Paper Crane Lesson Plan Date: April 1st, 2011 Subject: Mathematics Author: Angela Yedersberger Grade Level:

9 Time Duration: 60 minutes Saskatchewan Curriculum Indicators: SS9.3 b. explain difference between similarity and congruence of polygons c. verify whether or not two polygons are similar SS9.4 e. identify a line of symmetry or the order and angle of rotation symmetry in a given tessellation Professional Growth Guide Goal(s): 1.2 Uses a variety of ways to identify and build on student academic, physical, spiritual and social strengths. 1.3 Uses constructivist principles to guide student learning. 4.3 Combines practical and theoretical knowledge with broader life learning to refine a philosophy of education. Cross Curricular Competencies: y y Practical Applied Arts creating an art work Social Studies Sadako story

Materials: y y y y y y Origami paper, pencils, protractor, ruler Smart board with markers Computer with clicker to move from slide to slide Power point presentation Story of Sadako Paper folding and mathematical connection

Activities and Procedures: Motivational Start (5 minutes): Paper folding/Origami introduction with the Sadako story Instruction (45 minutes) Power Point Slide 4: y Define Line of Symmetry and show by folding the paper in half to start the making of the crane Line of symmetry a line that divides a shape into 2 congruent parts that can be matched by folding the shape in half Power Point Slide 5: y Make folds discussing with students and how symmetry in origami exists because do same fold on each side. Power Point Slide 6: y Define congruent and similar polygons. Make note to the students of the side and angle references in the definition. y Have the students measure out (with ruler for sides and protractor for angles) the polygons present in the unfolded paper and decide which ones are congruent and which ones are similar Congruent polygons Two polygons are congruent if their corresponding sides and angles are congruent Similar polygons - Two polygons are similar if and only if the corresponding angles are congruent and the corresponding sides are proportional. Power Point Slide 7: y Define parallel and perpendicular lines. y Have the students see parallel and perpendicular lines in the unfolded paper Parallel lines - Two lines in the same plane that, no matter how far they extend, do not intersect with each other. Parallel lines are the same distance apart at any given point. Perpendicular lines - Two lines that intersect to form a 90 angle. Power Point Slide 8: y Continue making the crane and unfold the paper once more asking the students the following questions: Where are the lines of symmetry? Which triangles are congruent and which are similar? Find 3 things (side, angle) from each triangle compared to predict. Which lines are parallel and which are perpendicular? Power Point Slide 9 12: y Continue making the crane asking the students the following questions during the process: Where are the lines of symmetry? Which triangles are congruent and which are similar? Find 3 things (side, angle)

from each triangle compared to predict. Which lines are parallel and which are perpendicular? Power Point Slide 13: y Crane is made. Unfold the paper once more and ask the last question: y When unfold ask the question: Is the square (diamond) in the center similar to the square of origami? Prove it using the theorems created earlier. y See what kind of theorems students came up with and help show ways to disprove if necessary Consolidation (10 minutes): Emphasize these key points to end the lesson: y Review definitions: line of symmetry, congruent and similar polygons, parallel and perpendicular lines y Discuss student findings on theorems Assessment: y Continuous assessment should take place throughout the lesson by calling on a number of students. Teacher should make corrections as necessary

Reflections on the lesson: Students were excited about the lesson but the majority of students did not have a geometry set so discovering theorems was an impossible feat without rulers and protractors. I changed the focus to an emphasis on definitions. The students were very proficient in the definitions by the end of class and created three paper cranes with the last crane being a race to completion. The students were hesitant to open up the crane after they were created because they had names for the cranes and considered all the cranes part of a family. However, I consider the overall lesson a success because the students were very much more aware of the definitions and I was able to ease into instruction of other material in later classes.