|
With two partners, you will design a lesson that can be used for teaching geometry at the high school level. The lesson may be composed of one problem or multiple problems with the same theme that span one to three class periods. Specific details of the project are provided below. |
|
Part I - Find an existing activity, exercise or problem in a textbook or supplementary materials, on the web, or from another resource. Provide a copy of the original activity along with a complete reference of the source which follows the recommendations of the Publication Manual of the American Psychological Association, 4th ed. |
|
Part II - Develope a lesson that centers on your chosen activity from Part I and follows the model we have demonstrated in the workshop (exploration, conjecture, justification). In general, your lesson should create a need for geometric reasoning and should culminate in at least one justification or proof by the students. More specifically, your written lesson should include the following: * A written objective of the lesson that answers the question "what is the mathematics that my students will learn?" * A description of the activities (give details) and how you would present or deliver them to the class. * A brief description of any extensions you might pose to students, homework, follow-up activities, or assessments you may assign. * A description of acceptable student responses to the task(s) along with a grading rubric (be sure to include at least two different solutions). |
|
Part III - Write a brief essay (about 1 page) that addresses the following: * Where does this lesson fit within the geometry curriculum you currently teach or will be teaching? * How does this lesson fit with the pedagogical recommendations we have shared and discussed during this workshop? |
|
Part IV - Present your lesson t o the class. The presentation should include the following: * A copy of your lesson plan for all class members. * Introduction to the central activity and about 10 to 15 minutes for participants to get a feel for the activity. * A discussion with the participants about the issues you addressed in your essay (Part III). You do not need to distribute a copy of your essay, but be ready to lead a discussion. |
|
Two copies of the entire report (Parts I, II, and III) should be typed (double-spaced), and submitted to the instructors at the start of your presentation. |
Grading Rubric
| Part I | |
| 2 points | Copy of activity and full reference citation. |
| Part II | |
| 5 points | Objectives are clearly written and provide a good sense of the mathematics to be addressed in the lesson. |
| 2 points | Lesson and any follow-up activities are appropriate for a high school geometry class. |
| 10 points | Description of the activities generally follows pedagogical recommendations discussed during workshop and includes discussion of how activities may create a need for justification and may culminate in at least one proof or justification written by students. |
| 8 points | Possible solutions (at least 2) are mathematically correct and a grading rubric is provided. |
| Part III | |
| 6 points | Essay clearly identifies and justifies where the lesson fits in the high school geometry curriculum. |
| 6 points | Essay discusses how the lesson addresses the pedagogical recommendations shared in the workshop. |
| Part IV | |
| 4 points | Presentation to participants is well-organized, well presented, and allows time for participants to begin work on central activity. |
| 4 points | Discussion with participants addresses the questions from Part III. |
| Overall | |
| 3 points | spelling, grammar, format, structure, etc. |
| 50 points | Total possible score |
Last updated July 7, 2000
| Mathematics 429.31 Home Page | Mathematics Department Home Page |