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# 2/17/2011 Geometry and Frank Lloyd Wright

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## Geometry and Frank Lloyd Wright

Overview

Subject/Sub-Subject: Math/Geometry

## Title: Geometry and Frank Lloyd Wright

Summary:
Students will analyze sketches and photos of the works of Frank Lloyd Wright. The students will make connections between what they
have learned in geometry and these real world items. This lesson is designed to be an assessment or culminating activity to a unit on
Geometry.

Understanding Goal
Geometry is important in architecture.
Investigative Question
How is geometry used in architecture?

Audience: General

Learners: General education class of 29 mixed ability students. GT and LD students included.

## Prior Content Knowledge: N/A

Standards
5.14 The student will classify angles and triangles as right, acute, or obtuse.

5.15 The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will
a) recognize, identify, describe, and analyze their properties in order to develop definitions of these figures;
b) identify and explore congruent, noncongruent, and similar figures;

## c) investigate and describe the results of combining and subdividing shapes;

d) identify and describe a line of symmetry; and
e) recognize the images of figures resulting from geometric transformations such as translation (slide), reflection (flip), or rotation
(turn).
Field Tests
C lick on the title to expand the description of each field test

Sources
Geometry and Frank Lloyd Wright
Understanding Goal

## Geometry is important in architecture.

View as a slideshow

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2/17/2011 Geometry and Frank Lloyd Wright

Required Materials
Files

## Wright Analysis Worksheet.doc

Directions
Formal Assessment
Step 1 Broadly discuss Frank Lloyd Wright and who he is.

Step 2 Share first slide. Ask students to share what geometry terms they see. Ask students: "How did Wright use our geometry terms to
create and enhance his designs?" Models for students pointing out observations using geometric terms.
Files

## Geometry & Frank Lloyd Wright.ppt

Step 3 View the second and third image. Repeat previous discussion points.
Files

## Geometry & Frank Lloyd Wright.ppt

Step 4 Display 4th image. Pass out Wright Analysis Worksheet. Ask students to discuss and complete the first section as a small group.
Files

## Geometry & Frank Lloyd Wright.ppt

Wright Analysis Worksheet.doc

Files

## Geometry & Frank Lloyd Wright.ppt

Step 6 Display 6th image. Independently the students should analyze the Wright image and complete the response questions.
Files

Files

Files

## Best Instructional Practices

Understanding Goal
Geometry is important in architecture.
Investigative Question
How is geometry used in architecture?

## Analysis of Student Learning

Generally the students enjoyed analyzing the images. It held their attention and interest. I do not feel that they made the in-depth

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2/17/2011 Geometry and Frank Lloyd Wright
connections. The students understood the basic connections of lines, points, and polygons. Making larger connections, such as
symmetry, reflections, transformations, translations, and congruent and similar shapes did not happen. I believe this might have happened
if we did more analysis or if I modeled more. Developmentally a 5th grader might not be able to make all the connections I expected.

## Learners Explain Thinking

This happened in large group discussions, small group, and individual responses.

## Whole Group Presentation

PowerPoint presentation was used to provide the content to students.

## Reflections and Recommendations

Overall the students enjoyed seeing an architect's use of geometry in his designs. The activity kept the students engaged for a long
period of time. All discussions related to the activity. Some of the sketches of buildings that were never built captivated the students. In
the future I might want to use more basic images to begin the lesson. After we model with more basic images we can move up to these
more detailed images.

Credits
Authors and Contributors
Gary Shoop

## Library of Congress items used in this Lesson Plan.

Thumbnail Library of Congress Item

## Boucher, J. E. 1985. Fallingwater, State Route 381 (Stewart Township), Ohiopyle

vicinity, Fayette County, PA. 87. WIDE ANGLE VIEW FROM SOUTHWEST OF HOUSE AS
SEEN FROM CREST OF LOWER FALLS (THE CLASSIC VIEW OF FALLINGWATER). Library
of Congress: Prints & Photographs, RR-Historic American Buildings Survey/Historic
American Engineering Record (HABS/HAER) Collections.

Unknown. 1911. Frank Lloyd Wright Studio, exterior, street facade, Oak Park,
IL. Library of Congress: American Memory, American Landscape and Architectural
Design, 1850-1920: a Study Collection from the Harvard Graduate.

Wright, F. L. 1994. Sketch perspective with spire and plan for the Gordon Strong
Automobile Objective. Library of Congress: Exhibitions, Frank Lloyd Wright: Designs
for an American Landscape, 1922-32 .

Wright, F. L. 1994. Elevation for a desert dwelling for Frank Lloyd Wright. Library of
Congress: Exhibitions, Frank Lloyd Wright: Designs for an American Landscape,
1922-32 .

Wright, F. L. ca.1923. Perspective with pool for the community playhouse (The Little
Dipper), Olive Hill, Los Angeles. Library of Congress: Exhibitions, Frank Lloyd Wright:
Designs for an American Landscape, 1922-32 .

Wright, F. L. 1923. Perspective for the Alice Millard house (La Miniatura), Pasadena,
California. Library of Congress: Exhibitions, Frank Lloyd Wright: Designs for an
American Landscape, 1922-32 .

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2/17/2011 Geometry and Frank Lloyd Wright

Wright, F. L. 1924. Blocks from the Samuel Freeman house, Los Angeles. Library of
Congress: Exhibitions, Frank Lloyd Wright: Designs for an American Landscape,
1922-32 .

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