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9.A.3a—Draw or construct two- and three- dimensional geometric figures
including prisms, pyramids, cylinders and cones.
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9.A.3b—Draw transformation images of figures, with and without the use of
technology.
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9.A.3c—Use concepts of symmetry, congruency, similarity, scale, perspective,
and angles to describe and analyze two- and three- dimensional shapes found
in practical applications.
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9.C.3b—Develop and solve problems using geometric relationships and models,
with and without the use of technology.
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7.C.2a—Describe relationships in a simple scale drawing.
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7.C.3b—Construct a simple scale drawing for a given situation.
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Isometric dot paper for each student and on transparency
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Square dot paper for each student and on transparency
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Teacher-made designs for students to copy or from Critical Thinking
Activities in Patterns, Imagery, Logic by Dale Seymour and Ed Beardslee,
www.pearsonlearning.com
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Construction paper shapes for class demonstration, both symmetrical and
asymmetrical
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Handout for each student of printed alphabet
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Simple line drawings of pictures, cut in half
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Two word problems incorporating Making a Picture or Diagram Strategy on
transparency and copies for each student
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(Suggested Resources: No Problem! By Joan Vydra and Jean McCall,
www.prufrock.com, The Problem Solver by Gloria Moretti, Mark Stephens, Judy
Goodnow, and Shirley Hoogeboom, www.wrightgroup.com, and Daily Mathematics,
www.greatsource.com )
Illinois State Board of Education rubric for scoring open-ended problem
solving, www.isbe.net
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Day Three
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Activity 1: Create a simple design with lines or shapes, or
select from Critical Thinking Activities in Patterns, Imagery, Logic.
Display on overhead, and ask students to draw what they see. After a few
minutes, show the same design on square dot paper transparency,
distribute square dot paper to all students, and have them copy design
on it. Discuss counting dots to draw design. Repeat procedure only use
isometric dots paper this time. Have students create own design on dot
paper of choice, trade with a partner, and recreate partner’s design.
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Day Four
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Activity 2: Introduce symmetry to students by folding prepared
construction paper shapes so students can see whether the sides match or
not. Write definition of symmetry on board for class to see, and point
out lines of symmetry made on the folds of construction paper shapes.
Distribute handout of alphabet, and have students draw as many lines of
symmetry as they can for each letter, and then distribute halves of
simple pictures and have students draw the other half. Or select
reproducible sheet on symmetry from Critical Thinking Activities in
Patterns, Imagery, Logic.
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Day Five
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Activity 3: Display overhead transparency of problem utilizing
Making a Picture or Diagram Strategy. Read through problem and underline
key phrases important to finding solution. Model drawing the picture or
diagram required in the problem, and elicit labels from the class for
all parts so that someone could visually tell what the problem is about
and see the solution. Distribute second problem requiring this same
strategy for students to solve. Remind students to be sure to label all
parts of their drawings.
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