fulltext (1).pdf

Exploring Angles, Lines and Triangles
Through Project-Based Learning
Item Type thesis
Authors Court, Micah
Download date 30/05/2022 08:48:30
Link to Item http://hdl.handle.net/20.500.12648/6211

EXPLORING LINES, ANGLES AND TRIANGLES THROUGH PROJECT-BASED
LEARNING
1
Exploring Angles, Lines and Triangles Through Project-Based Learning
Micah A. Court
The College at Brockport, State University of New York

LEARNING
2
Table of Contents
Abstract……………………………………………………………………………………………3
Introduction……………………………………………………………….……………………….4
Problem Statement………………………………………………………………………...4
Significance of Problem…………………………………………….……………………..4
Purpose…………………………………………………………………………………….5
Literature Review………………………………………………………………………………….5
Project Based Learning Definitions……………………………………………………….6
The Interactive Learning Module…………………………………………………………………6
Exploring Angles, Lines and Triangles – Toothpick Bridge Challenge……………….………….7
Day 1 – Introduction and Investigation……………………………………...…………..10
Day 2 – Design Selection……………………………………………………..…………17
Days 3 through 6 – Bridge Construction………………………………….……………..19
Days 7 and 8 – Bridge Testing……………………………………………………….….20
Validity…………………………………………………………………………………………..23
Conclusion……………………………………………………………………………………….25
References………………………………………………………………………………………..25
Appendix…………………………………………………………………………………………27

LEARNING
3
Abstract
This project was created by a teacher for teachers, providing a hands-on learning module
for a geometry classroom. The project-based learning module emphasizes collaboration and
communication as part of the task. Topics include congruence and similarity as well as theorems
involving lines, angles and triangles. Students will also apply geometric methods to solve design
problems. Recommendations for how implement each phase of the project have been provided
by the author. Additionally, scoring rubrics have been provided. The project-based learning
module is aligned to the New York State Next Generation Standards for Mathematics,
specifically geometry standards throughout secondary grade levels.

LEARNING
4
Introduction
Problem Statement
There is a relative scarcity of research-based curriculum resources that provide a solid
foundation for creating student-centered hands-on opportunities within a high school Geometry
classroom. Although much has been written about the effectiveness of student-centered hands-on
learning with regard to student motivation, educators need a framework for developing and
implementing successful project-based lessons. The purpose of this thesis is to provide
secondary school teachers with a framework to support implementing a project-based curriculum
in the geometry classroom. Teachers will find a flexible, hands-on learning module contained in
this document.
Significance of Problem
Teaching in the 21st
century has shifted significantly from direct instruction. Teachers no
longer simply impart knowledge on to students with direct instruction. Teachers are now
facilitators of student learning (Kuhlthau, 2015). This shift has challenged both new and veteran
teachers to rethink how they present key concepts in their classrooms. Allowing students to
design their own questions and construct their own understanding has been shown to be an
effective tool for learning.
Unfortunately, the time, research and preparation that is required to design a research-
based, project-based curriculum can be prohibitive to teachers. The interactive learning module
provided in this curriculum project will provide teachers with both a generalized outline for
designing a project-based lesson, as well as a fully function Project based learning (PBL) that is
ready to be immediately implemented.

LEARNING
5
Purpose
The goal of this thesis is to support teachers in their implementation of Project Based
Learning (PBL) so that students can better understand the concepts of surface area and volume
and their practical applications. PBL, by its very nature, integrates many 21st
century skills such
as critical thinking, collaboration, communication and creativity, which are all essential elements
of PBL. With a focus on significant content and on-going revision and reflection, students will
have the opportunity to gain key mathematical concepts as well as necessary ‘soft skills’. Larmer
and Mergendoller (2012) define soft skills in parallel with 21st
century skills, including, problem
solving and innovation.
This PBL curriculum requires a culminating product where students will collaboratively
create a scale model bridge from a predetermined list of supplies. The final product will
incorporate students’ own research and design. The curriculum chapter will detail the daily tasks,
expectations and outcomes that will be required of students for this PBL. These elements will
align closely with peer review, classroom tested PBL elements.
Project based learning is very much student focused and as such students have
substantially more voice and choice in how and what they learn. Teachers go beyond the role of
simply imparting knowledge. They are facilitators of learning that help students make sense of
not only what they are exploring, but how it relates to real life.
Literature Review
Many studies have been conducted that discuss the effectiveness of project-based
learning on student motivation, such as Pamela Beres’(2011) Project- Based Learning and its
Effect on Motivation In the Adolescent Mathematics Classroom. Additionally, much has been
researched and discussed about the Legacy Cycle which provides the foundational ideas for

