Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Circles, Triangles, Rectangles OH MY!

Content Area: Geometry

Grade Level(s): 10th

Content Standard Addressed: MGSE9–12. G.CO.1 Know precise definitions of angle, circle,
perpendicular line, parallel line, and line segment, based on the undefined notions of point, line,
distance along a line, and distance around a circular arc.

Technology Standard Addressed: Empowered Learner Students leverage technology to take an active
role in choosing, achieving and demonstrating competency in their learning goals, informed by the
learning sciences. Students:

A. Articulate and set personal learning goals, develop strategies leveraging technology to achieve
them and reflect on the learning process itself to improve learning outcomes.

C. Use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.

D. Understand the fundamental concepts of technology operations, demonstrate the ability to

choose, use and troubleshoot current technologies and can transfer their knowledge to explore
emerging technologies.

Selected Technology Tool: Timeline

URL(s) to support the lesson (if applicable):

http://www.readwritethink.org/files/resources/interactives/timeline_2/

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☒ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Students are given the opportunity to demonstrate their learning
through the use of a site called “ReadWriteThink.org”. The students will be asked to create a timeline
that illustrates their understanding of shapes and showcase how their ideas and definitions have
changed from 6th grade to 10th. After the completion of the first lesson the students should be able to
come up with precise definitions on each of the terms we have discussed. For students who struggle
to present, timeline offers an opportunity to showcase their creativity through pictures and funny and
captions.

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
Lesson idea implementation:
Students will be able to produce precise definitions of terminology relying on previous knowledge and
content learned during this lesson. Students will be able to find creative illustrations online that
showcase their understanding of each word and how each can be applied to a real world concept. For
example: A “Ray” – is a line with a single endpoint that extends in infinitely one direction. Students
will be able to provide 2-3 real world examples of a “Ray” (pencil, scissors lamppost). Students will be
able to make connections and engage with prior knowledge from previous lessons and information
learned in previous years about different shapes. (Students were asked to create a flipbook which
defined each of the words and then draw their own pictures). Students will hold onto this flip book for
the upcoming quiz. My goal for this lesson is to show that understanding the definition of each word,
creates a foundation for understanding the math that comes with it. Geometry is a very word heavy
subject when you eliminate the fear of the words it makes the understanding of the math that much
easier to grasp.

Students will be assessed based on their Timeline. After completing the following objectives listed
above. Students will be asked to create a Timeline that provides a very brief overview of their
understanding of geometric shapes prior to this lesson and after. Students should be able to provide
an in depth explanation on words after our lesson and showcase a clear understanding of the content
by applying the words to real world concepts. Students should complete and provide 5 or more
examples and share with the class their timeline. Students will engage in peer editing and then have
the final project graded by me Students will be given an entrance ticket on google classroom where
they are asked to fill out a google survey upon completion of the project. The survey will ask them to
pick 2 words and define in their own words from memory. These tickets will be looked at immediately
after submission and incorporated in to the quiz the students will take at the end of the week.

Reflective Practice:
I feel that this lesson does an excellent job at pulling the students away from the mundane sit and
write notes. As geometry focuses on a great deal of wordy content the students are able to get a
better understanding of the material without having to study outside of class. I feel that the peer
component allows the students to not only share their work with a partner but also ensure that they
know what they are doing as they will be required to correct work from others. In addition to this the
students are able to receive feedback from someone other than myself and use their partner as a
buffer before receiving a grade that goes into the gradebook. Allowing the students to share their
answers on a google survey allows them to discretely share their knowledge and receive immediate
feedback on what they may need to add or leave out.

Spring 2018_SJB