Hunter Method Lesson Plan

October 27, 2011

Class: Beginning-Intermediate Geometry

Unit: 1

Teachers: Team B.

Materials: Random triangle shaped sugar cookies, M&M’s, licorice rope, marshmallows, pretzel sticks, icing

(in small baggies), compass, scratch paper, pencil, math journals, The Greedy Triangle, and worksheet copies.

Duration: 90 min block

Objectives/Standards: This is a review and intermediate lesson, combined for the use of teaching a shape in a

college course. The objectives outlines are from various age levels in the Utah state curriculum to reflect the

entire lesson.

Students will describe and analyze attributes of two-dimensional shapes.

Identify attributes for classifying triangles (e.g., two equal sides for the isosceles triangle, three equal

sides for the equilateral triangle, right angle for the right triangle).

Students will understand attributes and properties of plane geometric objects

and spatial relationships.

Identify and describe attributes of two-dimensional geometric shapes.

Name and describe lines that are parallel, perpendicular, and intersecting.

Identify and describe right, acute, obtuse, and straight angles.

Students will use spatial reasoning to recognize, describe, and analyze geometric shapes and principles.

Describe relationships between two- and three-dimensional shapes and analyze

attributes and properties of geometric shapes.

Classify triangles and quadrilaterals and analyze the relationships among the shapes in

each classification (e.g., a square is a rectangle).

Identify properties and attributes of solids (i.e., right prisms, pyramids, cylinders, cones)

and describe them by the number of edges, faces, and vertices as well as the types of faces.

Students will use spatial reasoning to recognize, describe, and analyze geometric shapes and principles.

Describe relationships between two- and three-dimensional shapes and analyze attributes and properties

of geometric shapes.

Draw, label, and describe line segments, rays, lines, parallel lines, and perpendicular lines.

Draw, label, and define an angle as two rays sharing a common endpoint (vertex).

Students will determine area of polygons and surface area and volume of three-dimensional shapes.

Determine the area of polygons and apply to real-world problems.

Determine the area of a trapezoid by the composition and decomposition of rectangles, triangles, and

parallelograms.

Determine the area of irregular and regular polygons by the composition and decomposition of

rectangles, triangles, and parallelograms.

Students will describe and analyze attributes of two-dimensional shapes.

Describe and compare attributes of two-dimensional shapes.

Identify, describe, and classify polygons (e.g., pentagons, hexagons, octagons).

Identify attributes for classifying triangles (e.g., two equal sides for the isosceles triangle, three equal

sides for the equilateral triangle, right angle for the right triangle).

Standards: These additional standards are from the Common CORE and are in addition to the standards set

forth by the Utah curriculum at this time.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel

lines. Identify these in two-dimensional figures.

Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or

the presence or absence of angles of a specified size. Recognize right triangles as a category, and

identify right triangles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into

rectangles or decomposing into triangles and other shapes; apply these techniques in the context of

solving real-world and mathematical problems.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions.

Focus on constructing triangles from three measures of angles or sides, noticing when the conditions

determine a unique triangle, more than one triangle, or no triangle.

Prove geometric theorems

Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a

transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are

congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the

segment’s endpoints.

Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°;

base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle

is parallel to the third side and half the length; the medians of a triangle meet at a point.

Anticipatory Set: The Greedy Triangle by Marylyn Burns.

Teaching: Input. Quickly review items from the math journals. Call on students to

review each one.

A triangle is a polygon which has three sides.

An equilateral triangle has equal sides and equal angles.

An isosceles triangle has two equal sides and two equal angles.

A scalene triangle has three unequal sides and three unequal angles.

A right-angled triangle has one right angle (90°).

An acute-angled triangle has all angles less than 90°.

An obtuse-angled triangle has one angle greater than 90°.

Of a 2-D shape: Review vertices. Review the sum of a triangle and why it is so. Review measuring the angle of

a triangle. Review the linear lines of the triangle.

Of a 3-D shape: Review faces, vertices, edges, perimeter, volume, surface area.

Teaching: Modeling Work together on worksheet. Showing examples of the first 1/3 of

the problems, working together on the next 1/3 of the problems, and allow the student to

do the last 1/3 of the problems on their own.

Teaching: Check for understanding (knowledge, comprehension, application, analysis,

synthesis and evaluation.) Randomly check students work to verify students

understanding of 1/3 of the problems they had to do on their own.

Guided Practice:

Pass out baggies already filled with all supplies needed.

Each sugar cookie is a different shape.

Get out your compasses and find the angle of your cookie.

Use your icing to make the linear lines on your cookie.

Find the angles on your cookie, use your licorice rope to show them.

By raise of hands who as a right-angle, an acute and obtuse triangle?

Find the vertices on your cookie, place an M&M on them.

