DESCRIPTION OF ACTIVITY (GEOMETRY TOWN PROJECT)
This activity allows students to act as an architect by designing a town square given different shapes.
TECHNOLOGY INTEGRATION
Students will have access to school laptops to research images of maps to brainstorm on some ideas of their own in constructing their geometric town project.
STUDENT LEARNING OUTCOME
Source:
http://domathtogether.com/designing-town-square-7th-grade/
COMMON CORE STANDARD
7.G.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
7.G.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
Source:
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
DIRECTIONS and MATERIALS NEEDED
● Two pages of shapes
● STAAR resource chart
● 11” x 17” paper
● scissors, colored pencils, markers
● rulers
● Paper clips and/or baggies to collect materials from day to day.
Day 1: Explain the Project and Begin Measuring
Go over the assignment sheet. The town could have a theme if the students choose (or you choose). Share with students examples of a finished product. Model measuring one shape and completing one whole row for them. Pass out needed materials. Students should be able to get the bulk of the measurement of the shapes completed today.
Day 2: Finish Measuring
By the end of Day 2, students should have parts one and two complete, and begin cutting out shapes.
Day 3: Cut Out Shapes and Begin Making a Plan
Begin this day by reviewing what every town should have in common (at least five buildings, four roads, map scale, town named). Have students begin designing their town. Encourage them to do this in pencil. They are to draw on the back of the shapes (that don’t have the letters) unless they use the letter as part of the name their building. They have many more shapes than they need in case they make some mistake along the way. Some students will want to work on their individual buildings first, others will want to design their town. Students may choose to make it 3D (for ex. add a bridge)
Days 4 and Day 5: Continue Working and Complete Project by Day 5
Student work will vary tremendously in detail. Encourage students to work on creating a quality product even if they don’t consider themselves to be artists. Have them check to make sure they have fulfilled every requirement of the project before turning it in.
Click here to download guidelines for students.
SUPPLEMENTARY READING MATERIALS AND INTERNET SOURCES TO EXTEND STUDENTS' UNDERSTANDING OF THE CONTENT
Click here to learn about quadrilateral shapes.
Click here to learn more about perimeter, area, and volume.
Click here to learn about angles.
Click here to read stories and poems about geometry.
***To view rubric for this activity, please click on our site's ACTIVITY SHEETS tab.
This activity allows students to act as an architect by designing a town square given different shapes.
TECHNOLOGY INTEGRATION
Students will have access to school laptops to research images of maps to brainstorm on some ideas of their own in constructing their geometric town project.
STUDENT LEARNING OUTCOME
- The student uses geometry to model and describe the physical world.
- The student will use geometric concepts and properties to solve problems in fields such as art and architecture.
Source:
http://domathtogether.com/designing-town-square-7th-grade/
COMMON CORE STANDARD
7.G.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
7.G.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
Source:
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
DIRECTIONS and MATERIALS NEEDED
● Two pages of shapes
● STAAR resource chart
● 11” x 17” paper
● scissors, colored pencils, markers
● rulers
● Paper clips and/or baggies to collect materials from day to day.
Day 1: Explain the Project and Begin Measuring
Go over the assignment sheet. The town could have a theme if the students choose (or you choose). Share with students examples of a finished product. Model measuring one shape and completing one whole row for them. Pass out needed materials. Students should be able to get the bulk of the measurement of the shapes completed today.
Day 2: Finish Measuring
By the end of Day 2, students should have parts one and two complete, and begin cutting out shapes.
Day 3: Cut Out Shapes and Begin Making a Plan
Begin this day by reviewing what every town should have in common (at least five buildings, four roads, map scale, town named). Have students begin designing their town. Encourage them to do this in pencil. They are to draw on the back of the shapes (that don’t have the letters) unless they use the letter as part of the name their building. They have many more shapes than they need in case they make some mistake along the way. Some students will want to work on their individual buildings first, others will want to design their town. Students may choose to make it 3D (for ex. add a bridge)
Days 4 and Day 5: Continue Working and Complete Project by Day 5
Student work will vary tremendously in detail. Encourage students to work on creating a quality product even if they don’t consider themselves to be artists. Have them check to make sure they have fulfilled every requirement of the project before turning it in.
Click here to download guidelines for students.
SUPPLEMENTARY READING MATERIALS AND INTERNET SOURCES TO EXTEND STUDENTS' UNDERSTANDING OF THE CONTENT
Click here to learn about quadrilateral shapes.
Click here to learn more about perimeter, area, and volume.
Click here to learn about angles.
Click here to read stories and poems about geometry.
***To view rubric for this activity, please click on our site's ACTIVITY SHEETS tab.