Geometry, Quarter 4, Unit 4.
Modeling in Geometry
Overview
Number of instruction days: 8-10
Content to Be Learned
 Use geometric shapes and their components
to represent and describe real-world objects.
 Use the concept of density to solve problems
involving area and volume (e.g., persons per
square mile, BTUs per cubic foot).
 Solve real-world problems by designing an
object or structure that satisfies certain
constraints.
Providence Public Schools
(1 day = 53 minutes)
Mathematical Practices to Be Integrated
2 Reason abstractly and quantitatively.
 Apply concepts of density and determine
whether solutions are reasonable.
 Determine volume in modeling situations and
use accurate units.
4 Model with mathematics.
 Solve problems that involve geometric shapes
such as tree trunks or human torsos as
representative of cylinders.
 Design an object or structure to satisfy
physical constraints or minimize cost, such as a
with typographic grid system based on ratios.
5 Use appropriate tools strategically.
 Choose tools—such as graduated cylinders,
measuring tapes, meter sticks, etc.—
strategically, depending on the nature of the
problem being solved.
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Essential Questions

 How would you describe real-world figures,  When would you use geometric shapes to
such as a tree or a human torso, as a solve real-life problems?
composite shape?

 How would you calculate the number of three-

dimensional objects that will fit into another
three-dimensional object? For example, how
many marbles will fit in a jar?

Standards

Common Core State Standards for Mathematical Content

Modeling with Geometry G-MG

Apply geometric concepts in modeling situations

G-MG.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a
tree trunk or a human torso as a cylinder).★

G-MG.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per
square mile, BTUs per cubic foot).★

G-MG.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to
satisfy physical constraints or minimize cost; working with typographic grid systems based on
ratios).★

Common Core State Standards for Mathematical Practice

2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative
relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically
and manipulate the representing symbols as if they have a life of their own, without necessarily
attending to their referents—and the ability to contextualize, to pause as needed during the
manipulation process in order to probe into the referents for the symbols involved. Quantitative
reasoning entails habits of creating a coherent representation of the problem at hand; considering the

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units involved; attending to the meaning of quantities, not just how to compute them; and knowing and
flexibly using different properties of operations and objects.

4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in
everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan
a school event or analyze a problem in the community. By high school, a student might use geometry to
solve a design problem or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable making assumptions
and approximations to simplify a complicated situation, realizing that these may need revision later.
They are able to identify important quantities in a practical situation and map their relationships using
such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those
relationships mathematically to draw conclusions. They routinely interpret their mathematical results in
the context of the situation and reflect on whether the results make sense, possibly improving the
model if it has not served its purpose.

5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem.
These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a
spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient
students are sufficiently familiar with tools appropriate for their grade or course to make sound
decisions about when each of these tools might be helpful, recognizing both the insight to be gained and
their limitations. For example, mathematically proficient high school students analyze graphs of
functions and solutions generated using a graphing calculator. They detect possible errors by
strategically using estimation and other mathematical knowledge. When making mathematical models,
they know that technology can enable them to visualize the results of varying assumptions, explore
consequences, and compare predictions with data. Mathematically proficient students at various grade
levels are able to identify relevant external mathematical resources, such as digital content located on a
website, and use them to pose or solve problems. They are able to use technological tools to explore
and deepen their understanding of concepts.

Clarifying the Standards

Prior Learning

In Grade 3, students used modeling to solve real-world problems involving perimeter of polygons. In
Grade 4, students applied area and perimeter formulas to solve problems with real-world objects. In
fifth grade, unit conversions were used to solve multistep real-world problems, which were an
additional cluster. Proportional relationships were an area of in-depth focus in sixth grade and were a
major cluster in seventh grade. In Grades 6 and 7, students also focused on solving real-world problems

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involving area, surface area, and volume. This work was extended in Grade 8 to include cylinders, cones,
and spheres as a supporting cluster.

Current Learning

Modeling in high school centers on problems arising in everyday life and in the workplace. Such
problems draw upon mathematical content knowledge and skills developed in previous grades and the
current course. The problems encountered in this course are word problems that are richer and more
open ended and task oriented than word problems students have encountered in previous grades. The
problems focus on three primary areas: design, density, and use of three-dimensional geometric shapes
to model real-world three-dimensional figures. Applying geometric concepts in modeling situations is
classified as major content by the PARCC Model Frameworks for Mathematics.

Future Learning

In Calculus, students will find the volume of solids of rotation and volumes of solids with known cross
sections. Applications of this learning are found in the electrical grid system, design, health care fields,
and HVAC. This information also has applications in engineering and physics. Engineers design objects
such as containers, dams, cars, etc.

Additional Findings

A challenge for students is that they may think that mathematics is about remembering procedures
rather than questioning ideas. Now they must adapt procedures and think about them rather than just
practicing them. (A Research Companion to Principles and Standards for School Mathematics p. 318).

Assessment

When constructing an end-of-unit assessment, be aware that the assessment should measure your
students’ understanding of the big ideas indicated within the standards. The CCSS for Mathematical
Content and the CCSS for Mathematical Practice should be considered when designing assessments.
Standards-based mathematics assessment items should vary in difficulty, content, and type. The
assessment should comprise a mix of items, which could include multiple choice items, short and
extended response items, and performance-based tasks. When creating your assessment, you should be
mindful when an item could be differentiated to address the needs of students in your class.

The mathematical concepts below are not a prioritized list of assessment items, and your assessment is
not limited to these concepts. However, care should be given to assess the skills the students have
developed within this unit. The assessment should provide you with credible evidence as to your
students’ attainment of the mathematics within the unit.