Find the area of the cookie.

Find the perimeter of the cookie.

Pass out next baggie with all supplies needed for building a 3-d shape.

Use the marshmallows and pretzel sticks to create a 3-d triangle.

How many faces does it have? Vertices? Edges?

Find the volume and the surface area.

Closure: In morning work for the next while included will be a couple of questions from

this lesson to continue to reinforce the lesson.

References:

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

http://www.schools.utah.gov/curr/core/corepdf/Mth3-6.pdf

Class: Art

Unit: Triangle/Art integration

Teacher: Mrs. Kim Eschler

Materials: 11x14 craft paper, pencils, color pencils, sheets of various size triangles, circles, squares, rectangles.

Rubric of requirements

Duration: 45 min of in class time, and a week to allow for the project to be completed, sponge activity for the

week for when work is finished, or as other time allows and finally as homework.

Objectives: Identify, duplicate, describe, and extend simple repeating and growing

patterns.

Standards: Students will understand basic geometry and measurement concepts as well as

collect and organize data.

Identify, name, describe, and draw circles, triangles, rectangles, and squares in

various

sizes and orientations.

Combine shapes to create two-dimensional objects (e.g., using a triangle and

square to

create a picture of a house).

Anticipatory Set: Show sample artwork both good and bad. Look around the room and

break down everyday objects into basic shapes.

Teaching: Input. Expectations are that each drawing must be clean, nicely colored,

the full page is filled; use 100 triangles, 75 circles, 50 squares, 25 rectangles is

expected. Creativity in shapes is a must. Extra points will be given for degree of

difficulty. 100 points are possible.

Teaching: Modeling Show additional art work that other students have done, being

more specific about the requirements.

Teaching: Check for understanding (knowledge, comprehension, application,

analysis, synthesis and evaluation.) Watch for active interest, boredom, reteach if

necessary via questions for understanding. Clarify with students the understanding of

when it is due, make sure that they each have the rubric in hand, and know where to get

more shape pages if they need more.

Guided Practice. Remind students during daily wrap up of when this project is due.

Clarify daily any questions that come up.

Closure: This is a fun shapes review art project, with focus on shapes in everyday use.

Looking for creativity and following directions.

Sample art piece from this lesson plan, completed by a 8th grader.

References:

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

http://www.schools.utah.gov/curr/core/corepdf/Mth3-6.pdf

Class: Language Arts

Unit: Pyramid Diorama

Teacher: Mrs. Megan Rowland

Materials: I Wonder Why Pyramids Were Built: and Other Questions about Egypt by Philip Steele. 5 sheets

8x8 squared construction paper, glue, scissors, ruler, markers, pencils, and crayons.

Duration: 45 minutes of scheduled Language Arts time. 1 week in class for the reading of the book, preparation

of the dioramas and additional readings available upon early completion of the diorama.

Objectives: To learn about other cultures while encompassing the use of geometrical

triangles into Language Arts lessons.

Standards: Students will understand how to alter shapes to build the diorama.

Cutting 5 rectangles into squares then dividing each square into 4 equal, right

triangles, by folding, to create the walls of the diorama. 1 piece of construction

paper will be cut in 4 equal, right triangles.

Students will illustrate what is learned from the reading of I Wonder Why Pyramids

Were Built: and Other Questions about Egypt by Philip Steele to complete the dioramas

Anticipatory Set: Show a prepared diorama for an example. Also provide detail of what

is seen inside the walls of ancient Egyptian Pyramids, such as hieroglyphics.

Teaching: Input. Students must listen closely to what is being presented from the

book. They must use this book, as a single source, to illustrate the walls of the diorama

Teaching: Modeling Explain to the students how to create right triangles from the

squares to build the diorama. Then show them how the walls of the diorama represent

those of an Egyptian Pyramid.

Teaching: Check for understanding (knowledge, comprehension, application,

analysis, synthesis and evaluation.) Provide the book as well as additional copies, if

available, for reference while building the diorama. Watch for continued progress and

understanding of the lesson being taught. Ensure depictions of what the book provides

are being represented by the student’s illustrations.

Guided Practice. Help students to remember all aspects of the book by reminding

them of the main points discussed. These can be told to the students while they are

working on the dioramas in class.

Closure: This is a great way for students to understand practices of different cultures,

while working towards a better understanding of basic shapes, how these shapes

construct another and how the 2D objects become 3D.

References:

M, S. (2010, November 22). Instruction resource set: geometry: ancient egypt [Web log message]. Retrieved from http://blog.richmond.edu/openwidelookinside/archives/category/activiti es-and-experiments

Writer, J. (2011). Pyramid diorama (triarama) templates & directions. Retrieved from http://jimmiewriter.hubpages.com/hub/Pyramid-Diorama

Class: Music

Unit: Triangle/Music integration

Teacher: Mrs. Alysia McIntosh

Materials: 10 to 20 triangle instruments (one per student or you can team the students up and have them share)

Duration: 30 to 45 minutes in class

Objectives:

Learn basic history of the triangle as a musical interment.

