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Geometry is more than a single course taken during high school. Students need to be provided with meaningful and enduring geometric learning experiences from an early age. Geometry should be presented in real-world contexts and situations that students can relate. This presentation is geared toward showing how students were able to find geometry in the real world during campus fieldtrips and hands-on activities.

Geometry is the study of shapes and their relationships/properties.

2-D Geometric Shapes Simple Closed Curves Concave Convex Polygons Triangles Equilateral Isosceles Scalene Right Obtuse Acute Convex Quadrilaterals Trapezoids Parallelograms Rhombi Rectangles Squares 3-D Geometric Shapes Spheres Cylinders Prism Rectangular prism Cube Cones Circular cone Pyramid

Have you ever noticed that geometric shapes are all around you? Geometric shapes are everywhere and can be both manmade or naturally occurring. Students were given the opportunity to take a geometric find walk around the school campus to take pictures of geometric shapes they found on campus or in nature.

Student identified a handicap sign from the parking lot of the school building as a rectangular shape.

Playground rules sign was pointed out by a student and categorized under rectangles along with many other signs found on the school grounds.

Child seat on the playground identified by class as a circle. Joshua pointed out that a circle is NOT a polygon.

Trash can found on the school playground is in the shape of a cylinder . Students captured a picture of a paved sidewalk stone that was determined to be the shape of a rectangle.

Both the shape of the bridge and the wooden slats used to create the walkway of the bridge are rectangles. Berries from a tree in the woods surrounding the campus were said by a group of students to be shaped like spheres.

Student brought in a picture of a storage facility in her yard. She listed rectangles, squares, and triangles as the shapes that create her storage shed.

A tessellation is a repeating pattern of polygons that covers a plane with no gaps or overlaps. (Van de Walle, Karp, & Bay-Williams, 2010)

In order for a regular polygon to tessellate a plane, the sum of the interior angles that meet a the vertex must equal 360 degrees. (Math & Multimedia, 2010)

I created a regular tessellation using regular polygons. This tessellation pattern was created using squares and rectangles. To show the pattern two colors (blue and brown) were used. -Angela Solomon

Student A Male student chose to create a tessellation pattern using irregular polygons. Student chose to use brown, black, and orange to create his distinct pattern. Student wanted to replicate a snake skin pattern. Student B Female student initially planned to create a tessellation using squares but later realized she could split her squares in half to make triangles. She chose to use purple and orange to create a pattern

Student C created his tessellation with scales/snake skin in mind. He chose to use smaller irregular polygons alternating between the colors black, orange, and blue.

Tessellation using wooden blocks. Tessellation example was created using natural and blue colored rectangles.

Tessellating brick pattern found on a student home. School sign creates a tessellating pattern using gray bricks.

A student brought in a picture of her home’s front window. She described the picture as a tessellation of squares, rectangles, and irregular polygons.

Brent went home and with the help of his parents was able to find a picture of a snake online with a tessellating pattern. He said, “The snake’s skin pattern is composed of rectangles, squares, and a diamond/oval shape”.

Landon raised his hand to inform the class that turtles have tessellating patterns on the outside of their shells. He stated that, “A turtle’s shell is a repetitive pattern”.

Laila pointed out that pineapples have a tessellating pattern. Laila described the pattern as a repetition of diamonds or possibly ovals of green and brown colors.

Jonathan told a story of how each year his family buys pure honey with the honey comb still in the jar from the Farmer’s Market. He realized that a honey comb is a tessellating pattern but could not recall the pattern. His classmates were able to help him recall that honey combs are comprised of hexagons.

After challenging students to think of how tessellations could be used in science, technology, engineering, and mathematics, students gave the following responses… “ An engineer would use tessellations when he designs a building or a bridge”. “ A graphic designer or computer programmer would have to use tessellations when creating and making new computer software and games”.

“ I have seen tessellations in science when the textbook has pictures of molecular compounds of elements. They use a repetition of line segments and hexagonal shapes. As a class, we read information that stated that tessellations are used to reduce the amount of waste material in the environment by ensuring that shapes come together without gaps. Mathematics is used in packaging fields to ensure that all the necessary items can fit into a square or rectangular box.

