7th Grade Geometry Lesson Plans The following lessons are to supplement Chapter 7 – “Investigating Geometry” from: Middle Grades Math, Course 2 (Prentice Hall)

Day 1 - Exploring visual patterns (section 7-1) - “Work Together” on page 288 in groups - Quick Assessment: Design a geometric pattern of your own. On a separate sheet of paper, write an explanation of your pattern. Have a partner try to draw the next four figures in your pattern.

Day 2 - Classifying and Measuring Angles (section 7-2) -

Measuring and Describing Angles – measure using a protractor and define acute, right, obtuse, straight angles. Quick Assessment: Have student demonstrate how to use a protractor by drawing angles of a certain degree and measuring given angles. Discuss and model pairs of angles – adjacent, complimentary, supplementary

Day 3 – Triangles (section 7-3) - Classifying Triangles – by sides and angles - Angles and Triangles – angles have a sum of 180° Performance Package – “Triangle Classification”

Day 4 – Congruent Triangles -

Corresponding parts, notation Use measurement tools and patty paper as tools to show congruence of sides and angles of triangles and other polygons

Day 5 - Polygons and Quadrilaterals (section 7-6) -

Classifying polygons, enter information in a regular polygon chart with the headings: number of sides, name, total angle sum, vertex angle measure - Define special quadrilaterals: parallelograms, rectangles, squares, rhombi, kites, and trapezoids Performance Package – “Quadrilateral Venn Diagram”

Day 6 – Sum of the Measures of the Angles of a Polygon -

This is a technology investigation on pg. 313 Use the findings to finish filling in the regular polygon chart headings about angles

Day 7 – Tessellations (Extra) -

Explore tessellations of regular shapes (provide several regular shapes) Have students give a reason why each shape will or will not tessellate, both by drawing and measuring the angles around a vertex

Day 8 – Performance Assessment -

Chapter 7 Performance Assessment from Chapter 7 Support File

Day 9 – Circles (section 7-7) Page 1

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Parts of a Circle – radius, diameter, and circumference (and π) Have students measure the circumference and diameter of various circles (tape rolls, pop cans, coffee cans, etc.). Have them calculate the ratio C/d as an approximation of π

Day 10 - Circles - Discuss inscribed polygons - Quick Assessment – Draw a design with at least one inscribed polygon Performance Package – “Parts of a Circle”

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Performance Package “Triangle Classification” Content Standard:

G e o me t r y

Level:Grade 7

Specific Statement(s) from the Standard:

From the 6th grade geometry standard: - Classify, compare, and identify triangles by angles and sides

Product(s): Each student will produce a written description of a classification system for triangles using a combination of angles and sides.

Task Description: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Each student will receive a different triangle. Each student will be asked to measure the lengths of each of the sides in his/her triangle. The students will be asked to form groups based on the side length. Each group will describe why they are in a group. Each student will write a description of each group that was formed based on the side measure. Each student will then measure each of the three angles in his/her triangle. The students will now be asked to form new groups based on angle measure. Each group will describe why they are in a group. Each student will write a description of each group that was formed based on the angle measure. Angle and side vocabulary will be introduced. Each student will produce a written description of a classification system for triangles using a combination of angles and sides using the correct vocabulary

Special Notes: The teacher will need to supply students with various pre-determined triangles.

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Performance Package “Triangle Classification” FEEDBACK CHECKLIST FOR TASK 1 The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference. Y=Yes N=Needs Improvement Teacher

Student Measured the sides of the triangle accurately Provided accurate written description of groups formed by side measure Measured the angles of the triangle accurately Provided accurate written description of groups formed by angle measure Provided organized written description of a classification system for triangles using appropriate vocabulary

Overall Comments (information about student progress, quality of the work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed):

Performance Package Page 4

“Quadrilateral Venn Diagram” Content Standard: :

G e o me t r y

Level:Grade 7

Specific Statement(s) from the Standard: From the Grade 7 Geometry Standards: B. Geometry Standard: Use basic geometric principles and proportional reasoning to solve real-world and mathematical problems. 1. Calculate the radius, diameter, circumference and area of a circle given any one of these. 2. Calculate the area and perimeter of a sector of a circle given its angle and radius. 3. Use ratios and proportions to interpret map scale drawings. 4. Classify quadrilaterals as squares, rectangles, rhombi, parallelograms, kites, trapezoids or none of these.

Product(s): A Venn diagram of quadrilateral classification from each group of three students. A presentation of the description of the diagram from the group. A paragraph describing the Venn diagram that he/she liked the best from each student.

Task Description: 1. Using the vocabulary developed the previous day, have students in groups of three create a Venn diagram showing the relationships of the special quadrilaterals. 2. Each group will present their Venn diagram to the class. 3. Each student will write a critique on the Venn diagram that he/she liked the best. (It does not have to be the one from their group.)

Special Notes: Each group member will need to be prepared to make the presentation. A group member will be chosen at random to give it.

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Performance Package “Quadrilateral Venn Diagram” FEEDBACK CHECKLIST FOR TASK 1 The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference. Y=Yes N=Needs Improvement Student

Teacher A neat and accurate Venn diagram was created Correct vocabulary was used Group presentation was easily understood Critique of which one he/she liked the best

Overall Comments (information about student progress, quality of the work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed):

Performance Package “Parts of a Circle” Page 6

Content Standard: :

G e o me t r y

Level:Grade 7

Specific Statement(s) from the Standard: From the Grade 7 Geometry Standards: B. Geometry Standard: Use basic geometric principles and proportional reasoning to solve real-world and mathematical problems. 1. Calculate the radius, diameter, circumference and area of a circle given any one of these. 2. Calculate the area and perimeter of a sector of a circle given its angle and radius. 3. Use ratios and proportions to interpret map scale drawings. 4. Classify quadrilaterals as squares, rectangles, rhombi, parallelograms, kites, trapezoids or none of these.

Product(s): A paragraph outlining what facts we can determine if we know the radius of the Earth including diameter and circumference and an explanation of how he/she found his/her results. A paragraph outlining what facts we can determine if we know the circumference of Mars including diameter and radius and an explanation of how he/she found his/her results. A paragraph comparing Earth to Mars including an explanation of how he/she found his/her results.

Task Description: Given the following information, investigate the relationships of the radius, diameter, and circumference of Earth and Mars. Earth has a radius of approximately 4,000 miles. Mars has a circumference of approximately 13,200 miles.

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Performance Package “Parts of a Circle” FEEDBACK CHECKLIST FOR TASK 1 The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference. Y=Yes N=Needs Improvement Student

Teacher Accurate and descriptive paragraph about Earth Accurate and descriptive paragraph about Mars Accurate and descriptive paragraph about the relationship between Earth and Mars

Students’ paragraphs must be formed by complete sentences using proper grammar and correct spelling.

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