Download UDL Unit: Geometry and Measurement

Brandi Ripa
 22
students:
• 10 boys, 12 girls
• 14 Caucasian, 4 African American, 3 Hispanic, 1
Asian
• 5 Students with an IEP:
 3 Learning Disabled
 1 Speech or Language Impaired
 1 Autistic
 All
students come from middle- to lowermiddle class homes
 Grade: 7th
 Unit: Geometry
and Measurement
 Time Frame: 3 weeks
 Goal: At the end of this unit students will
draw, construct and describe
geometrical figures and describe the
relationships between them.

Remembering:
• Memorize the angle measures of special triangles (30-60 and 45-45
right triangles).
• Define triangles based on angles and side measures.

Understanding:
• Identify special pairs of angles and relationships of angles formed by
two parallel lines cut by a transversal.
• Classify triangles and quadrilaterals by their angles and sides.
• Identify congruent polygons.

Applying:
• Graph reflections, translations, and rotations on a coordinate plane.

Analyzing:
• Differentiate the line of symmetry versus rotational symmetry.

Evaluating:
• Evaluate missing angle measures in triangles and quadrilaterals.

Creating:
• Construct a perpendicular bisector of a segment.
• Construct congruent triangles.
Draw construct, and describe geometrical figures
and describe the relationships between them.
1. Solve problems involving scale drawings of geometric
figures, including computing actual lengths and areas from
a scale drawing and reproducing a scale drawing at a
different scale.
2. 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.
Solve real-life and mathematical problems involving
angle measure, area, surface area, and volume.
5. Use facts about supplementary, complementary, vertical,
and adjacent angles in a multi-step problem to write and
solve simple equations for an unknown angle in a figure.
All
Most
Some
• All students will draw and classify geometrical
figures, and describe the relationships between
them.
• Most students will discover geometric
relationships in authentic situations.
• Some students will formulate conjectures about
the relationships between sides of a triangles
and/or the degrees of angels in polygons.
Monday
Tuesday
Wednesday
Thursday
Topic:
Classifying
Triangles
Topic:
Special
Triangles
Topic:
Identifying
Angles
Topic:
Constructing
bisectors
•Introduction
•Math Dance
•Make
additions to
LINCS
•MathIsFun
Manipulative
•LINCS
Graphic
Organizer
•Math-Play
Triangles
Game
•Think-PairShare
•ActivityAngles All
Around Me
Friday
Topic:
Constructing
Congruent
Triangles
•Video- Math
Open
Reference
•Exit Slip
Monday
Tuesday
Wednesday
Thursday
Friday
•Review
Topic:
Classifying
Quadrilateral
s
Topic: Angles
of Polygons
Topic:
Congruent
Polygons
Topic:
Graphing
Geometric
Figures
•Quiz
•Polygon
RAFT
•LINCS
worksheet
•Johnnie’s
Math Page
Activities
•Exit Slip
•Congruent
Triangles
Interactive
Manipulative
•Life-Size
Graphing
•Exit Slip
•Present
RAFTs
Monday
Tuesday
Wednesday
Thursday
Friday
Topic:
Reflections
Topic:
Translations
Topic:
Rotations
•Review for
test
•Summative
AssessmentUnit Test
•Be My
Reflection
•Translation
Activity:
Activity A or B Creating
(Student
Tessellations
•SMART Board Choice)
Activity
•Exit Slip
•Cooperative
Group Work
FORMATIVE
 Teacher
Observation
 Exit Slips
 Class Activity
Assignments
 Demonstrations with
visuals/
manipulatives
/dances
 Quiz
SUMMATIVE
 Unit Test
 Transformations
Activity
Materials
Resources
Technology
•Graph paper
•Rulers
•Compasses
•LINCS Graphic
Organizer
•Geometry Sudoku
App
•GeomeTry App
•Math-Play Triangles
Game
•MathIsFun
•National Library for
Virtual Manipulatives
•Calculators
•SMART Board
•Computer
•Tablet/iPhone
Representation
Expression
Engagement
•LINCS worksheet
•Note Sheets
•Graphs
•Verbal Discussions
•Classroom
Discussions
•Formative
/Summative
Assessments
•Math Dance
•Angles All Around
Me Activity
•Interactive Games
Geometry
Unit Poster
The teacher
will allow
students to
draw examples
of each
polygon in the
blank areas as
an anchor
activity.
LINCS Table
Vocabulary
Term
Linking Story
Linking Picture
Definition
Reminding
Word
Write each step in the LINCS Strategy in the LINCS Table.
Each box shows where you write the step.
Reminding Word
Requirements:
 Sounds like all or part of the new word OR rhymes
with the vocabulary word.
 Something you can draw.
Examples:
1. Vocabulary Word: Groat
Reminding Word: Goat
2. Vocabulary Word: Toucan
Reminding Word: Fan
Nonexamples:
1. Vocabulary Word: Frantic
Reminding Word: Friend
2. Vocabulary Word: Laser
Reminding Word: Beam
LINCS Poster
Will be hanging in
the classroom for
student reference
throughout the
lesson.
Math Dance Activity
Purpose of Activity: To reinforce obtuse, acute, straight and right angles learned
during math activity -- using rhythm and rhyme.
Begin the class by discussing the pictures on each poster and the characteristics of
each picture. Review the song that was learned in the math class about angles. This
song is sung to the tune of "Twinkle, Twinkle Little Star."
Acute, obtuse, straight and right
I measure your opening, not your height.
Obtuse, you are a gigantic thing.
More than 90 degrees you swing.
Acute, you are really small.
Less than 90 degrees you fall.
Acute, obtuse, straight and right
I measure your opening, not your height.
Straight, you are open all the way.
180 degrees you stay.
Right, you are like the “t” in test,
90 degrees, no more, no less.
Acute, obtuse, straight and right
I measure your opening, not your height.
Divide the class into small groups of 3-4 students. Each group will create a dance to
go along with the song. The dance moves should look like lines, rays and angles.
Students should be given five minutes to create the dance and five minutes to practice
the dance. Everyone will perform the dance at the same time while the class sings the
song together.
(Adapted from PE Central)
This is the
description of
the Math Dance
Activity.
 Students
will have a choice to complete
Activity A or B
Reflection
worksheet that will
be projected on the
SMARTBoard.
Students who need
to physically move
the shapes around
the coordinate plane
will be given the
opportunity to come
up and do so.
Role
Audience
Format
Topic
-Teacher
-Student
-Journalist
-Engineer
-Chef
-Quadrilateral
-Triangle
-Mathematician
-Beautician
-Musician
-Self
-Friend
-Parents
-Sibling
-Teacher
-Boss
-Students
-Other Polygons
-Newspaper
Article
-Brochure
-Cartoon
-Poem
-Recipe
-Instruction
Manual
-Short Story
-Characteristics
of Polygons
-Relationships
between sides
and angles
-Differences
between types of
triangles
-Differences
between types of
quadrilaterals
National Library of Virtual Manipulatives.
(2013). Virtual library. Retrieved from
http://nlvm.usu.edu/
Popovici, D. (2012). Classifying triangles game.
Retrieved from http://www.mathplay.com/classifying-triangles/classifyingtriangles.html
Wright, B. (2010, May 25). Pe central.
Retrieved from
http://www.pecentral.org/lessonideas/Vie
wLesson.asp?ID=10000