The ACCESS INDIANA Teaching
Teacher Lesson Plans Archive
TITLE: Introduction to Geometry (area)
GRADE LEVELS: 5-7
AUTHOR: Mrs. Shannon T. Schlosser
SCHOOL: Norwell Middle School
DISTRICT: Northern Wells Community Schools
APPROPRIATE GROUP SIZE(S):
Whole Class: No
Small Group: Yes
TIME REQUIRED: 3 class periods
- Learn to find the area of rectangles and triangles.
- Apply the formula for area in creating a flag or banner from the middle ages.
- Research various symbols from the middle ages to include those on their flag or banner.
STATE ESSENTIAL SKILLS PROFICIENCIES:
- 6.1: Develop strategies for solving problems through translating data into mathematics.
- 6.3: Develop reasoning skills and apply them to problem-solving activities.
- 6.8: Develop an understanding of geometric terms and concepts and apply those concepts to problem-solving activities.
- 6.9: Develop measurement skills using customary and/or metric units.
- 6.10: Collect, organize, analyze, and interpret data through the use of fundamental analysis procedures and communicate appropriate conclusions.
- 6.13: Develop explorations of algebraic concepts and processes.
MATERIALS and RESOURCES:
- Have materials available for student use.
- Introduce the concept area of rectangles and triangles, and practice with students.
- Organize students into pairs.
- Student pairs should use scrap paper to practice determining the areas for different squares and rectangles (banners and flags).
- Student pairs should brainstorm various sizes and shapes to achieve specific areas given by the teacher (suggestion: 48 sq. in - banners could be 2x24, 3x16, 4x12, or 6x8 and flags could be 4x24, 6x16, 8x12, or 12x8). Hint: Encourage students to come up with solutions that could be realistically used for banners & flags (for instance: not 1x48)
- Once a pair of students agree on a size and shape of their flag or banner, they should draw the outline, and cut it out.
- Students can use the Internet references above to expand their knowledge of geometry, and of flags & coats of arms that might be useful in their designs.
- Students should include a written description of their finished product
- Assign points to each part of the activity, with the most assigned to the correct dimensions and measurements.
- The neatness of their work, and the quality of their written explanation.
- Ability to work successfully with their partner.
The students' finished product could be used to decorate another project. If, for example, there is a Middle Ages unit being taught, the flags and banners could be placed on a model of a castle built by the students.
I have found that close monitoring during the "brainstorming" portion of the activity is extremely helpful to the students. It is during this time that re-teaching can take place to assure a more relevant learning experience and higher quality finished product.
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