## Group 1.JPG - Section 4: Summary

# Geometric Modeling: Alice's Adventures in Wonderland, Day 3

Lesson 3 of 3

## Objective: SWBAT apply geometric concepts to solve problems.

#### Do Now

*7 min*

Before students continue working on their projects from the previous lesson, I have them read an excerpt from *Alice's Adventures in Wonderland* and answer a question based on the information. In order to answer the question, they must have additional information from the previous lesson's reading. Students need to know that the height of the room is 9 feet high. If students don't remember, I have them refer back to their notes from the previous day.

This problem requires students to convert between feet and inches and work with proportions. We refer back to it on the extension question later in the lesson.

After we go over the problem, I have the students get into their groups and continue working on their projects.

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#### Activity

*28 min*

Before students continue to work on their posters from the previous lesson, we briefly review the task. Students work in groups to find the fewest or greatest number of doors the hall at the bottom of the rabbit hall could have if it had a volume of 2,700 cubic feet (G.GMG.1, MP4). They use information found in the passage and discussions from the previous lesson. At the end of the activity, students hang their posters on the wall and do a gallery walk.

If students finish their posters before the end of the time allotted for the activity, I give them extension questions to answer (MP1, MP2). These questions refer back to the Do Now. Students figure out how much space would be next to the little door and how factoring it in to question 3 would affect their responses.

##### Resources (5)

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#### Summary

*10 min*

At the end of the lesson, students go on a gallery walk to view their peers' posters. They complete an exit ticket to evaluate one of the posters (MP3). Students evaluate the posters based on how complete, correct and organized they are. On the sheet, students are asked to describe one positive aspect of the poster and one thing that could be improved. They are also asked if they agree or disagree with the group's solution and to explain their answer. I usually have students evaluate posters showing the question the students did not answer, i.e. if the student found the greatest number of doors the hall could have, he or she evaluates a poster showing the fewest number of door the hall could have.

After the gallery walk, we gather back as a whole class and discuss the positive aspects of the posters and what could be improved (warm and cool feedback). Then I ask several students to give their answer to the last question. I collect the exit tickets at the end of class.

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- UNIT 1: Preparing for the Geometry Course
- UNIT 2: Geometric Constructions
- UNIT 3: Transformational Geometry
- UNIT 4: Rigid Motions
- UNIT 5: Fall Interim Assessment: Geometry Intro, Constructions and Rigid Motion
- UNIT 6: Introduction to Geometric Proofs
- UNIT 7: Proofs about Triangles
- UNIT 8: Common Core Geometry Midcourse Assessment
- UNIT 9: Proofs about Parallelograms
- UNIT 10: Similarity in Triangles
- UNIT 11: Geometric Trigonometry
- UNIT 12: The Third Dimension
- UNIT 13: Geometric Modeling
- UNIT 14: Final Assessment