OVERVIEW: Using video games to link geometry and the real world.
AUTHOR(S): Miranda Vaca
VITAL INFORMATION
Subjects:	Geometry
Unit and Topic:	Gamers’ Paradise/3D Geometric Figures
Grade/Level:	9-12
Time Allotment:	One 45-minute class period (1 day)
Pre-Requisite Skills:	Students must have Basic knowledge of 2D geometric shapes and their properties Basic knowledge of how to play video games
Objective(s):	The students will be able to: Apply geometric properties to the real world Examine how video games use 3D shapes Demonstrate knowledge of geometric concepts taught
Summary:	Students will link the knowledge they already have about video games to geometry. Students will use prior knowledge of two dimensional shapes to explain the properties of three dimensional figures.
PREPARATION
Instructional Materials	Power point presentation and geometric 3D manipulatives
Resources:	video game console LCD projector laptop geometric 3D manipulatives
IMPLEMENTATION
Introduction/Motivation:	The lesson will begin with letting the students take turns playing a video game while searching for different geometric shapes within the 3D world.
Learning Context :	After interacting with the video game, this exercise will explain some important properties of four three dimensional figures. The students will use the knowledge learned in my lesson to solve real world problems, programming in VRML.
Procedure:	I. Introduction II. Geometric Figures A. Put students into groups of 2 to 4. Have these students play at a game console together. a. The students will search through the virtual world to find the specified 3D figures. b. Every student will get the opportunity to play, 5 minutes each as time allots. B. Students will be stay in their video game groups. C. Each group will be given a cone, cylinder, sphere, and cube. D. The groups will try to create a definition for each 3D figure, while looking at a manipulative. E. The groups will discuss what they think the different parts of the figures are. a. height b. radius c. top d. bottom e. side F. The groups will tell their conclusions to the class. G. Teacher will then give the students the actual definitions and properties of the figures. a. Use the power point presentation for this section. H. Students will then be transitioned into the VRML part of the unit.
Differentiated Instruction:	Linguistic learners: verbal explanations Visual learners: power point presentation Kinesthetic learners: manipulatives and playing video games
Sample Student Products:
Collaboration:	Students will work collaboratively. Students will work in groups of 3 to 4
Author's Comments & Reflections:	The more game consoles available the better. We had 3 consoles with 2 controllers at each console with 15 students in the class. This still left quite a few students not being totally engaged in the lesson. Also, when choosing games look for ratings that are either T for Teens or E for Everyone, E for everyone is preferable.
STANDARDS & ASSESSMENTS
Standards	WV CONTENT STANDARDS AND OBJECTIVES: M.O.G.3.16 derives and justifies formulas for area, perimeter, surface area, and volume using nets and apply them to solve real-world problems. USA - 21ST CENTURY LEARNING SKILLS & ICT LITERACY Critical Thinking and Problem Solving Skills Communication and Collaboration Skills ICT Literacy NATIONAL STANDARDS NM-GEO.9-12.1: Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
Assessment/Rubrics	Teacher Observation: -participation -find correct objects in the video game -discussion of topic within groups -identify specific properties of certain 3D geometric objects The students will also be assessed in later lessons through homework, quizzes, and testing.