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Making Geometry Active Grade: 6 Standards: Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships. Understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects; Create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship. Objectives; TSWBAT Identify geometric features of the field; shapes 2-D, lengths, area, and angles with in a specific sports field of their choice. Students must find reasoning why the sports field construction fits the sport or create a new field to better suit the sport. Present and defend their fields through their findings with geometry based reasoning. Materials: Baseball field, Soccer field, Football field, Basketball court, Hockey rink, tennis court, skate park, (It may be helpful to inform students of the idea the week before to find alternative courts or fields students would be interested investigating.) (included on CD) Rulers, protractors, compass, calculator, colored pencils and markers, poster board, scissors and glue. Some students may need to use the computer, to find a court. Students can provide any additional materials to add to the presentation, and some history involved in the creation of said chosen sport. Procedures and Timeline: Introduce the lessons main idea by putting the dimensions of a tennis court on the overhead projector and pose the question, “If I wanted to construct a Tennis court in my own back yard what information would I need to know in order to build the court?” Write down all the responses of the students on the board, and review with students the information they deem necessary for building the tennis court. Now pretend you’re going to build the court using the information given by the students; the teacher will attempt to build the court, is there enough information? Is there more information that could help us build this court? Make a T-chart with the items needed to construct a court. (see attached example) (on the other side of the T)Have the students to look through the items/information needed to construct the court, and ask them if they can identify any items which relate to geometry? Identify key terms: length, area, parallel, perpendicular, adjacent, congruent, perimeter, height, distance, width, angles, degrees, circles, rectangles, squares, sphere, box, cube…. Once students have completed the introduction they will be split into groups to work on the project be sure objective and expectations are made clear (give students the rubric). Inform the students they will be building a court or rink of their own. Review the objectives with the students and remind them they will be presenting their project to the class. Remind them they must defend either the original or new court through geometric terminology. The students will need to provide examples of why their design is better for the game and athletes. Allow students to pick from the list of possible parks and fields available and remind students of what we needed to make our tennis court, (refer to the board). Allow students 20 minutes to explore and find the geometry in their field. Provide students with a rubric of what they need to investigate and share with the class. Allow more time if needed. Assessment: Have students share the geometry they found with in their court and if there was a need for improvement. Make sure students met the requirements of the rubric. Be sure to ask questions and have students share how they found a real life connection to Geometry. Adaptations and modifications: Students who are not familiar with the provided sports courts or fields can look on the internet for other options. Students who have visual issues could create a geometric model which could help them in some way play a certain sport. Students who have auditory issues could use the computer to read and better understand the lesson by exploring fields on line.