmates’ thinking in order to prepare them for
their finals. Through working in groups, they learn how to interact with others and bring their creative
ideas together. They are also learning how to use technology creatively!

Lesson idea implementation:

STUDENTS: The preparation for the lesson should take no more than three class periods. In the
lesson, the students will be split into groups. They will then, as a group, randomly choose a topic that
they want to work on. These topics consist of Congruence, Similarity, Right Triangles, and
Trigonometry, Circles, Geometric Measurement and Dimension, Modeling with Geometry, and
Conditional Probability and the Rules of Probability. With their topic, they will work as a group to
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 Basic Productivity Tools (BPT): Amaris Davis
develop and create problems about this topic that will help their classmates prepare for their finals.
Using Word, they will create ten (10) problems ranging in difficulty. They will also have to solve
these problems to make sure that there is a valid answer for the problem and to ensure that the
problem will meet the knowledge level of all of their classmates. They will then submit these
problems to the teacher. When it is game day, the students will work individually to play multiple
rounds of bingo. The students will be solving problems created by their other classmates. The lesson
will be concluded with the students completing a self-assessment form that they will turn-in. The self-
assessment will ask questions like, “Based on your performance and participation in the Bingo game,
which topics of Geometry you feel you need more assistance with,” or “Were you having difficulty
with solving the problems in any of the topic areas?”

TEACHER: The teacher is mostly facilitating during this lesson. The teacher will assign students to
their groups, and allow students to randomly select their topic. Once students have their groups and
have chosen their topic, the teacher will walk around to assist and guide students as needed. When
students submit their problems, the teacher will choose the best problems that will best assist their
students in preparation for their finals. The teacher will compile these problems into a final bingo
spreadsheet in Word. The presentation of this lesson should take the entire class period. On game day,
the teacher will facilitate the game and call out the answers to the problems so that students can fill in
their bingo boards. The teacher will also take this time to observe and assess their students to see how
much they know and what they are struggling with. The lesson will be concluded with the teacher
giving the students a self-assessment form for them to complete. This assessment will include
questions like, “Based on your performance and participation in the Bingo game, which topics of
Geometry do you feel you need more assistance with,” or “Were you having difficulty with solving
the problems in any of the topic areas?”

Reflective Practice:

The activity in this lesson impacts student learning through the students interacting with their
classmates in groups. Through this, they are learning how to develop their social skills of working
with other students. They are also learning how to use Word to create a game. Another technology
that could further enhance this project would be PowerPoint. If the students wanted to use PowerPoint
to create a Jeopardy game, PowerPoint would be a useful tool.

Spring 2018_SJB