Discover that different size instruments different tones

Learn about rhythm/beat

Anticipatory Set:

Explain history of triangle.

Demonstrate beat and rhythm

Have student practice beat and rhythm

Teaching: Input.

Give students a brief history of triangle instrument.

o Inventor of triangle unknown

o First all metal instrument used in a modern orchestra in 1710

o 1853 first triangle solo in an orchestra

o Currently used in all genres of music

Features

o A standard concert triangle is constructed from steel bar bent into the shape of an equilateral

triangle. A small opening appears on one corner of the instrument. A steel beater is used to strike

the triangle.

o Triangles come in a variety of sizes. The average concert version measures up to 7 inches on

each side. The largest known triangle, however, measures 2 feet, 3 inches on each side.

Oversized triangles are still used today on farms and ranches to signal meal times.

Modeling and

Guided Practice.

Model the different sizes of triangle instruments.

Explain tone and show the different tones that occur when using the different size triangles.

Explain beat

Show beat by tapping the triangle to a beat counting 1, 2, 3, 4, 1, 2, 3, 4.

Show rhythm by tapping the triangle 1, , 3, 4, , 1, ,3,4.

Explainto the students that you will hand them a triangle and they will have 1 minute to try out their

instrument on their own. Then they must quiet their instrument and wait for instruction.

Count out a beat to the students and have them tap along with you. Continue until most if not all

students are on beat.

Now try a rhythm just as you showed them. Continue until most if not all students have the rhythm.

Play and common song (example: Itsy bitsy spider) and clap out the rhythm of the tune.

Play it again now tapping it out on your triangle.

Have the children tap it out on their triangles

Closure:

Put the children into 4 groups and put them in each corner of the room.

Give each group a common song (example: Old MacDonald, Bingo, Twinkle twinkle little star)

Ask each group to take 5 minutes to find the rhythm to this song and be ready to demonstrate it to the

class on their triangles.

Have the students present to class.

Independent practice: Not needed

Class: Geography

Unit: Triangle integration into Geography

Teacher: Mrs. J. Walker

Material: Cardstock, markers, pencils, tape and scissors

Duration: One hour during science block for two weeks

Objectives:

Explore the history and mystery surrounding the Bermuda Triangle

Teach students how geography and shapes (triangle) are connected

View map to understand how the triangle is formed

Identify shape(s) that the triangle can be compared to

Understand terms associated with the triangle and its properties

Standards: By the end of the lesson, students will acquire the ability to: identify the shape (triangle); explain

how a triangle is formed; make comparisons; and make the connection between geography and shapes.

Anticipatory Set:

Ask: How many of you have heard about the Bermuda Triangle?

Allow students to share what they know about the Bermuda Triangle

Allow students to share what they know about other unsolved mysteries.

Introduce a brief history and picture of the Bermuda triangle to draw the students in and gain

attention.

Statement: The "Bermuda Triangle" or "Devil's Triangle" is an imaginary area located off the southeastern

Atlantic coast of the United States of America, which is noted for a supposedly high incidence of unexplained

of ships disappearances and aircraft. ! ("The Bermuda Triangle", 2005-2009). Although the United States Navy

lost two ships within this area (The USS Cyclops in 1918 and Flight 19 in 1945), they do not believe the

supposed Bermuda Triangle exists. Why do ships and planes go missing in the region? Some believe that it may

be due to magnetic abnormalities that affects compass reading. Others believe that methane eruptions from the

ocean’s floor may suddenly be turning the sea into a froth that can’t support a ships weight so it sinks (Krystek,

2011). What do you believe?

Teaching Input: Apexes that form the triangle are Miami, Florida, San Juan, Puerto Rico, and Bermuda.

What is an apex? An apex is the highest point also known as the vertex or pointed end.

Provide map for students to view

Teaching Modeling:

View the map to determine how the triangle is formed and the type of triangle it forms.

Name other objects that a triangle can be compared to (volcanoes, mountains, and banners).

The triangle is formed by connecting the points at Miami Florida, San Juan, Puerto Rice, and Bermuda.

The region forms an isosceles triangle. A triangle with at least two equal sides.

Triangles can also be compared to pyramids. In geometry, a pyramid is a polyhedron formed by

connecting a polygonal base and a point, called the apex. Each base and apex forms a triangle.

("Pyramid (geometry)", n.d,). Example: The food chain is displayed in a pyramid.

