## Georgia Learning Connections

*TITLE:          Geometry Sketchpad for Beginners – Lesson 1

*Annotation:

This lesson plan is a technology lesson and is designed for students who have never used Geometry Sketchpad but have some understanding of Microsoft Word. Students will be paired up and given laptop computers to begin to learn some of the features of Geometry Sketchpad.  After an initial time of experimenting with Geometry Sketchpad, students will be given an assessment evaluation form to follow and complete on Microsoft Word to demonstrate their knowledge and understanding of some of the features of Geometry Sketchpad.

## *Primary Learning Outcome:

Students will be able to increase (1) their knowledge of geometric concepts, and (2) their technology understanding of running software programs and editing, saving, and exiting them.

Students will work together to complete the primary learning objectives.

*Assessed QCC:

Math QCC 8.19 – Classifies plane figures based on their properties/ characteristics (number or length of sides, angle measures, or vertices).  This includes quadrilaterals, triangles, and circles.

Math QCC 8.20 – Identifies physical and symbolic representations using appropriate labeling of geometric figures, such as points, lines, line segments, rays, vertices, angles, and diagonals.

*Total Duration (Estimated Time):  one 50-minute class period

Procedures:

## Step One:Write the words PARALLEL, PERPENDICULAR, LINE, RAY, LINE SEGMENT, TRIANGLE, CIRCLE, QUADRILATERAL, ANGLE, POINT, RADIUS, DIAMETER, and DIAGONAL on the chalkboard.  State the desired objectives of this lesson (see Math QCC 8.19 and QCC 8.20).  Ask students to tell what they think the terms mean.  List their ideas on the board.

Step Two:        Randomly divide the class into paired teams.  Distribute laptop computers to each team.  Tell the students to open the software program GSP (Geometry Sketchpad) and begin to explore the features of the program concentrating on the words listed on the chalkboard.

Step Three:    After students have had a sufficient time of exploration, ask for questions the students might have concerning the features of the program.  Demonstrate, through the use of a TV-ator, any features the students had difficulty manipulating or demonstrating.

Step Four:       Distribute an assessment evaluation form to each team.  Discuss the required elements of the assessment form.  Answer any questions concerning the assignment.

Step Five:        Teams complete the assignment following the guidelines of the assessment evaluation form and the instructions to operating GSP and Microsoft Word.

Lesson Materials to be Attached:

# Assessment evaluation form

*Assessment:

Students will print a hard copy of their work that will then be evaluated according to the assessment evaluation form.

Extension:

This lesson is for students who have had no exposure to Geometry Sketchpad.  However, to make this a more challenging assignment, students could complete the work with no assistance or guided instruction by the teacher.

Remediation:

For lower level students, the teacher could “walk-through step by step” the assessment evaluation form guiding the students from GSP to Microsoft Word to printing a hard copy.

Accommodation:

The teacher could follow the guidelines under Remediation, but extend the lesson over a period of days.

Modification:

The teacher could simplify the assessment evaluation form and choose fewer concepts to evaluate at a time.