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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.