Susana Bravo

Why Projects? Project Based Learning is an approach to teaching that involves the use of projects and other hands on tools. It is an alternative to the traditional lecture format that has been long-established. Students are encouraged to participate through observation and inquiry of the projects as well as interact with fellow students and instructors. This type of learning captivates students and makes learning more enjoyable.

Unit Summary The Geometry Lesson Plan requires students to start giving lectures after the 4 th week of class as I will be teaching the technology (Power Point) as well as the subject matter (geometric proofs). The students (four students per group) will prepare a 45 minute lecture along with Power Point slides and interactive examples. They will also be required to provide sample questions for those not lecturing. The class will complete the problems by the next day and the students who gave the presentation will explain the answers. Students will be able to grasp the information more thoroughly if they are required to teach it.

Unit Summary (continued) I will provide a link to the presentations so that students may study from them for upcoming exams. This part of the curriculum will comprise 20% of the students’ total grade. The second part of Project Based Learning consists of a field trip to an area with a variety of architecture (Los Angeles) to demonstrate the different geometric shapes. Students would be required to make observations of the buildings as well as some calculations. I would expect a summary (one page) of what was learned a few days after the trip. This project will comprise 10% of the students’ total grade.

Unit Objectives The main objective of this lesson plan is for students to be able to understand geometry by both visual and hands on learning. When presented with a geometric figure, students should be able to identify its properties as well as the formulas used to calculate measurements (area, volume etc.). They should also be able to prove congruency of triangles. Students will also become proficient in technological programs (Power Point) as well as professional in giving presentations of the subject matter.

Curriculum-Framing Questions Essential Question 1. How does geometry help society? Unit Questions 1. In what career would the ability to both calculate the measurements and prove the congruency of triangles be beneficial? 2. Why do you think the ability to present in front of an audience is important?

Curriculum-Framing Questions (continued) Content Questions 1. Can you list the basic geometric shapes and state their characteristics as well as the formulas used for their measurement? 2. Identify the basic theorems and prove them using the methods taught in class.

Targeted Content Standards 1.0 Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning. 2.0 Students write geometric proofs, including proofs by contradiction. 4.0 Students prove basic theorems involving congruence and similarity.

Targeted Content Standards (continued) 5.0 Students prove that triangles are congruent or similar, and they are able to use the concept of corresponding parts of congruent triangles. 6.0 Students know and are able to use the triangle inequality theorem. 7.0 Students prove and use theorems involving the properties of parallel lines cut by a transversal, the properties of quadrilaterals, and the properties of circles. 8.0 Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures.

Assessment Plan Before the school year begins, I will research the students’ background and grades as well as speak to their math teacher from the previous year. I will identify any problem areas that a student may have and take that into consideration when constructing my lesson plan. As the semester progresses I will review the students’ performance every 4 weeks to make sure that they are keeping up and absorbing the material.

Geometric Proofs (Triangles): Gauging Student Needs (K-W-H-L Chart) What do you think you know about triangles? What questions do you wonder about triangles? How will you find the answers to your questions? What have you learned from triangles? [Possible Student Responses] They have 3 sides. There are different kinds. They have a base and a height. They are a lot different than circles and squares. [Possible Student Responses] How are they measured? How is congruency proven? Why do they matter when referring to buildings, houses etc.? Why are they important? [Possible Student Responses] Learning their characteristics and formulas. Learning the congruency proofs. Taking good notes and writing a good summary for the field trip assignment Doing all the assignments and giving a good presentation. [Possible Student Responses] The measurements of the area and volume of a triangle are unique because of its 3 sides. Every triangle measures 180 degrees. There is one specific way to prove right triangles. Triangles are used in everyday life (roofs, buildings etc.).

Project Summary The Project-Based Geometry Lesson Plan will help students learn the subject matter in a new and innovative manner. Students will be responsible for both creating their own lesson plan as well as presenting it in a clear and professional manner. At the end of the year, the students will rate the lesson plan (as far as clarity and content) and give suggestions on how it can be improved.