LEARNING
6
project-based learning. Harris and Klein (2007) also found that presenting students with a
relevant, real-world problem helps to stimulate student engagement. Both of these ideas are
critical to the effectiveness of the curriculum present here.
Project Based Learning Definitions
Project-based learning terminology may be unfamiliar for teachers who have never used
PBL as an instructional practice. Larmer and Mergendoller (2012) layout the critical elements of
PBL in 8 essentials for project-based learning. They conclude that every good project needs to
incorporate significant content. This content should be based in common core standards as well
as National Council of Teachers of Mathematics (NCTM) Standards. Also, students are more
likely quickly to engage with projects if there is an entry event. This Entry Event can come in
many forms such as a video, a guest speaker or a field trip. Beyond gaining students interest it is
imperative that a PBL has a Driving Question. The driving question can be compared to a light at
the end of the tunnel. Students need to know what they should be focusing on and why the
project is important. The Driving Question should be “provocative, open-ended and complex”
(2012).
Larmer and Mergendoller (2012) go on to state that projects should be “a product of
students’ choice” (2012). This is better known as voice and choice, meaning that students are
more investing in their own learning if they have some say is what they are doing.
The Interactive Learning Module
The learning module below contains all the necessary directions, rubrics and handouts to
run a successful bridge building project. Answer keys can be found in the appendix. This project
can be easily modified for both time and skill levels. The full course can take up to nine days to
complete, but can be pared down to be completed in as few as four classes. Activates such as in-

LEARNING
7
depth research and reflective journals enhance the learning, they are optional. Before each day’s
activities below, the author has provided insight and guidance specific to that day’s activity.
When implementing this project for the first time, the author advises that the teacher create
exemplars. This will help guide students as well as providing the teacher valuable hands-on
experience.
Exploring Lines, Angles and Triangles – Toothpick Bridge Challenge
This curriculum project includes a complete set of resources for classroom teachers. It is
aligned with content standards and curriculum being taught in Geometry classrooms. This
chapter consists of all the materials necessary to complete a full 9-day unit. The first handout for
students is below. It gives them an overview of this hands-on project.
NYS Next Generation Standards for Mathematics
GEO-G.SRT.5 Use congruence and similarity criteria for triangles to solve problems
algebraically and geometrically.
GEO-G.CO.9 Prove and apply theorems about lines and angles.
GEO-G.CO.10 Prove and apply theorems about triangles.
GEO-G.MG.1 Use geometric shapes, their measures, and their properties to describe
objects.
GEO-G.MG.3 Apply geometric methods to solve design problems.

LEARNING
8
Bridge Design and Construction Project
For this project you and your group will research, design, build and test a bridge. Below are
some of the criteria that are required for this project as well as a calendar of due dates to keep
you and your group on schedule.
- Groups must be made up of 2-3 people.
- Each group will construct one bridge.
- Each group will be given a finite amount of supplies that they must keep track of.
- Due dates for each part of this project must be met. Absence from school is not an
excuse. If you need to stay after school to complete your project, please plan for that.
- The last 20 minutes of each class will be dedicated to clean up and completing a journal
entry for the group detailing the progress you made that day.
Date Tasks to be completed each day
Day1 - Form a group of 2-3 people
- Complete “Bridge Building” exercise
- Research bridge designs
- Complete Journal #1
Day 2 - Choose final bridge design
- Complete bridge blueprint sketches
Day 3 - Begin constructing your bridge
Day 4 - Continue constructing your bridge
- Sign up for a date/time to test your bridge
Day 8 - Begin bridge testing
- Final Journal
Day 9 - Finish bridge testing
- Final Journal

