Robert Chasse EDU 580 Grade Level: 6-8 Standards: ISTE NETS 1.

Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression c. use models and simulations to explore complex systems and issues d. identify trends and forecast possibilities 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems b. select and use applications effectively and productively c. troubleshoot systems and applications d. transfer current knowledge to learning of new technologies NCTM Standards • precisely describe, classify, and understand relationships among types of two- and threedimensional objects using their defining properties; understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects; • create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship. • use two-dimensional representations of three-dimensional objects to visualize and solve problems such as those involving surface area and volume; • use visual tools such as networks to represent and solve problems; • use geometric models to represent and explain numerical and algebraic relationships; Lesson Objective(s): Create 2D models of right triangles with the appropriate labels. Introduce the Learning Activity: A. How many times per day do we see shapes? Take out a piece of paper and draw several common shapes, I will do so on the board. B. We know the pythagorean theorem, but today we want to explore how we can all create right triangles and solve for the unknown sides and angles.

Provide Information: A. First the students will go to my website where there will be a link under the Resources tab for our opening to the lesson, National Library of Virtual Manipulatives (http://nlvm.usu.edu/en/nav/vlibrary.html). Help the students through the website to get to the appropriate exercise. Also, the introduction for GeoGebra (http://www.geogebra.org/cms/) will be provided by me with several examples already prepared as well as a quick demonstration. Provide Practice: A. After viewing the GeoGebra example, the student's responsibility is to create a right triangle on their own with the appropriate labels and dimensions. B. Not necessarily group work, but guided practice for using GeoGebra. If the students would like to follow along while I am running through my examples they are more than welcome to as long as use of the computer is productive. Provide Knowledge of Results: A. Verbal feedback is provided from observations while I'm walking around checking students' progress. Also, any questions can be answered which will further allow verbal feedback. B. The school year will start with a reminder that their progress will be tracked throughout the year and written feedback will be given after each unit rather than waiting for the school issued report cards and progress reports. Review the Activity: A. Review of the pythagorean theorem will be provided at the beginning of the lesson. After the lesson is over, we will close the lesson with questions such as, “How useful did you find GeoGebra?” and “Can we see the usefulness of being able to represent geometric images exactly?” Method of Assessment: A. Assessment will be made by observations through walking behind computer terminals. Also, the finished images will pass a personal checklist to see if all requirements were met.

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