Unit and Lesson Plan for Grade 7 (13 and 14 Years Old Students)

March 2-3, 2017

Unit and lesson plan developed by Akihiko Takahashi
The 4th National Mathematics Conference: Maths Counts 2017 at Maynooth University

1. Title of the Unit: Learning geometry through investigation

2. Brief description of the Unit

This unit is designed for students to be able to deepen their understanding of basic
geometric shapes through investigation. The series of three lessons employs the open-
ended approach, a type of teaching through problem solving developed in Japan, in order
to nurture students’ problem solving skills.

3. Goals of the Unit:

• To deepen students’ understanding of the concept of basic shapes through open-
ended problem solving
• To discover three efficient ways of constructing congruent triangles through
drawing as a foundation for understanding three conditions for congruency of
triangles.
• To help students develop problem solving skills through constructing and
examining a variety of basic shapes by using their properties.
• explore patterns and formulate conjectures
• explain findings
• justify conclusions
• communicate mathematics verbally and in written form
• apply their knowledge and skills to solve problems

4. Students’ prior learning

Grade 7 Strand 2: 2.1 Synthetic geometry
Students should be able to convince themselves through investigation that theorems 1-6
appear to be true
1. Vertically  opposite  angles  are  equal  in  measure.    
2. In  an  isosceles  triangle  the  angles  opposite  the  equal  sides  are  equal.  
Conversely,  if  two  angles  are  equal,  then  the  triangle  is  isosceles.    
3. If  a  transversal  makes  equal  alternate  angles  on  two  lines  then  the  lines  are  
parallel,  (and  converse).    
4. The  angles  in  any  triangle  add  to  180  ̊.    
5. Two  lines  are  parallel  if  and  only  if,  for  any  transversal,  the  corresponding  
angles  are  equal.    
6. Each  exterior  angle  of  a  triangle  is  equal  to  the  sum  of  the  interior  opposite  
angles.    
Students should be able to construct
1. the  bisector  of  a  given  angle,  using  only  compass  and  straight  edge    
2. the  perpendicular  bisector  of  a  segment,  using  only  compass  and  straight  
edge    
3. a  line  perpendicular  to  a  given  line  l,  passing  through  a  given  point  on  l    
4. a  line  parallel  to  a  given  line  l,  through  a  given  point    
5. divide  a  line  segment  into  2,  3  equal  segments,  without  measuring  it    
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0
United States License.
 6. a  line  segment  of  given  length  on  a  given  ray    

5. Background and Rationale

This unit is designed for the students to deepen their understanding of geometric
shapes using an open-ended approach. The open-ended approach was developed in Japan
during 1970s as a result of the research project on assessing higher-order thinking in
mathematics. The original book on the open-ended approach was published in 1977 in
Japanese, edited by Shigeru Shimada; the English translation of the book was published
in 1997 by Jerry P. Becker. One of the unique features of the open-ended approach is the
use of an open-ended task, designed to have multiple correct solutions, in order for
students to come up their own solution(s). The teacher then facilitates a class discussion,
comparing and discussing the students’ multiple solutions, in order to teach something
new.
Each of three lessons for this mini unit will use one of the open-ended tasks that was
developed by the Japanese teachers as part the project in order for the students to deepen
their understanding of geometric shapes and to prepare them to learn three conditions for
congruency of triangles.
Since early elementary grades, students have learned about a variety of basic
geometric shapes. By grade 7 students have learned the names of
the basic shapes, such as square and triangle, but the students
often do not fully establish the concept of those basic shapes. For
example, every student will recognize the equilateral triangle
shown in figure 1, but some cannot recognize that the trapezoid
in figure 2 can be divided into two triangles with its diagonal Figure 1

because one of the triangles, the shaded part of the figure, does
not match their concept of “triangle” because it is “upside
down” and slender.
In order to overcome such misconceptions, students should
be able to sort a variety of shapes using the definitions of basic
Figure 2
shapes rather than simply relying upon visual features of the
shapes.

6. About the Unit and the Lesson

The mini unit is designed based on the open-ended approach.
The first lesson is designed to familiarize students with the open-ended approach. The
students will be given an opportunity to construct variety of squares with different sizes
by satisfying a given condition on the worksheet shown below. After coming up several
squares with different sizes students are going to be asked to develop a viable argument

Day 1 Problem
Make different sizes of squares by connecting four dots
on the worksheet by four lines. Find all the possible
squares with different sizes on the worksheet.
for why the shape is square and why the shape he/she comes up is a different size from
other squares. Through examining each square the class is going to come up all the
possible squares with different sizes on the worksheet.
The second lesson will use the same worksheet to construct a variety of isosceles
triangles.
Day 2 Problem
By using a line segment AB as one of the sides, make an isosceles
triangle ABC on the worksheet. How many isosceles triangles can
you make on the worksheet? Find all the possible isosceles
triangles on the worksheet. B
A

