Week 10: Geometry and Sewing

How can I differentiate through student product in my classroom?

My group, Math Maniacs, had chosen geometry as our topic. Since I am not teaching math this quarter but I am teaching a sewing class and sewing is full of math I decided to tie the two topics together for my assignment.


Ms. Top of the World

Look at all the “geometry” in her regalia

My students will investigate geometry in fashion design and clothing construction. They will create pattern for their projects using computer programs and pen and paper, then they will cut out the material and sew the project together. At the end of the class they will do a fashion show Alaska Style.

Here is my Geometry/Sewing Rubric.

  4 (Advanced) 3 (Proficient) 2 (Average) 1(Below Average)
Knowledge and skills specific to project



Defines all key vocabulary, with examples. Recalls all formulas and methods correctly; can explain and apply to other problems. Defines majority of terms, with examples. Majority of formulas and methods applied correctly. Can apply to other problems with some incorrect answers. Definitions and explanations are confusing or incorrect. Some formulas are used correctly. No knowledge evident. There are few correct methods and few correct answers.
Knowledge and skills specific to project



Defines all key vocabulary, with examples. If required, work shows evidence of research on topic or theme. Defines majority of terms, with examples. Shows evidence of research.


Definitions and explanations are confusing or incorrect. Shows little evidence of research.


No knowledge evident. There is no evidence of research.


Uses correct formulas. Includes all calculations and diagrams used for solution. Answers
 are correct. Majority of formulas are correct. Most work is shown. There are some incorrect answers. Some formulas are used correctly. Some work is shown. There are a number of incorrect answers. There are few correct formulas, little work shown, and a small number of correct answers.
Drawing and Modeling


Final work meets criteria and exceeds expectations. All elements are included and correctly labeled. Work shows mastery of technique/technical skill. If required, scale and proportion are represented accurately. Final work meets criteria. Majority of elements are included and labeled. Work shows good command of technique/technical skill.


Final work is missing important elements. Technique is weak. Scale and proportion are not represented accurately.


Did not do work/contribute. Did not attempt to learn technique.


Hand Sewing



Hand sewing is done correctly. Stitches are correct length and width apart. Knots are invisible. Most of the stitches are the correct length or width apart.


Stitches are either too long or too wide apart. The knot is not tight or knotted correctly. The stitches are not the correct stitch. Very noticeable.


Project was cut 100% to the correct size and edges are smooth and even. Project was cut to the correct size 80%, and most of the edges are smooth with only a very few uneven spots


Project was not cut (60% off) to the correct size and edges are uneven and jagged Project was not cut (40% off) to the correct size and edges are uneven and jagged


Student worked steadily on the design elements to personalize and craft their sewing project(s) 100% of the time. Student worked steadily on the design elements to personalize and craft their sewing project(s) 80% of the time. Student put much thought and consideration in the design and improved it when needed Student put thought into the design and drew a pattern 40% of the time


Final Project


Meets all criteria. Organization and information exceed expectations. Work reflects excellent understanding of project content. Meets all criteria. Organization and information are presented clearly. Work reflects good understanding of project content. Meets most criteria. Some elements or components are missing.

Pieces are not cut neatly.


Did not contribute. Did not submit or is missing major components.


ImageFancy Mukluks



At first I thought, “Great, another site to sign up for!” boy was I wrong. This site is great. I have to admit I was lost at first but once I got the hang of working the site I was hooked.

This is like a virtual concept map of bookmarks. You have a capability of mapping out whatever you want. So I started with our group topic geometry. WOW that is a lot of information to go through. I saved a few. Then I thought I should find the link for this class and some classmates. I was able to find Lori and Donna’s Pearltrees 🙂 My Pearltree is starting to look like a concept map.


So how can I use Pearltrees to differentiate content in the classroom? Since I teach in an alternative high school and I teach several different subjects I am going to use Pearltrees as a resource for my students. I have already started a pearl for Kiita. In there you will find links for each of the subjects I teach or have an interest in teaching. I can pick links for all the different learning styles I have in my classroom. I can create links to some of the sites I have already bookmarked on my Diigo or on my web browser. I have a few sites that I have my student use for reading and research also games. I can place all of links here in a concept map and let my students direct their learning in way. I would be constant feedback from students about what is missing for the site, likes and dislikes and so on. I am looking forward to using this site in my classroom. Students can get apps for their phones, ipods and ipads also.






Week Eight

I am a few weeks behind but determined to get everything done. Nothing like working under pressure. A big THANK YOU to my classmates that have been there for me during my time of need. I have to say this has been the worst semester ever for me: mentally, physically and emotional. So here is week eight 😀 Better late than never!

How might video games enhance my students’ learning?

Currently I am not teaching a math class but I am a mom and I have two primary age kids. Just like their friends my kids want to play on electronics and try new games. I allow my children to play games on the computer but they have to be educational. The three sites that my seven and nine year old like the most are 1. Math game time, 2. Fun brain, and 3. Hooda math

  1. 1.     Was the child engaged?

Yes, my children were very engaged. They have their favorite games and try to beat each other’s scores. I have them try several different games. We try to hit games that deal with something they are need more practice with or something they just learned in school.

  1. 2.     Did the child learn the skills that were targeted? 

For the most part, yes. It is hard to tell when playing games online. I have to play the game to see if it meets the target set for my child. In their individual notebooks they keep track of the games they played and their scores.

