Geometry In Our World By Lindsey Ahrary Meet the Author "How can we use geometric shapes found in objects in our community?"

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 Overview Understandings & Objectives ContentsWhat is Geometry?Demo/Group/BrainstormOutliningCapturing ImagesDeveloping QuestionsAdding Multiple ChoicesDelving into PowerPointCreating PowerPoint GamesSharing WorkEvaluation/Reflection At A Glance

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Creating PowerPoint Games

Instructional Time: 1 hour a day for 8 days

In Computer Lab:

1.      Students begin by creating a title page for their game.

2.      Meanwhile, group members should begin brainstorming game directions using the Creating Directions worksheet.

3.      All of the following pages must be created. Students should share in duties of creation of pages:

a.       1 Title Page- including name of game, group members.

b.      1 Directions page- Outlining specific directions

c.       5 Question pages- Question at the top, followed by 4 multiple choices.

d.      5 Correct Answer pages- Showing how to answer the problem correctly.

e.       1 Wrong Answer page- telling the player that they need to go back and try again

f.        1 “The End” page

4.   Hyperlink all the pages to one another. I will tutor all the groups at the appropriate time on how to link one page to another using PowerPoint.

5. Preview the presentation and test out the game. Does it work? What’s wrong? Troubleshoot your way out of the game using help from group members, other students, and myself.

 California Content Standards Mathematics Grade Six Number Sense MA.6.2.0. Students calculate and solve problems involving addition, subtraction, multiplication, and division: MA.6.2.1. Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. Measurement and Geometry MA.6.1.0. Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems: MA.6.1.1. Understand the concept of a constant such as p; know the formulas for the circumference and area of a circle. MA.6.1.2. Know common estimates of p(3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles; compare with actual measurements. MA.6.1.3. Know and use the formulas for the volume of triangular prisms and cylinders (area of base x height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid. MA.6.2.0. Students identify and describe the properties of two-dimensional figures: MA.6.2.1. Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms. MA.6.2.2. Use the properties of complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle. MA.6.2.3. Draw quadrilaterals and triangles from given information about them (e.g., a quadrilateral having equal sides but no right angles, a right isosceles triangle).

Method of Checking for Understanding:
Observations, Student Work