Transcript Unit Title: Shape and Shape Relationships.

Unit Title:
Shape and Shape Relationships.
Lesson Title:
Brief History of the Shapes.
Objectives:
By the end of the
class, the students will be able to describe part
of the history of shapes, referring to the
Ancient Egypt and the construction of
pyramids. Students will be able to identify the
use of shapes during the ancient time,
comparing with use of shapes that they can
see today. Students will be able to create a
pyramid, using some of the shapes seen
during the class.

Content Standards:
Students
develop spatial sense, use shape as an
analytical and descriptive tool, identify
characteristics and define shapes, identify
properties and describe relationships among
shapes. Distinguish and differentiate
between examples and non-examples of
shapes based on their properties; generalize
about shapes of graphs and data
distributions.
Materials:
I will use power
point presentation with approximate 7 slides, I will
also be prepared to use the overhead with its
respective transparencies, in case the projector
doesn’t work properly, or any other anomalies with
the computer equipment. I will have the textbook to
give some examples of shapes and I will use some
material such as white paper to distribute to the
students, rulers, colored pencils, scissors, glue, and
tape, so the students can work on their own, building
one of the shapes seen during the class.
Procedures:

1. Anticipatory Set.
Does
everyone know about the pyramids of
Egypt? Where are they located? Why did
the Egyptians build the pyramids? Did they
know about shapes and their relationships?
How did they do the shape calculations in
order to build the pyramids?
2. Direct Instruction. Today we are going to talk
about the ancient pyramids of Egypt, as you can see
in the slide; they were built 5000 years ago with the
purpose of burial for the famous pharaohs who were
the kings of that time. The Egyptians used blocks of
stones of different sizes but with the same shape,
meaning parallelograms, which could facilitate the
process of the construction of the whole pyramid.
The Gyza pyramid is one of the biggest pyramids,
and took approximately 30 years to build it.

Do you have any questions about the
pyramids? Do you know when the pyramids
were built? Do you know why they built
them? What was the purpose? How much
time did it take to build the Gyza pyramid?
3. Guided Practice.
Now, I
want you to build a pyramid with the material that is
on the table. Someone will be responsible for each
team to collect the material for each member of
his/her team. You have to see the shape on the
screen, and use the measures that you see on that
figure. These dimensions represent the real
measurement of the Giza pyramid in a scale of:
1 cm = 30 m. Don’t forget that we are working with
the metric system, so be sure that you are using the
correct scale of your rulers (centimeters).

4. Individual Practice.
Please take a piece
of paper and describe the procedures of your job,
referring to your knowledge of shapes and their
properties. Example: The pyramid is made by a
square, which is the base of the pyramid, and by 4
triangles attached together, which form the body
of the pyramid. The dimensions of the square are
7.7 cm by 7.7 cm. The dimensions of one of the
triangles are: base = 7.7 cm, high = 6.2 cm, and
one of the sides = 7.3 cm.
Closure:
How many shapes
can you find in the Giza pyramid? Why must
the base of the pyramid be a square? Or, could
the base also be a rectangle? Why yes? Or,
why not? Must the two sides of any of the
triangles of the pyramid be the same
dimension?

Homework:
On the way back
home, I want you to observe streets, houses, cars,
or any other object, and give some approximation
of certain shape that you consider it to look like. If
you didn’t have enough time to observe these
details during the bus trip, ask for help of one of
your parents and look for any shape that you can
appreciate in the city of Ann Arbor. Please draw
the picture of the object on the left and the
supposed geometric shape or shapes on the right
hand side. Explain the details and thoughts that
you want to add.
Assessment/Evaluation:
At the
beginning of next class, I will have prepared
pictures in the form of comic cartoons, in
which the students will find some geometric
shapes. They could color them or just mark
the kind of shape they find. After that, we will
have a multiple-choice quiz, with no more
than 5 questions, that they can answer quickly.
I will ask them about the last homework and
the last lesson (brief history of shapes).


Modification for Special
Need Students:
Because of the hearing
impediment of the student Richard Abbott, I need
to sit him close to the place where I am, while I’m
explaining the class and the procedures, I will
constantly keep an eye on him, trying to figure out
whether or not he is following me. Sometimes I
need to talk directly to him and write on the
blackboard some terms that could be difficult to be
heard or be understood by Richard or the rest of
the class, especially because of my strong accent.
Because of the problem of dyscalculia of
the student Shashawna Foland, I will
explain in detail the scale that we are
using to build the size of our paper
pyramid comparing them with the real
size of the Giza pyramid. I will also
spend some time specifically with this
student after everyone is working with
the building project.
Re-teaching Ideas:

For the whole class and especially for those
students who have some emotional impairment
(that indicates that they could probably be
distracted during the class explanation), I will
emphasize the following concepts: A pyramid like
Giza in Egypt is made by one square, which is the
base of the pyramid, and 4 triangles that are the
upper body of the pyramid. The square always has
4 sides exactly the same dimensions.