IV.AlternativeAssessment
- Use observation to assess students as they work. Most students will need assistance creating a key to show
how their design has been colored. You may want to provide an example of this and then see how the students
do following directions. - You can pair students up to work together too. This may help students who are having a difficult time with the
activity.
Classifying Polygons
I.SectionObjectives
- Define polygons
- Understand the difference between convex and concave polygons
- Classify polygons by the number of sides
- Use the distance formula to find side lengths on a coordinate grid
II.MultipleIntelligences
- This activity has students begin working alone and then they work in a small group. The purpose is to assist
students with developing a deeper understanding of concave and convex figures.- Students begin alone. They can choose to draw either four concave polygons or four convex polygons.
They don’t tell anyone else what they have chosen. - When finished, the students join a small group. Then they exchange papers and they must show, by
drawing lines, whether the figures they have been given or concave or convex. - Students need to justify their answers.
- Peers correct each other’s work.
- Students begin alone. They can choose to draw either four concave polygons or four convex polygons.
- Multiple Intelligences- linguistic, logical- mathematical, spatial- visual, interpersonal, intrapersonal
III.SpecialNeeds/Modifications
- Polygon drawing with sides and vertices labeled on the board.
- Write all vocabulary words on the board. Request that students copy these words in their notebooks.
- Complete the distance formula examples slowly on the board/overhead. Be sure that the students are following
along. - Add another example using the distance formula. Use exercise 5 and find the length ofBA,ADandDC.
IV.AlternativeAssessment
- Collect all student work when the groups have finished. Review their work and see how the students have
justified whether their figure was concave or convex. This will show you a lot about how students were
thinking as they worked on the assignment.
Problem Solving in Geometry
I.SectionObjectives
4.1. Basics of Geometry