I NTRODUCTION I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDST ASKP ROCESS E VALUATIONC ONCLUSIONC REDITS T EACHER ’ S P AGES TANDARDS

 Your Task is to work in a group to hunt for geometric shapes around our school. - The shapes should also include angles and polygons.  You will take pictures of these shapes and describe its properties.  At the end of the hunt you will create a brochure that illustrates and describes the shapes that you found.  The group with the best brochure will be selected by the class and present to the entire fifth grade at a special ceremony. Good luck students! I NTRODUCTION I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDST ASKP ROCESS E VALUATIONC ONCLUSIONC REDITS T EACHER ’ S P AGES TANDARDS

Step 1: Choose your shapes  Form a group of five.  Your group will need to go to the following websites to research and choose five geometric shapes.  Each member in the group will hunt for one shape. Remember! Everyone in the group must have a different shape.  Shapes hunt Webpage: try/polygons.htm try/polygons.htm  Basic Hunt Webpage: try/basicterms.htm try/basicterms.htm  A video about polygons: hOuq4 hOuq4 I NTRODUCTION I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDST ASKP ROCESS E VALUATIONC ONCLUSIONC REDITS T EACHER ’ S P AGES TANDARDS

Step 2: Hunt for the shapes  Your group will walk around the school hallways, cafeteria, and playground to search for these geometric shapes. When you spot a shape, use the classroom camera to take a picture of the object. Be sure to describe all of the properties of the geometric shape in your notebook.  Click on the camera to see an example. I NTRODUCTION I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDST ASKP ROCESS E VALUATIONC ONCLUSIONC REDITS T EACHER ’ S P AGES TANDARDS

Step 3: Have a group discussion Answer these three questions. Make sure you explain why you feel the way you do. 1.) What type of shapes did you find? 2.) How are shapes used in the real world? 3.) Do you think the world could exist without shapes? I NTRODUCTION I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDST ASKP ROCESS E VALUATIONC ONCLUSIONC REDITS T EACHER ’ S P AGES TANDARDS

 Step 4: Create a group brochure  Create a geometry brochure using the pictures and descriptions you gathered.  Each group will have a chance to use the class computers to type up your descriptions on Microsoft Word.  Place one picture and its detailed description on each page of the brochure.  Be sure that each page brings something new to your brochure. I NTRODUCTION I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDST ASKP ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDS

 Step 5: Personalize it!  You may also include a summary of your discussion from step 3. This will make your brochure more interesting. And remember! The group with the best brochure will present at the special ceremony! I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDS

Categories Beginning 1 Developing 2 Excellent 3 ResearchStudent followed few of the provided links. Student followed some of the provided links. Student followed all of the provided links. Hunt/DescriptionIncludes at least two of the six required shapes. Description is hard to follow due to poor organization. Properties of the shapes are not explained well. Includes at least four of the six required shapes. Description is good and less difficult to follow. Properties of the shapes are explained well but could be more thorough. Includes all six of the required shapes. Description is extremely clear and easy to follow. Properties of the shape are well developed and complete. BrochureBrochure is not clearly organized. Pictures/descriptio ns are incomplete. Poor organization. Brochure is organized well. Some pictures/descriptio ns lack detail. Good organization Brochure is well developed and organized. All pictures/descriptio ns are clear and thorough. Excellent organization. I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDS

I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDS

 Pictures: us/images/academic- CM aspx?qu=geometry, oss/, Microsoft Clip Art. us/images/academic- CM aspx?qu=geometry, oss/  Websites: m, m standards-2007.aspx, ml standards-2007.aspx ml I NTRODUCTION T ASK P ROCESS I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDSE VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDS

 This webquest was created for fifth grade mathematics students. It is designed to last for a week and a half. It is a fun and effective way for students to concretize their understanding of shapes and polygons. Therefore, this webquest can be started after the first few lessons on geometric shapes and figures.  At the end of this webquest students will have made a personal connection to what they are learning in the classroom, and the real world. In other words, they will see geometry come to life.  To implement this quest, you will need: Computers with Microsoft word, classroom cameras/adaptors, and a printer.  If possible, have a parent, aid, or older student monitor the hunt activity. They can clarify any directions and help the students.  For ELL students, you can suggest this video on shapes: I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDS

 NETS Standards: 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. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.. I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDS

 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. 5. Digital Citizenship Students understand human, cultural, and social issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 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. d. transfer current knowledge to learning of new technologies I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDS

 New York State Mathematics Standards:  5.PS.10 Work in collaboration with others to solve problems  5.CM.1 Provide an organized thought process that is correct, complete, coherent, and clear  5.CM.5 Answer clarifying questions from others  5.CM.6 Understand mathematical solutions shared by other students  5.CN.1 Understand and make connections and conjectures in their everyday experiences to mathematical ideas  5.CN.5 Model situations with objects and representations and be able to draw conclusions  5.CN.6 Recognize and provide examples of the presence of mathematics in their daily lives  5.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations  5.R.2 Explain, describe, and defend mathematical ideas using representations  Students will identify and justify geometric relationships, formally and informally. I NTRODUCTION T ASK P ROCESS E VALUATION C ONCLUSION C REDITS T EACHER ’ S P AGE S TANDARDS