  1. 3.     Can the child demonstrate that these skills were mastered? 

Again this is hard to do but we try. I have worksheets that I have printed off for practice for my children. Right now my nine year old is having difficultly with multiplication and today we spent some time on hooda math multiplication game.   

Each player moves 1 marker per turn. The space on the board is filled by

multiplying the 2 markers together. First player to get 4 in a row, wins.


We played each other for a good 30 minutes or so, 3 times this week. He was really into the game and tried his hardest to beat me. Today he took his timed (How many can he answer in 5 minutes?) 100 facts multiplication sheet. Last week he was able to correctly answer 23 facts, with an error of 5. Today he was able to do 47 correctly, with an error of 1. He was so proud of himself and the look on his face was priceless.

  1. 4.     Who in your PLN did you consult with about these games? How did they respond or assist?

I got a list of approved gaming sites from three elementary teachers. These ladies use this site in their classroom during computer lab time or students are able to get on them during free time. My special education teacher uses two of these sites with a few of our struggling high school students.

ImageAndrew with his multiplication chart and homework ❤


Geometry: group assignment two


Grade 9-12th


Many students do not have enough experience with angles when, at the beginning of a geometry class, we tell them how to use a protractor. Students find this difficult because they most of time they do not understand what they are measuring.


  1. Students will be able to understand angle basics.
  2. Students will be able to measure and classify angles.
  3. Students will be able to construct angles.

Student involvement:

1. To use their account on Khan Academy to improve their mathematics skills by setting and tracking their goals for learning about angles,

2. Work through geometry labs 1-5

Teacher (and/or parent) involvement: track students learning, guide students to lessons and units to help them achieve their goals

Materials needed: pattern blocks, templates for the labs, calculator, a compass, a ruler, a protractor, assorted types of paper: unlined paper, graph paper, and grid paper, and computer. An Ipad, Ipod, and/or smart phone can be used too.


            Knowing about geometry will help you in many ways. Any time you read a map, loot at a floor plan for a house, or set up a baseball diamond, you are using the basic idea of geometry. Every day, carpenters, graphic designers, architects, engineers and many others use geometry in their jobs. In what ways do we use geometry in the Inupiaq culture? How do we use angles is our culture?

            Teacher will use smart board to go through angle basics and terminology.

Activity 1: Students will work in groups of 2 or 3 on these hands-on labs.

Geometry labs 1-5

  1. Angles around a point
  2. Angle measurement
  3. Clock angles
  4. Angles of pattern block polygons
  5. Angles in a triangle

Teacher will be walking around the classroom-helping student when needed.

Activity 2: Khan academy

            Log into their Khan academy accounts and go to Geometry and select angles

Students will watch the videos and work on problems all about angles. Students can spend as much time as they need on each topic about angles. The teacher can keep track of their progress because he/she is assigned as a coach.

Activity 3: Depending on if the student has an ipad, ipod  and/or smart phone they can download some geometry apps:

Video Geometry Tutor

Video Geometry Tutor brings geometry class to your smartphone or tablet. Offering more than 80 videos in 15 different categories, you can find a refresher course on nearly any geometry topic. The videos have been designed with teens in mind and are focused on making geometry instruction a little more interesting and engaging to help students understand some of the more difficult concepts.

HMH Fuse Geometry

With the HMH Fuse Geometry app, students get help exploring geometry concepts and are presented with real-life problems to help build their knowledge and skills. Included in the app is a place to work out problems and multiple images to help illustrate important concepts. The app also connects geometry skills to other areas of math, such as algebra and statistics to help students really understand math as a whole.

Geometry Stash

Geometry Stash is a must-have app for students who need to brush up their knowledge of geometry terms or a handy reference guide to consult while doing their homework. Each term in the guide is illustrated and contains a detailed description. The app is designed to allow students to quickly find the terms and information with alphabetical lists and a handy search feature.

Pocket Geometry

Pocket Geometry serves as a geometry calculator for your smartphone or tablet. The app is designed to calculate measurements such as perimeter, area and volume of nearly any shape. It also calculates measurements for tricky 3D shapes and provides visual images to help students understand concepts.

Math Geometry Standards:

G‐CO.1. Demonstrates understanding of key geometrical definitions, including angle, circle, perpendicular line, parallel line, line segment, and transformations in Euclidian geometry. Understand undefined notions of point, line, distance along a line, and distance around a circular arc.

G‐CO.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

G‐CO.12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

G‐SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

G‐MG.1. Use geometric shapes, their measures, and their properties to describe objects.

Technology Standard
A: A student should be able to operate technology-based tools.
C: A student should be able to use technology to explore ideas, solve problems, and derive meaning.


Hands-on assessment of the building of geometry angles with geo boards, pattern blocks and/or the computer. Each lab activity has several discussion questions to be answered. Khan academy keeps track of how the student is doing on the goals he/she set for themselves. Of course there will be a test similar to a standardized test so the high school student will be prepared for the SBAs and HSGQE.

Extension for high achieving students:

Lab 6-10: materials needed: circle geoboard, circle geoboard paper, cardboard, soccer angles worksheet, soccer circles worksheet, scissors and straight pins

  1. The exterior angle theorem
  2. Angles and triangles in circle
  3. The intercepted arc
  4. Tangents and inscribed angles
  5. Soccer angles