LEARNING
9
Bridge Requirements:
Geometry skills and the strengths of designs are put to the test every day. Whether
building a house or a chair, geometry is required. The challenge is often the same – build the
strongest object with the least materials.
For this project, teams of up to three students will construct a bridge out of only
toothpicks and glue. Each toothpick bridge will be designed to hold as much weight as possible
before collapsing. Teams will research the style of bridge, create a three-view diagram of a
bridge, build, test and complete a presentation about the project and its connection to geometry
and the design process.
The ultimate goal is to build a bridge that is strong but is light as possible. The bridge
with the greatest ratio of load weight to bridge weight will win the contest.
Materials and Process Overview:
Teams are provided a predetermined number of toothpicks, approximately 250, and
Elmer’s Glue to build their bridge. Each bridge must span a gap length of 10 inches. As students
are designing their bridge, dimension requirements must be met. The top of the bridge must be
flat at some point in the design. This will be where the weight is loaded for testing the bridge
strength.
Teams will sketch each part of the bridge design on graph paper. All sides must be
measured, all angles must be determined. Since the top and bottom of the bridge will be parallel,
angle relationships can and should be used. After laying wax paper over the graph paper, teams
can begin to measure, cut and glue toothpicks together. Be careful not to glue the wax paper to
the bridge.
In order to test the bridge, a bungee cord will be looped over the top or through the
bridge. Attached to the bungee cord will be a bucket. The bucket will be filled with water, sand
or measurable weights until the bridge collapses or it passes the ultimate test and holds the entire
bucket. The bucket will be weighed with a scale and this weight will be recorded.
Required Bridge Dimensions
Length 12in – 14in
Width 2in – 4in
Height 2in – 6in

LEARNING
10
**Teachers Note**
Materials:
- 1-2 rolls of standard sized wax paper
- Making tape
- Regular Elmer’s glue
- 250 round toothpicks per group
- ¼” ruled 8.5” x 11” graph paper
- 1” ruled poster sized graph paper
- Scissors
- 1 small bucket about .5 gallon
- 1 bungee cord with hooks, approximately 12”-18”
- Mass to add to the bucket, water, sand, weights, etc.
- 1 digital scale to weigh each bridge (grams)
- 1 scale to measure the mass used to test the bridge (Kg), for example a bathroom scale
Day 1 – Introduction and Investigation
The first day of this project is broken up into several smaller parts. This project will be
introduced with two brief videos. The first video shows students competing in a bridge building
competition. The second video gives an overview of how to construct a toothpick bridge.
Competition Video – “Toothpick Bridges SMCC 2013-14” – https://youtu.be/4BfuxZwBn_o
Build Video – “Toothpick Bridge Start to Finish” – https://youtu.be/0wj1_mOxT1Q
After viewing the videos student groups should be formed. Groups of 2-3 tend to work
best. This will ensure that progress is maintained throughout the duration of the project despite
absences or other unforeseen issues.
When groups have been formed students will discuss what properties bridges should have
that ensure their strength is sufficient. Each group will make a list of as many properties as they
can think of. Then the teacher will lead a class discussion. Each group must provide some criteria

LEARNING
11
that they agreed upon. It’s important for the teacher to ensure that the guided discussion includes
truss type bridges, parallel lines, and triangles as major components. Each group will then
complete “Bridge Type” worksheet. This work sheet provides a sample of four different types of
truss bridges. Students must use their knowledge of parallel lines, transversals, and triangle
properties to fill in all missing angles.

LEARNING
12
Toothpick Bridge Challenge – Angle Measurement
In each bridge design below label all missing angles. Use your knowledge of triangle
properties, parallel lines and transversals. Assume triangles that appear to be congruent are.
K-Truss
Howe Truss
Pratt Truss
Warren Truss

LEARNING
13
When student groups have completed the bridge building activity, they will begin
researching specific bridge designs. It is important to ensure students are researching truss type
bridges and not suspension bridges. While researching bridges, each group will select three
different designs that they consider to be best for this competition. The three designs they choose
will be roughly sketched on the “Bridge Research” sheet. Each groups design sheet will be
collected and vetted by the teacher to ensure they can meet the criteria of the project. The teacher
should review each group’s potential designs. Written comments should be made that will assist
students in selecting components of each rough sketch that could be incorporated into the groups
final design.

LEARNING
14
Toothpick Bridge Challenge – Bridge Research
Use the internet to research three different bridge designs. Each design should focus on
the geometric shapes and designs discussed in class. List the name of each bridge if applicable.
List the geometry specific to each bridge. For example, if a bridge uses right triangles be sure to
discuss that design element.
Design #1
Name of bridge type:___________________________
Describe the geometry found in this design.
Sketch the bridge.

LEARNING
15
Design #2
Sketch the bridge.
Design #3
Sketch the bridge.

LEARNING
16
At the conclusion of each class students should complete a guided journal entry. This
entry will log what was completed for the day and what their goals are for the next work session.
This can be a paper journal or digital.
Sample Journal Prompt
Group Name:
Group Members Names:
1.
2.
3.
Date:
Daily Goal(s):
How will your groups goal(s) be achieved? List specific tasks for each group member:
Reflect… Did you achieve your goals? Explain why or why not.
• Yes
• No
List your goal(s) for the next class.