Teaching: Checking for Understanding:

Students will complete a question and answer worksheet

Worksheet

o What is the Bermuda Triangle?

o How many ship(s) and aircraft(s) did the Navy lose in the supposed Bermuda Triangle (per this

lesson)?

o Name a ship and aircraft lost in the supposed Bermuda Triangle?

o What type of triangle does the region form?

o What other objects can the triangle be compared to?

o Do you believe the Bermuda Triangle exists and is it fact or myth?

Review the worksheet and provide an opportunity for each student to talk about their answers.

Guided Practice Activity: Build a triangular book

Have the students cut out the hexagon and along the solid line from the perimeter to the center.

Accordion-fold the triangular pages so that the cover is on top. Use a small piece of tape to keep the

book together. Tape the cover to the pyramid page. The pyramid page is the last page.

Closure: The lesson is a good way to teach students how geography and shapes can be integrated. The lesson

familiarized students with the triangle shape, how it is formed, and provided an opportunity for students to

make comparisons between the triangle and other objects. The lesson also provided an opportunity to explore

fact and myth. The lesson grabs the students’ attention as they explore the mystery surrounding the Bermuda

Triangle.

Independent Practice:

Students will complete a question and answer worksheet after each lesson

The worksheet will be completed at home

Responses will be discussed in class

A new worksheet will be completed following each lesson

USS Cyclops in 1911

Flight 19 in 1948

References:

The Bermuda Triangle. (2005-2009). Retrieved from http://the-beautiful-day.blogspot.com/2009/05/Bermuda

triangle.html

Krystek, L. (2011). The "Mystery of The Bermuda Triangle. Retrieved from

http://www.unmuseum.org/triangle.htm

Pyramid (Geometry). (n. d,). Retrieved from http://en.wikipedia.org/wiki/Pyramid

Class: Social Studies

Unit: Triangle/Social Studies integration

Teacher: Mrs. Michelle Gonzales

Materials: White board, white board markers, various types of triangles cut from poster board, pictures or

labels of the three main branches of government (examples of governments in other countries to show the

difference). Rubric of requirements

Duration: Integrated into the social studies block of time, 45 min of in class time. This section of the unit will

continue for one week.

Objectives: Identify, three main branches of federal government, the responsibilities of

each branch, checks and balances, separate but equal- equilateral triangle

representation.

Standards: Students will understand basic government functions and responsibilities as well as recognize the

relation of shape properties and apply them to social situations.

Identify, and explain the responsibilities of the three main branches of the

government.

Recognize the relation of shape properties and vocabulary and the application to

other areas of learning and real world situations.

Anticipatory Set: Show examples of triangles and have class determine which triangle

represents the federal government (equilateral triangle). Use the governments of other

countries to show the difference, perhaps different shape (monarchy, dictator,

parliament, judicial, military, etc.) Subsequent government lessons can be used to

reinforce geometric shapes (pentagon-five branches of the military).

Teaching: Input. Expectations are that students are able to identify branches of

federal government, responsibilities, the titles and number of people serving in the

positions, and term limits. Using shapes to reinforce the understanding of power and

reinforce the properties and vocabulary of geometry and specifically triangles.

Teaching: Modeling Show- use physical and correct triangle shapes to represent

properties of equality or inequality in government. Show pictures of the members of the

branches of government for the students to have a accurate visual illustration of past

and present representatives.

Teaching: Check for understanding (knowledge, comprehension, application,

analysis, synthesis and evaluation.) Watch for active interest, boredom, reteach if

necessary via questions for understanding. Use active involvement as a motivator, ask

students to stand as representatives. Ask students to come to the board to answer and

explain their reasoning. Call on students that appear more withdrawn. A test at the end

of the week to show the students understanding is recommended, the type of

testing/assessing can be administered in various ways; written test or verbal

presentation with time and teacher preference the determining factor.

Guided Practice. Clarify daily any questions that come up. Hang pictures in room for a

constant visual.

Closure: This is a way to reinforce geometric shapes by involving shapes in social

studies. Shapes and geometric properties are everywhere in our everyday use. For this

lesson we are looking for the connection between properties of government and

geometric properties; congruent, equal, obtuse, acute, adjacent, parallel.

Sample photos:

1925 Calvin Coolidge 1925 Supreme Court

1925 Legislature

References:

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

http://www.schools.utah.gov/curr/core/corepdf/Mth3-6.pdf

Turnitin.com (2011) Team Paper. Retrieved on October 25, 2011 from https://api.turnitin.com/newreport_classic.asp?oid=210218623&svr=4&session-id=e53d3285372ceadf36eedb514249f820&lang=en_us&r=20.2697404350047

Write Point. (2011) Team Paper. Retrieved on October 26, 2011 from

https://ecampus.phoenix.edu/classroom/ic/cwe/PaperList.aspx.