Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).



This objective is all about modeling through geometric estimation. The idea is to take an object in the real world and then attribute a geometric shape (2-D) or solid (3-D) to it. The reason we do this it often to simplify the situation so that we make calculations that will help us with analysis.













(1) The student will be able to approximate real world objects with geometric shapes and solids.

(2) The student will be able to determine and calculate appropriate measures to real world objects using geometric shapes and solids.




The purpose of this is to connect shape, form, and size that students are familiar with in the geometry class to the world around them.  They are to use their geometric knowledge to gain real world knowledge.





The difficulty when working with modeling standards is that the variety of interpretation of them is immense.  Just do an internet search on this standard and you will see everything thing from identifying an ice cream cone as a cone shape to the calculation of optimal dimensions for a hydro dam turbine.  The key is to teach our kids to learn problem perseverance and apply multiple elements of knowledge to accomplish a more open-ended task.  The breadth of modelling is hard to reach in the time and expertise that we have.




Students come to geometry with some basic knowledge of perimeter and area.  While in geometry they will learn more about volume.  These concepts will be important to their estimating and extrapolating.



Estimating size, shape and form is important in dealing with real world problems that don’t come in easily packaged problems.  The skills learned here will give students a chance to attack harder problems.




MY REFLECTIONS (over line l)

This is so difficult to get right.  I have taken a more general approach to problem solving in hopes that students will be more involved in concept connecting and troubleshooting.  I want them to use collective knowledge to accomplish a more challenging goal.  I want them to see problems from different perspectives so that they can have strategies to handle problems that don’t come with obvious steps.