There are nine possible points C that can make ABC an isosceles triangle on the
worksheet. Since the length of AB is not obvious, students are expected to not only
identify possible isosceles triangles but also explain a reason why the triangle is isosceles.
In other words, the students need to identify which two sides are equal in length and why
these two sides are equal. It is expected that they will be able to enrich their concept of
isosceles triangles and understand a way to explain their thoughts through this process.
Since this is an important opportunity for students to develop their reasoning skills toward
formal proofs, the lesson will focus on providing such opportunity as a major discussion
in the lesson. Moreover, students are expected to find more possible Cs by extending the
size of the worksheet. By using various isosceles triangles that the students themselves
find, they will be given an opportunity to classify their triangles into three categories:
triangles with AB=BC, with AB=AC, and with AC=BC in order to see if they have found
all the possible solutions.
At the end of the lesson, dynamic geometry software will be used to see if all the
possible Cs were found.
The third lesson is designed for students to construct congruent triangle by drawing.
Since the task includes all six measurements, three sides and three angles, there are
multiple ways to construct the triangle
by drawing. By comparing and
contrasting the ways that students find,
the class is going to find out three 22 cm
efficient ways of constructing congruent 14 cm
triangles through drawing as a
foundation for understanding three
conditions for congruency of triangles.
24 cm

When two figures can fit on top of each other

perfectly, we say that they are congruent.
Draw triangle DEF on your paper so it will be
congruent to triangle ABC shown above. Come up
with an efficient way to draw a congruent triangle
ABC.
7. Flow of the Unit
Lesson Learning objective(s)
1 Let's find all the possible squares on the worksheet! 30 min
• To  deepen  students’  understanding  of  the  concept  of  basic  shapes  
through  open-­‐ended  problem  solving.  
• To  be  able  to  organize  their  work  in  order  to  find  all  the  possible  
squares.  
2 Let's find all the possible isosceles triangles on the worksheet! 60 min
• To  deepen  students’  understanding  of  the  concept  of  isosceles  
triangles  through  open-­‐ended  problem  solving  
• To  be  able  to  see  the  relationship  among  the  possible  isosceles  
triangles  in  order  to  find  all  the  possible  isosceles  triangles  on  the  
worksheet.      
3 Let’s find ways to draw a congruent triangle! 60 min
• To discover three efficient ways of constructing congruent triangles
through drawing as a foundation for understanding three conditions
for congruency of triangles.

8. Demonstration Lesson Plans

Lesson 1 (30 minutes): Let's find all the possible squares on the worksheet!
(1) Objectives
• To deepen students’ understanding of the concept of basic shapes through open-ended problem solving.
• To be able to organize their work in order to find all the possible squares.
(2) Flow of the lesson
Steps, Learning Activities Teacher’s Support Points of
Teacher’s Questions and Expected Student Reactions Evaluation
1. Introduction
Understand how to construct a square on the worksheet By showing the worksheet, Do students
by connecting four dots with four explain what it means to understand the
lines. make a square by instruction and are
connecting four dots with ready for solving
four lines. the problem?
Clarify what is meant by
squares of different sizes.

2. Posing the Problem

Give each students several copies of the worksheets and
ask the following question.
If students seem to not Do students
Make different sizes of squares by understand the task, share a understand that
connecting four dots on the few of the students’ the task is to
worksheet by four lines. Find all the attempts as examples. construct various
possible squares with different sizes squares with
on the worksheet. different sizes?
3. Anticipated Student Responses
1) Making only 6 squares with different sizes. Using a seating chart to Does each student
note each student’s way of come up with at
coming up squares to least 7 squares
2) Making more than 6 squares but not be able to find all prepare for organizing the with different
the possible squares. whole class discussion. sizes?

3) Making all 15 possible squares on the worksheet.

By providing an Do students use

opportunity to examine their prior learning
other students’ shapes, help to examine other
students see a variety of students’ work?
squares with different sizes
and orientations.

Help them recall their prior

learning, such as the
definition of square.

4. Comparing and Discussing

For each proposed square,
1) Ask one of the students who came up with a square
to show it to the class,
2) Let other students examine if it is a square, and
3) Let other students examine if the square is a
different size than others.
Repeat the above so students understand a variety of ways
to count the number of dots by making equal groups.

5. Summing up
Help each student identify the learning from the class and Each student
record it in their notes. summarizes their
• Variety of squares with different sizes can be learning and
constructed by connecting the dots. records it in their
• Definition can be useful when examining shapes. notes.
Lesson 2 (60 minutes): Let's find all the possible isosceles triangles on the worksheet!
(1) Objectives
• To deepen students’ understanding of the concept of isosceles triangles through open-ended problem
solving
• To be able to see the relationship among the possible isosceles triangles in order to find all the possible
isosceles triangles on the worksheet.
(2) Flow of the lesson
Learning Activities Teacher’s Support Points of
Teacher’s Questions and Expected Students’ Reactions Evaluation
1. Introduction
1) Help students recall their previous knowledge about Write an informal definition of Do students recall
triangles, such as isosceles triangles and equilateral an isosceles triangle on the what an isosceles
triangles. blackboard using the students’ triangle is?
2) Help students recall the words such as, “a triangle with a
use of worksheet. pair of sides with equal length”. Do students
• Ask students make an understand the
isosceles triangle on Give a worksheet to each problem?
the worksheet by using B student.
A
line segment AB as one Do students
of the sides and explain Encourage students to find not understand there
why the triangle is an only the triangles with AC=BC are 8 isosceles
isosceles triangle. but also AB=AC and AB=BC. triangles on the
• Anticipated solutions for the task. worksheet and be
§ 6 triangles with AC=AB ready for solving
§ 1 triangle with AB=AC the problem?
§ 1 triangle with AB=BC

