Unit Title: Shape and Shape Relationships. Lesson Title: Brief History of the Shapes.
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Unit Title:Shape and Shape Relationships.
Brief History of the Shapes.
Objectives:By the end of the class, the students will be able to describe part of thehistory of shapes, referring to the Ancient Egypt and the construction of pyramids. Students will be able to identify the use of shapes during the ancient time, comparing with use of shapes that they can see today. Students will be able to create a pyramid, using some of the shapes seen during the class.
Materials:I will use power point presentation withapproximate 7 slides, I will also be prepared to use the overhead with its respective transparencies, in case the projector doesn’t work properly, or any other anomalieswith the computer equipment. I will have the textbook to give some examples of shapes and I will use some material such as white paper to distribute to the students, rulers, colored pencils, scissors, glue, and tape, so the students can work on their own, building one of the shapesseen during the class.
2. Direct Instruction. Today we are going to talk about the ancient pyramids of Egypt, as you can see in the slide; they were built 5000 years ago with the purpose of burial for the famous pharaohs who were thekings of that time. The Egyptians used blocks of stones of different sizes but with the same shape, meaning parallelograms, which could facilitate the process of the construction of the whole pyramid. The Gyza pyramid is one of the biggest pyramids, and took approximately 30 years to build it.
3. Guided Practice.Now, I want you to build a pyramid with the material that is on the table. Someone will be responsible for each team to collect the material for each member of his/her team. You have to see the shape on the screen, and use the measures that you see on that figure. These dimensions represent the real measurement of the Giza pyramid in a scale of: 1 cm = 30 m. Don’t forget that we are working with the metric system, so be sure that you are using the correct scale of your rulers (centimeters).
Closure:How many shapes can you find in the Giza pyramid? Why must the base of the pyramid be a square? Or, could the base also be a rectangle? Why yes? Or, why not? Must the two sides of any of the triangles of the pyramid be the same dimension?
Assessment/Evaluation:At the beginning of next class, I will have prepared pictures in the form of comic cartoons, in which the students will find some geometric shapes. They could color them or just mark the kind of shape they find. After that, we will have a multiple-choice quiz, with no more than 5 questions, that they can answer quickly. I will ask them about the last homework and the last lesson (brief history of shapes).
Because of the problem ofdyscalculia of the student Shashawna Foland, I will explain in detail the scale that we are using to build the size of our paper pyramid comparing them with the real size of the Giza pyramid. I will also spend some time specifically with this student after everyone is working with the building project.