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Unit Title: Shape and Shape Relationships. Lesson Title: Brief History of the Shapes.

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unit title shape and shape relationships

Unit Title:Shape and Shape Relationships.

Lesson Title:

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.

Content Standards: Students develop spatial sense, use shape as an analytical and descriptive tool, identify characteristics and define shapes, identify properties and describe relationships among shapes. Distinguish and differentiate between examples and non-examples of shapes based on their properties; generalize about shapes of graphs and data distributions.

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.

  • 1. Anticipatory Set. Does everyone know about the pyramids of Egypt? Where are they located? Why did the Egyptians build the pyramids? Did they know about shapes and their relationships? How did they do the shape calculations in order to build the pyramids?

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.

Do you have any questions about the pyramids? Do you know when the pyramids were built? Do you know why they built them? What was the purpose? How much time did it take to build the Gyza pyramid?

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).

4. Individual Practice. Please take a piece of paper and describe the procedures of your job, referring to your knowledge of shapes and their properties. Example: The pyramid is made by a square, which is the base of the pyramid, and by 4 triangles attached together, which form the body of the pyramid. The dimensions of the square are 7.7 cm by 7.7 cm. The dimensions of one of the triangles are: base = 7.7 cm, high = 6.2 cm, and one of the sides = 7.3 cm.

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?

Homework: On the way back home, I want you to observe streets, houses, cars, or any other object, and give some approximation of certain shape that you consider it to look like. If you didn’t have enough time to observe these details during the bus trip, ask for help of one of your parents and look for any shape that you can appreciate in the city of Ann Arbor. Please draw the picture of the object on the left and the supposed geometric shape or shapes on the right hand side. Explain the details and thoughts that you want to add.

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).

Modification for Special
  • Need Students: Because of the hearing impediment of the student Richard Abbott, I need to sit him close to the place where I am, while I’m explaining the class and the procedures, I will constantly keep an eye on him, trying to figure out whether or not he is following me. Sometimes I need to talk directly to him and write on the blackboard some terms that could be difficult to be heard or be understood by Richard or the rest of the class, especially because of my strong accent.

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.

re teaching ideas
Re-teaching Ideas:
  • For the whole class and especially for those students who have some emotional impairment (that indicates that they could probably be distracted during the class explanation), I will emphasize the following concepts: A pyramid like Giza in Egypt is made by one square, which is the base of the pyramid, and 4 triangles that are the upper body of the pyramid. The square always has 4 sides exactly the same dimensions.