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 Apply geometric shapes, concepts, measures, and properties to represent and describe real-world
objects.

 Apply the concept of density to solve real-world situations involving area and volume models, such
as persons per square mile or BTUs per cubic foot.

 Design an object or structure that satisfies certain constraints, such as minimizing cost or working
with a grid system based on ratios.

Instruction

Learning Objectives

Students will be able to:

 Describe real world objects using geometric concepts, models, and shapes.

 Use geometric shapes and properties to solve real-world design problems with and without
technology.

 Apply the concept of density to solve real-world situations involving area and volume models.

 Review and demonstrate knowledge of important concepts and procedures related to modeling in
geometry.

Resources

Geometry, Glencoe McGraw-Hill, 2010, Student/Teacher Editions

 Section 12-1 (pp. 823-828)

 Sections 12-4 through 12-6 (pp. 847-871)

 http://connected.mcgraw-hill.com/connected/login.do: Glencoe McGraw-Hill Online

 Chapter 12 Resource Masters (pp. 6 – 7, 25 - 42)

 Interactive Classroom CD (PowerPoint Presentations)

 Teacher Works CD-ROM

CCSS Geometry Lab 1: Two-Dimensional Representations of Three-Dimensional Objects (See the

Supplemental Materials section of this binder)

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CCSS Geometry Lab 14: Population Density (See the Supplemental Materials section of this binder)

TI-Nspire Teacher Software

Exam View Assessment Suite

Education.TI.com: Maximizing the Area of a Garden activity. See the Supplementary Unit Materials
section of this binder for the student and teacher notes for this activity.

www.utdanacenter.org/k12mathbenchmarks/tasks/7_coneslaunch.php: Cones Launch task. See the

Supplementary Unit Materials section of this binder for the student and teacher notes for this activity.

Image Tool, www.shodor.org/interactivate/activities/ImageTool/

Note: The district resources may contain content that goes beyond the standards addressed in this unit. See the
Planning for Effective Instructional Design and Delivery section below for specific recommendations.

Materials

TI-Nspire graphing calculator

Instructional Considerations

Key Vocabulary

constraint

Planning for Effective Instructional Design and Delivery

Reinforced vocabulary taught in previous grades or units: density, and ratios.

The district resources in this unit are identical to the resources provided in the previous unit. In order to
avoid replication of previous content, care should be taken in assigning items from the textbook sections
or resource masters. The focus in this unit is application of geometric properties modeling real world
problems.

In this unit, students will apply modeling in the process of choosing and using the appropriate
mathematics to analyze and understand geometric situations. This concept can be demonstrated using
multiple methods. For example, the following link is a hands-on bridge building activity modeling a
parabolic relationship in a real-life situation:

http://engineering-innovation.jhu.edu/pdf/mini_bridge_project.pdf.

The Mathematics Benchmarks, K-12 website provided by the Dana Center the Dana Center at the
University of Texas, Austin. The task Cones Launch from this resource provides the opportunity for
students to connect algebra and geometry by using formulas and spatial skills to solve real world

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problem. This task is available in the Supplemental Unit Materials Section of this binder and on the
following website:

http://www.utdanacenter.org/k12mathbenchmarks/tasks/7_coneslaunch.php

Numerous resources on the web also reinforce applications of modeling in geometry. The Illustrative
Mathematics Project was developed under the guidance of members of the Common Core State
Standards working group as well as other national experts in mathematics and mathematics education
(PARCC Model Content Frameworks, p. 11). The project provides illustrations and example of tasks
supporting the implementation of the Common Core State Standards. The following tasks can be used to
support the content and are available on http://illustrativemathematics.org/standards/hs:

 Tennis Balls in a Can

 The Lighthouse problem

 Toilet Roll

An additional resource for geometric modeling may be found on www.shodor.org/interactivate.

Teachers with limited internet access in their classrooms can request a CD from Shodor.org with the
website activities. The Image Tool activity from shodor.org provides students the opportunity to
measure angles, distances, and areas in images.

District resources for the modeling unit are also available in the Supplemental Unit Materials Section of
this binder. They are also accessible online on the Glencoe McGraw-Hill Math Geometry Student and
Teacher textbooks or on the following website: http://glencoe.mcgraw-hill.com/sites/dl/free/
0078884845/634463/CCS_Geometry_se.pdf. To access the CCSS Supplements using the online
textbooks select the CCSS icon on the homepage of the online textbook and then choose the
corresponding lesson or lab to access supplementary Glencoe lessons identified in the resource section.

Using technology to explore modeling in geometry is helpful for all learners. The student and teacher
materials for the TI–Nspire activity, Maximizing the Area of a Garden are located in the Supplementary
Unit Materials Section of this binder. In this activity students solve a real world problem by determining
the relationship between the width and length of a garden with a rectangular shape and a fixed amount
of fencing. They derive a formula for computing the area of the garden when given the width. They also
find the dimensions of the garden that has the maximum possible area.

Additional TI-Nspire resources can be found using the TI-Nspire Teacher Software. The content tab of
the TI-Nspire desktop software contains links to the Geometry, Glencoe McGraw-Hill, 2010 textbook.
These resources are accessible by chapter and section.

As you assess students using the 5-minute check transparencies, a cues, questions, and advance
organizers strategy is being used, since students are answering questions about content that is
important. Some of the questions help students review prior knowledge, and these should be used at

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the beginning of a lesson; other questions, for use during and after the lesson, help students practice
knowledge.

Notes

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