- Grade Focus
- Grade 9, Grade 10, Grade 11, Grade 12
- Age Level
- 14, 15, 16, 17
- Subject
- Math
- Technology Integration Activity
- Digital Ethics, Discovering the Internet, Imaging, Online Safety, PowerPoint Presentations, Video Productions
- Estimated Time of Completion
- 1.5-2 hours
Properties of Parallelograms
Downloads for this lesson plan
Introduction
This lesson explores the special properties of parallelograms.Prerequisite Experience
The students must know and be able to use properties of parallel lines cut by a transversal (consecutive interior angles are supplementary and alternate interior angles are congruent). The students must know and be able to solve an equation for a given variable. The students must know and be able to locate information and decide if it is worthy and legitimate based on criteria established by the instructor.Teacher Prep Time
1-2 hours;
Materials include:
Warm-up (attached), an assignment document with instructions and guiding question(s), survey of true/false anticipatory guide, Laptops or Computer Lab, necessary software, Web 2.0 accounts (eduglogsters, wikispaces, toondoo, prezi, animoto-30 seconds of video for free), SharePoint (or other online collaborative tool,i.e. wiggio.com), Internet access
To protect students and the discussion threads, it is recommended the teacher load student email addresses (gmail accounts) into the Web 2.0 accounts and restrict access. The Web 2.0 tools are optional, but will allow more creative ways for students to "show what they know."
The teacher may find that a discussion thread or Web 2.0 collaborative tool is not necessary for the lesson. This is true and would cut significant prep time. However, if the teacher takes the time to create all the accounts and load the information (with parent approval and instructing the students on Internet safety) for this lesson, then successive lessons throughout the school year will be enhanced, and the prep time will be reduced later.
Project
The students will create a parallelogram in a program of their choice. They will also create the skeleton of a flow chart or Venn Diagram for Quadrilaterals, as the parallelogram is the first they will study.Assessment/Grading
Digital Product, Discussion ThreadTime Management Tips
Use the provided survey, LiveBinder, and attached Warm-Up.
During class, the lesson will move quickly. The students will gather the information quickly from the Internet. The teacher should facilitate making connections between the assignment and the information they find, then coach the organization process. Students who are better organized with thoughts and ideas will create better digital products. The create phase of the lesson will take the bulk of time.
Save discussion, elaboration, extension, etc. for the discussion thread completed outside of classroom time. If students do not finish, ensure they are held accountable for creating and uploading to the online collaborative environment before the next lesson.
The lesson moves fast...there are many moving parts.
Lesson Plan Details
Engage
The warm-up is a lead-in to the activity for the lesson. It should include two or three of the questions posted to a polleverywhere.com website for students to text in their answers.
An anticipatory guide of true/false will be posted as a surveymokey survey, in which the students will use laptops (or Internet capable cell phones) to complete.
Copy/paste survey URL: http://www.surveymonkey.com/s/56GTXBG
Explore
Following the anticipatory survey, the students will explore the following questions using the resource of their choice:
What properties of parallelograms make this quadrilateral unique?
What would constructing one diagonal in a parallelogram create? Why? How do you know this?
The students will use LiveBinder to assist with where to look. There is a Properties of Parallelograms tab with several subtabs to assist students with navigating the web. It is recommended the teacher select and bookmark their preferred websites through a sharing site like LiveBinder. However, the teacher can save time by searching the below LiveBinder and using for the lesson.
Copy/Paste URL: http://livebinders.com/edit?id=8123
Access Key: Stallion1
Explain
Students will create a digital product to outline and explain to others the six special properties of parallelograms. The products might range from a graphic organizer created on Microsoft Word (or Open Office), to a PowerPoint presentation (or Open Office), to a Glog, a Toondoo, a Prezi, or an Animoto movie.Elaborate
The students will harness synthesis (making connections) and creativity (digital products) to elaborate on their findings and the six properties. The teacher's expectations for elaboration should be exercised here.
In a collaborative, small group environment, students will share their products and have the opportunity to explain: 1. their product, 2. what they learned, and 3. how they could use this to apply to other shapes.