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A 21 Century Project for the Classroom
Increasing homework completion and engaging today’s digital students can be challenging. If you want to improve information retention and increase student achievement, all while teaching your students important 21st Century skills, SimpleK12’s CoreCurriculum Projects is the perfect school or district solution. We’re thrilled to give you a printable version of just one of our 100 pre-created digital projects. This printable resource features a 21st Century project specific to Math curriculum for you to share with your teachers. Get 3 more FREE printable projects for the other core areas today! If you are a school Principal, Curriculum Director, Technology Director, Superintendent (or similar) and would like to receive 3 additional FREE printable projects from the other core areas (Science, Language Arts, and Social Studies) call us for a short 20 minute demo. Simply call 800. 393.4636 (If outside the USA, call 407.796.5200) and ask for your FREE projects. You will receive the full collection of printable projects (4) to share with all of your teachers when you get your personalized demo of CoreCurriculum Projects. These printable projects are yours to keep, use, and share! Send these projects to all of the teachers in your school to use with your students today. If you are a teacher and would like access to the FREE printable projects from the other curriculum areas, have one of your school or district administrators call for their 20 minute demo. And be sure to pass this free resource along.
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MATH Geometry Knows No Boundaries
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MATH Geometry Knows No Boundaries Project Overview (for Teachers) Before assigning this project, you will need to find another class to pair up with from another part of the world. A few Web sites that may help you accomplish this are TeachersConnecting.com or ePals. You will also need to set up a general class e-mail account that the students can correspond through. Both you and the other teacher should divide your classes into groups of 3 or 4 students. The number of groups in each class should be the same so they can pair up. Each teacher should create a project wiki site. The wiki should consist of some sort of bio page for each class, as well as pages for each group in each class. The class, as a whole, should work together on the bio page to represent its school and city to the other class. Each group will need a login ID to gain access to the wiki. You can create generic ones and hand out logins and passwords. Each group of students will go around the school and take pictures of objects that are standard geometrical shapes. These shapes should include (but aren't limited to) square, rectangle, triangle, parallelogram, rhombus, kite, trapezoid, and circle. You may want to expand the area to include pictures from around the city. When students take the picture, they will measure one side (or, for circles, a radius/diameter) of the physical object and record that for later use. Students will then upload their pictures to their group project page. They should describe each picture and include the one measurement that they took and describe which part of the picture represents the measurement. The partnering group will then classify the object and prove that it is the shape using knowledge of quadrilaterals and other shapes. Groups will create a scale using their measurements of the given side in the picture versus the actual measurement given by the group. Using this scale, students in both classes should be able to find the actual area and perimeter of the object using scale and proportions. If you choose to extend this out of the classroom and take pictures of the surrounding city, a new cultural element could be added to this project where partnering groups research the locations and objects in the pictures and discuss the importance of the object in their culture. Page | 4
MATH Geometry Knows No Boundaries Project Overview (for Students) For this project, you will have the opportunity to collaborate with a classroom from another place in the world. You will share pictures from your area and use your knowledge of geometrical shapes. Your first task is to collaborate with your class to write a biography about your city, school, and classroom on a wiki site. Your teacher will provide instructions for logging in to the wiki and editing it. You will then get in groups as designated by your teacher and take digital pictures per your teacher's instructions. Look for objects in the shapes of square, rectangle, triangle, parallelogram, rhombus, kite, trapezoid, circle and other special shapes as designated by your teacher. When you take a picture of an object, you will need to record the measurement of one side (or for a circle, a radius or diameter). You will then upload your pictures to your group page on the wiki. Leaving out the actual shape name, give a brief description of the picture, explaining what it is for the partner group in the other class, such as a room, a window, a sign, etc. Also, make sure you include the actual measurement that you took and describe which side (or radius/diameter) of the object it is so the other group can use it! Once all the pictures are uploaded, you will go to your partner group's page. You will need to figure out what shape is in each picture and then calculate the area and perimeter. You will need to create a scale based on your measurement on the picture and the actual measurement that they gave you. Then, find all the necessary information and calculate the actual area and perimeter of the object. You should add the shape name, the scale of the picture, the actual area, and actual perimeter for each image on your partner group's page.
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MATH Geometry Knows No Boundaries
Project Questions
1. What geometrical shapes can be found in the school? 2. What shapes were more difficult to find in the school? Why were they more difficult? 3. What similarities and differences do you notice in your class pictures in comparison to the other class’ pictures? 4. What unique features can you find in the other classes’ pictures? 5. Is there a trend in shapes found in your class pictures? If so, why do you think this shape appears often in our culture? 6. Is there a trend in shapes found in the other classes’ pictures? If so, why do you think this shape appears often in their culture? 7. What objects from the other classes’ pictures interested you the most? 8. Explain the process for creating the scale for your partner group’s pictures. 9. Explain the process for finding the area and perimeter of the objects in your partner group’s pictures.
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