LEARNING
17
Day 2 – Design Selection and Formal Sketch
Each student group should review the notes and comments made by the teacher on their
rough sketches. Students should be given the opportunity to ask clarifying questions. Each group
will then decide which elements their final bridge design will include. When the group comes to
a consensus, they will draft a half-scale blueprint. It will be helpful for the teacher to provide an
exemplar for each view of a half-scale drawing. The teacher could use designs from a previous
year, or the exemplars attached here.

LEARNING
18
The half-scale drawing can be completed on standard ¼ inch ruled, 8.5” x 11” graph
paper. Each blueprint must be precisely drawn and include three views, a side-view, top-view,
and front-view. Each view should be drawn on a separate piece of graph paper. This is a good
opportunity to encourage each group member to complete one of the views. The attached rubric
that is provided to the students will ensure they are completing all the necessary components of
the sketches. All three views must be present. Length, width and height must be correctly labeled
on all sketches. At least one of angle must be properly measured with a protractor and labeled in
the sketch. A straight edge and pencil must be used on all parts of the blueprint. Before students
move on to draft their full size blueprint the teacher must ensure that corresponding
measurements of all three views are in agreement. The teacher should also make sure that overall
length, width and height fall within the required bridge dimensions.

LEARNING
19
When the teacher has approved a groups half-scale drawing, that group will then use their
blueprint to draft a full-scale drawing. This full-scale drawing is best done on 1” ruled poster
sized graph paper. All three views can be sketched on the same paper. Ensure that the students
are appropriately spacing each of the three views. This is the final sketch that will be used to
construct the actual bridge. It has been found to be most effective for students to cut apart each
of the three views when complete. Again, this will allow each group member to maximize their
time by assembling a different section of the bridge. If each group member builds simultaneously
the number of days required to construct the bridge can be reduced from five to three.
Days 3 through 6 – Bridge Construction
The number of days required to complete bridge construction varies greatly and depends
on a number of factors. Have students cut apart the full-size blueprint or make additional copies.
This will allow multiple group members to simultaneously construct. At the beginning of each
class student groups should review their previous journal entry to review and set a daily goal.
When constructing the bridge students will need the following materials: full-size
blueprint, wax paper, masking tape, scissors, toothpicks and glue. Students will proceed as
follows.
1. Gently tape one layer of wax paper on top of the full-size sketch. The paper should cover
the side view.
2. Place a few toothpicks along one of the sketch lines making sure to slightly overlap
toothpicks.

LEARNING
20
3. Use a small amount of glue to secure the toothpick together. Sometimes it helps to use an
extra toothpick to apply the glue. Only use enough glue to secure toothpicks to each
other. Too much glue will make it difficult to peel off the wax paper. It will also make the
bridge unnecessarily heavy.
4. Continue adding a few toothpicks at a time until all lines of the side view are covered
with toothpicks.
5. Allow the glue to dry.
6. When glue is fully dried, carefully peel the wax paper away from the toothpicks. Do not
try to pull the toothpick off the wax paper.
Depending on the bridge design students should have 3 or 4 parts to their bridge. Two
walls, a floor and potentially a roof will be constructed. When all parts are dried groups will need
to assemble their parts. They will need to prop up walls and the roof, then secure each part with
glue. Tape may be used to hold the bridge together during final construction but should be
removed when glue is dry. No tape should remain on the fully constructed bridge.
Days 7 and 8 – Bridge Testing
Each group will have measurements and results recorded on a rubric by the teacher. It could
be possible to complete this in one day if multiple trials were conducted simultaneously.

LEARNING
21
Toothpick Bridge Challenge – Scoring Rubric
This scoring rubric contains three main parts. Each part is scored separately and contributes to
your overall final project grade.
PART I – Design Drawings
Advanced (15
points)
Proficient (10
points)
Developing (5
points)
Max
15
points
Full Scale
Drawing
Front, side and top
views all present.
Length, width and
height label where
appropriate.
Straight edge used
for all parts of
schematic.
Front, side and top
views all present.
Length, width and
height missing on
some parts of the
diagram. Straight
edge not used on
all parts of
schematic.
Missing some of
the front, side and
top views. Missing
all length, width
and height
measurements.
Straight edge not
used on any parts of
schematic.
Half Scale
Drawing
Front, side and top
views all present.
Length, width and
height label where
appropriate.
Straight edge used
for all parts of
schematic.
Front, side and top
views all present.
Length, width and
height missing on
some parts of the
diagram. Straight
edge not used on
all parts of
schematic.
Missing some of
the front, side and
top views. Missing
all length, width
and height
measurements.
Straight edge not
used on any parts of
schematic.
Part I Final Score
Part II – Bridge Real-World Functionality
The part II score will be determined by two variables: !
!"#$
%&'()*
"
L = the load held by the bridge in grams
W = weight of the bridge itself in grams
The functionality score is computed using the following formula:

