Gunnin BBPT

Beyond-the-Basic Productivity Tools (BBPT)
Lesson Idea Name: Promising Plentiful Polygons

Content Area: Geometry
Grade Level: 8th, 10th
Content Standard Addressed:

MGSE9-12.G.CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a
triangle sum to 180 degrees; base angles of isosceles triangles are congruent; the segment joining midpoints
of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a
point.
MGSE9-12.G.CO.11 Prove theorems about parallelograms. Theorems include: opposite sides are congruent,
opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles
are parallelograms with congruent diagonals.
Technology Standard Addressed:

ISTE-Students
1c
Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
5a
Students formulate problem definitions suited for technology-assisted methods such as data analysis,
abstract models and algorithmic thinking in exploring and finding solutions.
ISTE-Educators
5a
Use technology to create, adapt and personalize learning experiences that foster independent learning and
accommodate learner differences and needs.
7a
Provide alternative ways for students to demonstrate competency and reflect on their learning using
technology.
Selected Technology Tool: Scratch
URL(s) to support the lesson (if applicable):
https://scratch.mit.edu/
To support the teacher: https://csandmath.org/2018/09/25/playful-polygons-vlog/
Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating
Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement
Universal Design for Learning (UDL): Using the productivity tool, Scratch, there are many ways for the needs
of students to be meet. The coding program offers visuals, sounds effects, and animations to be used to help
the student understand the programming platform. In the way that Scratch is used in this lesson students are
Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
activating prior knowledge to create their shapes. Scratch also provides build in assistive technology to help
all users reach their goal of creating a sharable product. This tool always for students to be very creative and
try new things with their Sprite (Scratch character) to consistently engage the student. Students can design
their Sprite and adjust the speed and other variations. Scratch works as an automatic self-regulation for the
student. If their code does not work, they will know right way when their Sprite doesn’t make their vision.
Just like any coding system, there are many of ways to create a code that produces the desired product. This
allows for students to have multiple points of entry
Lesson idea implementation:
This assignment will be introduced by teaching the students the basic functions they will be using within
Scratch: move, turn, pen up, pen down, flag button, and repeat. Then the teacher and the students will talk
about the degrees within a square and how to input that into the coding platform. From there the students
will work on creating a triangle, pentagon, hexagon, and heptagon. Students are encouraged to work in
groups so everyone can problem solve together. Just like any coding system, there are many of ways to create
a code that produces the desired product. This gives space for students to talk about variation in between
their code sequence. Students will be given questions to reflect on during and after they make their polygons.
The questions may include, “What patterns do you notice,” “what are the hardest part of making the
different shapes,” and “what is the most efficient way to code each shape?”
During this lesson is it important that teachers act as learners. There will be many different code sequences
and the teacher must keep an open mind about what will and what will not work. As students process in the
lesson and need a challenge the teacher can introduce the question: “How can we generalize the code to fit
any polygon?” This task means that students will create a code that will work for any x-sided shape. This
lesson can be further extended by allowing students to design concaved and convex polygons. If students
need more assistance with the assignment videos of how to use Scratch can be assigned as homework and
the students can return to the task the following day. This lesson should take about 2 class periods. To submit
their assignment the students can take a snip of their work and upload the image to their schools LMS.
Reflective Practice:
This activity really focuses on students understanding the internal and external angels, and the number of
sides of a polygon. To reach a high order of thinking students are creating each polygon using their prior
knowledge. There are multiple entry points and assistive features that allow this tasks to be enjoyed by all
students. This lesson encourages productive struggle, and student discourse with is essential in a
mathematics classroom. Scratch is compatible with LEGO maker tools which could extend this lesson even
further.
Spring 2018_SJB

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Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Promising Plentiful Polygons

Content Standard Addressed:

Technology Standard Addressed:

Selected Technology Tool: Scratch

URL(s) to support the lesson (if applicable):

To support the teacher: https://csandmath.org/2018/09/25/playful-polygons-vlog/

Bloom’s Taxonomy Level(s):

Levels of Technology Integration (LoTi Level):

Lesson idea implementation:

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