3. Geometric Classroom Objects
The culminating activity will require the students to transfer the skills acquired from all of the previous activities. Students will be assigned to complete one of the four activities as they will be grouped with their classmates into one of six groups.
A. Students will create their own polygon similar to the one in the picture(A1) using wood. Students will subsequently find the perimeter and the area of the figure using customary units and/or metric units. They will also be responsible for listing the characteristics of the figure (for example, the students should be able to identify the actual type of polygon, as it is an irregular hexagon and they should also identify that all hexagons have six sides and six angles just as this object does).
Figure A1 (polygon to be created by students)
B. Similar to the picture (B1), students will create various quadrilaterals and affix them to the window pane in the classroom. Subsequently, students will find the perimeter and area of the quadrilaterals using customary units and/or metric units. Students will also be responsible for listing the characteristics (for example the number of sides and angles and any other details about the figure).
Figure B1 (window pane quadrilaterals)
C. Two groups of students will construct two different pseudo community buildings similar to the community block in the picture (C1). Students will identify the perimeter and area of their pseudo-community buildings on their block of which they will eventually use the buildings to play with using their paper dolls. Students can determine the area of the floor space in the various buildings as well as the wall space in order to paint the walls or affix wall paper. Students will also identify the perimeter of various rooms in order to adorn the room with border on the walls and baseboard trim which will run along the bottom of the wall against the floor. Finally, for this particular activity, students will determine the volume of rooms that they select to add taller than normal cardboard, wardrobe armoires. Additionally, identifying the volume of select rooms will help students to determine how many pieces of cardboard furniture they can add to the various rooms. Students will also be responsible for listing characteristics (for example, tell if the figure is 1, 2, or 3 dimensional and any other details of the figures) of the various figures that they measure.
Figure C1 (Pseudo Community Block)
D. Two groups of students will use actual 3 dimensional boxes (similar to the one in picture D1) within the classroom and determine the volume using small cubes that will fit in the box and are 1 inch sq. unit cubes for standard customary measurement. Students will identify the layers of cubes that it takes to fill the box and the dimensions. The students will then use repeated addition to obtain the volume. Students will also list the characteristics (the various descriptions of the cube, for example, 6 sided figure, the names and details of its attributes-face, edge, vertex) of the object.
Figure D1 (three dimensional box, comparable to the box students will use)
The project results will be photographed, written about, and/or prepared in such a way so that the results can be featured outside of our classroom on our bulletin board!
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