2. Posing the Problem

1) Pose the following problem to the students: Provide worksheets to keep Do students
students’ work to use for the understand the
By using line segment AB class discussion. problem?
as one of the sides, make an
isosceles triangle ABC on Pose the problem in written
your worksheet. How many format on the blackboard.
isosceles triangles can you
B Give students enough
make? Find as many
isosceles triangles as A worksheets so that they can draw
possible. each isosceles triangle that they
find using a worksheet.

Encourage students to talk freely

about their ideas when finding
isosceles triangles with their
partners.
Students’ anticipated solutions:
Nine isosceles triangles can be made on a worksheet by
using the line segment AB as a side.
 AC=BC AB=AC AB=BC

B B B
A A A

B B B
A A A

B B B
A A A

4. Extending the problem

If we have a larger worksheet with more pegs, can we find Give students another worksheet
more isosceles triangles by using line segment AB as one with more pegs.
of the sides?

1) Let students draw all the isosceles triangles that they

have found on their new worksheets.
2) Encourage students to find more triangles by using the
categories that they used to organize their solutions.
3) Let students show the class any new triangles that they
have found. B
A
3) Help students recognize that all the Cs, which make
triangle ABC as isosceles triangles, are in the following
geometric figures:
• All the Cs that make triangle ABC with AC=BC
are on the perpendicular bisector of AB
• All the Cs that makes triangle ABC with AB=AC
are on the circumference of a circle with the
radius of the length equal to AB and A as its
center.
• All the Cs that makes triangle ABC with AB=BC Show above figure to the
are on the circumference of a circle with the students by using dynamic
radius of the length equal to AB and B as its geometry software
center.
4. Summing up Each student
(1) Using the writing on the blackboard, review what summarizes their
students learned through the lesson. learning and
• Organizing triangles by using lengths of sides, records it in their
AB=BC, AB=BC, AC=BC, can be useful when notes.
examining relationships among the triangles.
(2) Ask students to write a journal entry about what they
learned through the lesson.
Lesson 3 (60 minutes): Let’s find out ways to draw a congruent triangle!
(1) Objectives
• To  discover  three  efficient  ways  of  constructing  congruent  triangles  through  drawing  as  a  
foundation  for  understanding  three  conditions  for  congruency  of  triangles.    
(2) Flow of the lesson
Steps, Learning Activities Teacher’s Support Points of
Teacher’s Questions and Expected Student Reactions Evaluation
1. Introduction
Let a few students read their journal reflections from the Select a few exemplary Do students are
Day 2 and help the class to recall what they learned. journal reflections from ready for the new
Day 2 note before the class. problem?

2. Posing the Problem

Show the diagram below using projector and ask the If students do not recall the Do students
following task. meaning of congruent, understand the
demonstrate what does it task?
mean by “fit on top of each
other perfectly”.

22 cm Give a few A4 size papers

14 cm to each student.

Encourage students to
come up at least one way to
draw a congruent triangle
using fewer measurements.
24 cm

When two figures can fit on top of each other

perfectly, we say that they are congruent.
Draw triangle DEF on your paper so it will be
congruent to triangle ABC shown above. Come up
with an efficient way to draw a congruent triangle
DEF.

3. Anticipated Student Responses

(a) use only three measurements to construct a congruent Using seating chart to note Does each student
triangle successfully. each student’s way of come up with at
• side-­‐side-­‐side constructing a square for least one way to
organizing the whole class construct a
• side-­‐angle-­‐side congruent triangle?
discussion.
• angle-­‐side-­‐angle
(b) use 4 or more measurements to construct a congruent
triangle successfully.
(c) Cannot draw a congruent triangle.
4. Comparing and Discussing
By using a drawing of the triangle, ask students to share Using the actual size Do students
how to construct the triangle. Discuss which triangle ABC on a construct triangle
measurements are used for each drawing transparency to see if the DEF by drawing?
students’ DEF is congruent Do students
Help students to realize that not all six measurements are to the triangle ABC. understand not all
needed for constructing a congruent triangle. six measurements
are needed for
constructing a
congruent triangle?
5. Summing up
Helping each student highlights the learning from the Each student
class and records them on their note. summarizes their
• Only three measurements are enough to draw a learning and
congruent triangle. records it in their
• Students recognize there may be three different notes.
combinations for constructing a congruent triangle
by drawing.
side-­‐side-­‐side,  side-­‐angle-­‐side,  angle-­‐side-­‐angle
A B
 B

A
 B
A