In The Neighborhood - Student Recording Sheet

ADVERTISEMENT

IN THE NEIGHBORHOOD
Performance Standard (9A/9C).D
Draw a scale map of a neighborhood on a sunny day, write a description of their neighborhood using geometric
terms:
Mathematical knowledge: Represent a neighborhood using intersecting and parallel lines, regular and irregular
polygons;
Strategic knowledge: Use appropriate strategy to illustrate neighborhood; and
Explanation: Explain completely what was done and why it was done.
Procedures
1. In order to demonstrate and apply geometric concepts involving points, lines, planes and space (9A), and
construct convincing arguments and proofs to solve problems (9C), students should experience sufficient
learning opportunities to develop the following:
Identify, draw, and label lines, line segments, rays, parallel lines, intersecting lines, and perpendicular lines.
Identify, draw and build regular, irregular, convex, and concave polygons. Differentiate between polygons
and non-polygons.
Construct a circle with a specified radius or diameter using a compass.
Make and test conjectures about mathematical properties and relationships and justify the conclusions.
2. This is designed as a final project type assessment. Discussion and examples must precede it.
3. Distribute one copy of the Student Recording Sheet to each child in the class.
4. Explain to the students that they will be drawing a picture of their ideal neighborhood on a sunny day. Begin by
drawing a sun with a 1” diameter.
5. Their drawing must include homes, trees, streets, and anything else they might want to add.
6. While drawing is the preferred medium for this activity, magazines could be made available to students in order
to cut and paste homes, etc. for placement in their pictures.
7. Be certain that students understand they will be writing a description of their neighborhoods using geometric
terms.
8. Homes and streets need to be labeled for use in the written description.
9. Evaluate Student work using all three sections of the “Student Friendly” rubric.
Each written response will differ according to the student drawing. Student drawings should include a sun
with a diameter of 1”. It should include accurate representations of intersecting and parallel lines, convex and
concave (optional) polygons, and regular and irregular polygons. The term diameter should be included in the
written explanation.
A possible written explanation is as follows:
My ideal neighborhood has 4 streets. Oak Street and Elm Street are parallel to each other. I know this
because if the lines continue on, they will never intersect. Oak Street and Maine Street intersect and are
perpendicular to each other. I know this because when they intersect, they form right angles. Elm Street
and Maine Street intersect, and they are also perpendicular to each other. Andover Drive and Maine
Street intersect, but they are not perpendicular to each other. I know this because when they intersect, they
do not form right angles. There are two homes on Maine Street between Oak and Elm. My homes are
both drawn using regular convex polygons. I made the sun using my compass and my ruler. I made sure
that my sun had a diameter of 1”. The clouds that I drew in the sky are examples of irregular polygons
because they are closed but do not have straight edges.
Examples of Student Work not available
Resources
One compass and one ruler per child
Markers, crayons, or colored pencils (optional)
½ inch graph paper
Time Requirements
Copies of the “In the Neighborhood” task sheet
One class period
Mathematics Rubric
ASSESSMENT (9A/9C).D

ADVERTISEMENT

00 votes

Related Articles

Related forms

Related Categories

Parent category: Education
Go
Page of 2