High School Geometry and Online Reading Comprehension Unit Plan

Online Reading Comprehension Unit for High School Geometry

Online Reading Comprehension and the Math Classroom

Math online reading comprehension can be used in any mathematics classroom.  The following is a unit that can be used for Geometry.  This unit is designed to integrate online reading comprehension into a lesson from Geometry that may not usually use Online Reading Comprehension.

Geometry Unit Plan:

Parallel Lines, Transversals, Common Angles, and Online Reading Comprehension

Overview and Day 1:

This unit will focus primarily on a re-introduction to parallel lines.  Students will have already learned about parallel lines in a previous chapter, but we will now incorporate transversals and the angles that are formed from these lines and transversals.  The students will be required to complete online research using online reading comprehension strategies.

Students will use the internet to complete a series of questions relating to the definitions of parallel lines and transversals. Day 1-Defining Parallel Lines Using the Internet Questionnaire

Materials Needed for Day 1:

• Each student will need a computer with access to the Internet
• Parallel Line Definition Sheet

Day 2:

Students will use Geometer’s Sketchpad, a program designed for geometry curriculum, to draw two parallel lines and a transversal.  They will then measure the angles that are formed from these three lines.  Day 2-Geometer's Sketchpad Activity on Parallel Lines

Once the students have measured the eight angles that are formed from the parallel lines and transversal, the class with discuss how the angles are related.  They form Alternate Interior Angles (equal), Alternate Exterior Angles (equal), Corresponding Angles (equal), and Same-Side Interior Angles (supplementary).

At the end of class, the teacher will discuss with the students how these lines and angles will relate to tomorrow’s lesson and how they will use the internet for their searching.   The students’ assignment for homework will be to use what they learned in class and apply it to parallel lines and measurements on their own.  Day 2-Angles formed by Parallels Homework Assignment

Materials Needed for Day 2:

• Each student will need a computer equipped with Geometer’s Sketchpad

• Parallel Line Question/Information Sheet
• Parallel Line worksheet

Day 3:

On Day Three, students will be using Google Earth and Google Maps to find two parallel streets in their town that are parallel and are intersected by a third street which we call the transversal.  

The students must find their streets and have them approved by the teacher.  This must be printed out in class so that the students can reference it in the future.  There are many streets that will fall under these definitions, so the students need to look carefully for streets that fall under this category.

Once the students have found their streets, they must then zoom into the map to find the landmarks that are located at the eight “corner” angles that are created by the two parallel lines and the transversal. Parallel Line Project Outline

Materials Needed for Day 3:

• Each student must have a computer with Internet access
• Access to Google Earth/Google Maps

Day 4:

Students will complete the conversion from Google Earth to their own version in class using online tools.  In the past I have given students a choice of:  

• Drawing streets neatly on construction paper using color and decoration
• Using a computer to draw the diagram
• Constructing a three dimensional model to portray the diagram.

This year, I want the students to use technology to increase their overall reading comprehension and skills.  The students can use a variety of tools such as their own blogs, websites, prezi, coggle, microsoft word or publisher, or any other tool approved by the teacher.Day 4- Parallel Line Project Rubric

Materials Needed for Day 4:

• All students need access to computer with internet
• Use of online tools for creation of new map
• Final Project Rubric
• Teacher needs access to email for students to send projects.

To conclude the unit, students will work on a short essay that they will then share to a class blog where other students will be able to comment.  This essay is a chance for the students to reflect on the unit.  I would like the students to provide feedback to myself as well as their peers.

Common Core

The following Geometry Common Core standards will be addressed within this lesson:

Transformations and the Coordinate Plane

CC.9-12.G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

CC.9-12.G.GPE.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).

Congruence, Proof and Constructions

CC.9-12.G.CO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.

Students may use geometric simulations (computer software or graphing calculator) to explore theorems about lines and angles.