Grade 7 Geometry Math Unit Plan

MATH UNIT PLAN
Grade 7
Strand: Geometry and Spatial Sense
Overall Expectations (for unit):

· Construct related lines, and classify triangles, quadrilaterals, and prisms
· Develop an understanding of similarity, and distinguish similarity and congruence
· Describe location in the four quadrants of a coordinate system, dilatate two-dimensional shapes, and apply transformations to create and analyse designs

Specific Expectations:
Geometric Properties:
· Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools and strategies
· Investigate, using concrete materials, the angles between the faces of a prism, and identify right prisms

Geometric Relationships:
· Demonstrate an understanding that enlarging or reducing two-dimensional shapes creates similar shapes
· Distinguish between and compare similar shapes and congruent shapes, using a variety of tools and strategies

Location and Movement:

· Determine, through investigation using a variety of tools, polygons or combinations of polygons that tile a plane, and describe the transformation(s) involved

Lesson 1
Topic: Three-Dimensional Figures
Time: 50 Minutes
Resources: Textbook, building blocks, polygons in classroom, and smart board
Introductory Activity: 10 Minutes
· Have students look around the classroom noting practical examples of polygons in text

Key Question: Can someone point out 2 examples of a polygon in the room?
· Request a volunteer to make a class list of polygons in the room

Development Strategies: 40 Minutes
Work through activity 2 with students as noted in text:
· Explain and point out basic terms (edges, faces, vertices etc.) on smart board and have students record in math log books

Key Question: Can someone point out the edges, faces, and vertices of this rectangular prism?

· Have students look at a picture of an Egyptian pyramid
· Students are then to construct their own pyramid with materials provided
· Upon completion, list the number of edges and vertices

Lesson 2
Topic: Sketch Front, Top, and Side Views
Time: 50 Minutes
Resources: Textbook, grid paper, class list of polygons, polygons from classroom (Ie. tissue box), and smart board
Introductory Activity: 10 Minutes
· Have students refer to class list of polygons and bring one to the front of class (Ie. Tissue box)
· Have students look at the tissue box and identify edges, face, and vertices as a review and them distinguish between front, top, and side views
Key Question: Is anyone able to point out the front, top, and side view of this tissue box?
· Repeat exercise with a 2 other polygons on class list
Development Strategies: 30 Minutes
· Go over example 1 in text and have students come to the smart board to sketch front, top, and side view of object
· Have students repeat for example 2
· Complete 3 a) of “Check Your Understanding” together as class
Key Question: Can someone sketch the front, top, and side view of 3 a)
· Assign “Check Your Understanding” questions 3, 4, 5, 6, 8, 10 and have students work on in class
Concluding Activity: 10 Minutes
· Take up select questions
· Questions 4 a), 5 a), and 6 b) of “Check Your Understanding”
Homework: Assign questions not completed in class
Lesson 3
Topic: Sketch Front, Top, and Side Views (Nets)
Time: 50 Minutes
Resources: Textbook, construction paper, net outlines, grid paper, cereal boxes, scissors, class list, and smart board
Introductory Activity: 10 Minutes
· Ensure completion of homework
· Provide cereal boxes for each student in the class and ask them to cut open the boxes in order to demonstrate how a net is used to form a three-dimensional shape
Key Question: Does everyone see how the net of the box is used to form a three-dimensional shape? Are there any objects from the class list of polygons that this exercise could be done with?
Development Strategies: 30 Minutes
· Put class into partners and have them complete the “Communicate the Ideas” questions 1 and 2
· Briefly discuss as class
Key Question: How do the nets in question 1 differ?
· Complete question 3 (“Check Your Understanding”) as a class
· Have students complete 4, 5 6, 9, 10, and 11 of “Check Your Understanding” section
· Take up select questions
· Question 11 a) and 11 b)
Concluding Activity: 10 Minutes
· Have students begin to construct nets of their choice on construction paper
Homework: Assigned questions not completed in class and nets
Assessment: Nets will be collected and marked
Lesson 4
Topic: Surface Area of a Rectangular Prism
Time: 50 Minutes
Resources: Textbook, grid paper, cereal boxes, and smart board
Introductory Activity: 10 Minutes
· Have students hand in nets from previous day and ensure completion of questions
· Give students formula for surface area = 2 (length x width) + 2 (length x height) + 2 (width x height)
· Have students record formula in math log books
· Work through practice question as class
· Provide students with cereal boxes that had been cut open in previous class and have calculate the surface area
Key Question: Can anyone tell me the surface area of the cereal box?
Development Strategies: 30 Minutes
· Go over example 1 in text and have students come to the smart board and calculate the surface area of the object
· Have students repeat for example 2
· Complete question 3 of “Check Your Understanding” together as class
Key Question: Can someone calculate the surface area of 3?
· Assign “Check Your Understanding” questions 4, 5, 6, 7, 8, 9 and have students work on in class
Concluding Activity: 10 Minutes
· Take up select questions
· Questions 4 , 7 of “Check Your Understanding”
Homework: Assign questions not completed in class


Lesson 5
Topic: Volume of a Rectangular Prism
Time: 50 Minutes
Resources: Textbook, building blocks, and smart board
Introductory Activity: 10 Minutes
Ensure completion of homework
Brief explanation of formulas pointing out location relevant terms (Ie. base, length, width etc.) on smart board

Volume equals length x width (area of base) x height
· Have students record formulas/key ideas chart in math log books
Break students into partners and have them complete “Discover the Math” question 1 using blocks

Development Strategies: 30 Minutes
Break students into partners and have them complete “Discover the Math” question 1 using blocks
· Take up intro activity through calling on students

Key Question: What is the volume of the rectangular prism that you discovered using the blocks?

· Have class work on practice questions 3 and 6
· Take up as class

Concluding Activity: 10 Minutes
· Begin review for unit test
Homework: Review assigned unit questions and complete practice test at end of chapter