STEM Careers are fields and disciplines that fall under the blanket areas represented by the acronym Science Technology Engineering Mathematics

Architectural and Engineering Managers Chemists Biologists Soil and Plant Scientists Physicists Accountants Auditors Computer Programmers Graphic Designers Video Gaming Designers Risk Management Specialists Actuaries Geneticists Food Batch Makers

Computing Computer Support Database Administration Software Engineering Computer Networking Systems Analysis IT/IS (Information Technology/Information Systems) Research Traditional Engineering Aerospace Mechanical Civil Electrical Automotive Chemical Environmental

Education Level: Most engineering professions require a 4-year Bachelors Degree. Salary: $40.65/HR or $84,540 annually A field that focuses on the study and application of electricity, electronics, and electromagnetism . Individuals in this field work to solve problems associated with large-scale electrical systems such as power transmission and motor control.

Prepare technical drawings and topographical maps to ensure proper installation and operation to conform to standards and customer requirements. Drawings and maps must be to scale and use precise measurements and formulas to guarantee accuracy.

http://www.engineeringinteract.org/resources/siliconspies/flash/concepts/electricity.htm

Bridges http://www.sciencekids.co.nz/sciencefacts/engineering/bridges.html Buildings http://www.sciencekids.co.nz/sciencefacts/engineering/buildings.html Tunnels http://www.sciencekids.co.nz/sciencefacts/engineering/tunnels.html Dams http://www.sciencekids.co.nz/sciencefacts/engineering/dams.html

Education Level: The individual must have a graduate level degree (Master’s, Ph.D, J.D, M.D and/or advanced training). Salary: $38.17/HR or $79,390 annually

These fields study the chemical composition or physical principles of living cells and organisms, their electrical and mechanical energy, and related experiences.

Determine and recreate the three-dimensional structure of biological molecules. Develop and test new drugs using precise measurements of chemicals to avoid hazardous and fatal errors. Measure and study the configurations of molecules using electron microscopes.

Exploration of various fields of science http://www.sciencekids.co.nz/gamesactivities.html Virtual Microscope with slides http://www.kbears.com/sciences/microscope.html Dynamics/Physics http://www.physicsgames.net/game/Dynamic_Systems.html My Physics Lab http://www.myphysicslab.com/

The students take a scavenger hunt around the school facility and within the classroom to find items and objects that measure close to the listed item on a prepared worksheet. Students use their prior knowledge and understanding of various measurements and formulas to estimate the measure of the find.

Use of finger to illustrate an inch when trying to determine the length Making an “L” with the hand to decide if the angle was a 90 degree angle. Explaining to a partner that four quarts equal one gallon, therefore a half of a gallon has to be two quarts.

Noted that 45 is ½ of 90, so a 45 degree angle would be ½ the size of a 90 degree angle. The use of nonstandard forms of measurement to decide if an object is close in measure to another (i.e., using steps/feet to measure feet). Using examples/representations to explain to a confused classmate or partner. (Picking up a container to illustrate being close to an ounce or using two people to depict a yard or meter for another person). Regular use of phrases such as “more than”, “less than”, “about”, “approximately”, “exact”, and/or “estimate”.

Student: Camille Hawk Age: 10 years old Description:

Student: Chad Franklin Age: 11 years old Description:

http://www.onetonline.org/link/summary/17-2071.00 http://www.onetonline.org/link/summary/19-1021.00 http://stemcareer.com/ http://www.sciencekids.co.nz/engineering.html http://www.sciencekids.co.nz/sciencefacts/engineering/typesofengineeringjobs.html http://www.kidsites.com/sites-edu/science.htm

http://apps.exploratorium.edu/10cool/index.php?cmd=browse&category=11 http://www.theteachersguide.com/interactivesites.html http://www.learningreviews.com/Science.html http://www.discoveryeducation.com/teachers/free-lesson-plans/scavenger-hunt-for-lengths.cfm

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