PARALLELOGRAMS
Grade
Level(s): 9th -12th grade
Subject(s):
Math, Art, And Literature
Learner
Outcomes:
Each student will be able to
recognize and apply the properties of parallelograms, and each student
will conduct an activity with the TI-92 graphing calculator which will
allow him or her to draw parallelograms.
Duration
of the Lesson: Two 50-minute periods.
Materials:
Technology:
Procedures:
Parallelogram:
A quadrilateral with both pairs
of opposite sides parallel.
Every parallelogram has five
main properties. These include the following:
Each student will choose
2 out the five properties of the parallelogram and will write down a paragraph
proof or a two column proof during class.
Each student will complete the
written exercises that correspond to the lesson on parallelograms and their
properties.
Lesson Extension: Using the TI-92 graphing calculator,
students
will conduct the TI-92 Lab 2.
Lesson
Enrichment:
All sorts of parallelograms
are used to tile kitchens or to make quilts. The
Quilting Channel
Select one of the two enrichment
activities that follow:
* To make the connection to Art and/or Language
Arts, students will conduct an Enrichment Activity
* Create a unique colorful pattern using
parallelograms that could be used to arrange tiles
in your kitchen or to create a quilt top. You must
use typing paper and coloring pencils for this
activity.
Evaluation/Assessment:
A
100% -93% --Students fully achieve the purpose of the task(s), while
insightfully interpreting, extending beyond the task.
* Demonstration
of an in-depth understanding of the concepts and content.
* Students
communicates effectively and clearly, using diverse means where appropriate.
* Clear evidence
of doing purposeful mathematics, including investigating, experimenting,
designing,interpreting, analyzing, or solving.
B
92% - 83% --Students fully achieves the requirements of the task(s).
* Good understanding
of the task's mathematical concepts and processes.
* Identification
of most, if not all, of the important elements of the task(s).
C
82% - 73% --Students substantially complete the requirements of the
task(s)
* Understanding
of most of the task's mathematical concepts and processes.
* Occasional
evidence of mathematical thinking involving comparisons, conjectures, interpretations,
predictions, and generalizations.
D 72% - 60% --Limited completion of the requirements of the task(s) by the student.
* Identification
of some important elements of the task but assumptions about some of the
elements may be flawed.
* Inadequate
mathematical thinking that includes ineffective analysis procedures,
limited solution strategies, unclear mathematical arguments, and inappropriate
interpretation of results.
State
Standards: G.610,11 explore the relationship between
angles
formed by two lines cut by a transversal when lines
are and are not parallel, and use the results to develop
methods to show parallelism.
G.89,10,11 explore and identify properties of
quadrilaterals and verify properties for parallelogram,
rectangle, rhombus, square,
and trapezoid.
National
Standards:
Uses inductive and deductive
reasoning to make observations about and to verify properties of and relationships
among figures (e.g., the relationship among interior angles of parallel
lines cut by a transversal).
References:
Glencoe Geometry: Integration, Applications, Connections
Math
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