Lesson Topic: Mathematics (Geometry) Grade level: 10th Grade (High School)

Length of lesson: 1 hour

Stage 1 – Desired Results

Content Standard(s):
G.G-MG-A
Students will apply geometric concepts in modeling situations.
 G.G-MG.A.1 Use geometric shapes, their measures, and their properties to
describe objects utilizing real-world context.
 G.G-MG.A.3 Apply geometric methods to solve design problems utilizing real-
world context.

Understanding (s)/goals Essential Question(s):

Students will understand:  What are the properties that make
 Geometric shapes’ characteristics up each geometric shape?
and properties,  How do you solve a design that
 How to find measurements of an contains multiple shapes?
object,
 How to solve a real-world object
or problem.

Student objectives (outcomes):

Students will be able to:
 Determine what shapes make up real-world objects.
 Solve design problem using geometric properties and methods.

Stage 2 – Assessment Evidence

Performance Task(s): Other Evidence:
 When student describe objects  When students can use a
using shapes. geometric shape’s formulas to
solve for their quantities.

Stage 3 – Learning Plan

Learning Activities:

Pre-Assessment:
 In a PowerPoint go over geometric shapes and the formulas used for each.

Procedure
 Provide an example on how everyday items/objects are composed of different
geometric shapes. Ex: Canned food is a cylinder, or a baseball is a sphere
 Ask the students to provide more examples of different geometric shapes
found in everyday life.
 Demonstrate using an object found in the room how to measure it and use the
measurements to find a desired quantity such as the volume of the object.
Have students measure different objects around the room and find their
different quantities.
 Explain how we can use measurements and properties of geometric shapes to
 find dimensions and quantities for real-world context problems. Ex: Designing
a building. Tie in the activity of measuring objects around the classroom by
explaining how it is a similar task to those working as constructors of a design
project.
 Display an example of a design problem and have students describe the
shapes they see. Solve the problem for the desired quantity with assistants
from the class.
 If necessary, do another example with the class.
 Hand out the design problem worksheet and give calculators to those who
need one. Walk around the classroom making sure students understand the
concept of geometric shapes and how to apply their formulas in design
problems.

Materials
 Calculators
 Pencils
 Paper
 Rulers
 Design Problem Worksheets

Extensions & Enrichment:

 If there is time left over have students construct different geometric shapes
out of paper. Such as folding the paper to make a cube. Ask students to share
their creations and give an example of a real-world object of that shape.
 Ask students to pay attention to different structures or design projects
happening outside of the classroom and have them report back the next day
why understanding geometric properties would be beneficial for that project.

Differentiated Instruction:
 Give students, who do not work well in a busy classroom, the choice to work
outside. This will allow the students the chance to find measurements of
objects without feeling anxious with a lot of movement by peers.
Accommodations:
 For a child who is not performing at grade level, a detailed property and
formula list of each geometric shape will be provided. This will allow the
student to focus on applying the properties instead of focusing on
remembering what to use and when.

Technology:
 Computer, projector, and projector screen used to display the PowerPoint
presentation and the example problems.
 Calculators are necessary for both teacher and students to perform
calculations.

Sources:
 AZ State Standards
 Pinterest
Reflection following Teaching