LEARNING
22
Using the values from the table on the left,
calculate your Part II Score below.
Be sure to use the equation !
!
"
"
Your part II score will be determined by your finishing position relative to all other bridges
tested.
1st
place – 55 points 2nd
place – 54 points 3rd
Place – 53 points
4th
Place – 50 points 5th
place – 45 points 6th
place – 40 points
7th
and 9th
place and below – 25 points
After plugging all values into the Part II equation, use the score table on the previous page to
find your Part II Score. Record your score below.
Part II Final Score
Part III – Reflection
Go to our Google Classroom page and complete the “Bridge Project Reflection”. Please answer
all questions thoughtfully in complete sentences.
Bridge Project Reflection Max 15 Points
Part III Final Score
Total Final Score:
Part I + Part II + Part III
__________ / 100
Score Recording Table
Load held by your
bridge
Weight of your bridge

LEARNING
23
The testing area should be prepared as follows. First two desks should be set 10 inches apart.
Students will be provided with a bucket, bungee cord and mass to add to the bucket. Student will
conduct their own testing. The testing procedure is as follows.
1. Students will use a digital scale to mass their bridge in grams. This measurement will be
recorded in a spreadsheet as well as the rubric.
2. Students must decide how to attach the bungee cord and bucket to their bridge.
3. Students will slowly add mas to the bucket until the bridge fails. As soon as the bridge
fails, they must stop adding mass.
4. The mass in the bucket is tallied and recorded in the spreadsheet as well as the rubric.
PLACE Name Bridge Weight Load Held Load/Weight
1 Dylan G, Seth 23.6 6700 283.8983051
2 Tichon, Sabah 22.7 5660 249.339207
3 Morgan, English, Antonio 34.9 7820 224.0687679
4 Bella, Antony, Angel 20.7 4010 193.7198068
5 Jonah, Ty, Eli 38.4 4850 126.3020833
6 Mason, Michael 21 2030 96.66666667
7 Adri, Abbie, Sam 31.5 1200 38.0952381
Validity
This Project Based Learning curriculum was used in a high school geometry classroom and
was reviewed by a veteran teacher for feedback. The veteran teacher had significant experience
infusing state standards in mathematics into PBL learning. The author’s recommendations for
how to implement each phase of this PBL are as follows:

LEARNING
24
• Day 1 – Introduction and Investigation: The author recommends that teachers hook
students by showing the two short videos of other classes testing toothpick bridges. When
grouping students, it is best for each group to have a mix of high, middle and low-level
students. All students will have an opportunity to contribute to this project due to its
hands-on curriculum. It is important to stress the journal aspect of this project. It will
helps students to set and maintain goals throughout the process.
• Day 2 – Design Selection and Formal Sketch: The author recommends providing students
with exemplars for this phase of the bridge design. It is important to stress good blueprint
habits. Students should use a pencil and straight edge when sketching all views of the
diagram. The teacher should be checking that students are staying within the
measurement parameters of the project rules. Students should begin with the half scale
drawing. The teacher should then approve their sketch before they begin their full size
sketch.
• Days 3 through 6 – Bridge Construction: The veteran teacher suggests that students
divide the construction work among the group. Every member should be building a
section of the bridge if it is physically possible. This will ensure that construction is
completed within the proper timeframe. The journal goals will assist with keeping
students focused. It is important to review the previous days goals when setting new
goals for the future. One important factor to consider is the space necessary for the
projects to dry. Plan ahead to ensure there is a space to spread out student projects. Also,
there should be a designated area for each group’s supplies.
• Days 7 and 8 – Bridge Testing: The author recommends having a signup sheet for groups
to test their bridge. This will eliminate confusion and help to streamline the process. An

LEARNING
25
important aspect of testing is to allow students to control the process. They should be
weighing, setting up, and testing without intervention from the teacher. As each group
weighs their bridge the teacher should enter measurements in the spreadsheet. This
spreadsheet could be displayed in the room so the class can have live updates of each
bridge. While groups are testing their bridge, the teacher should be filling out the scoring
rubric. Additionally, to ensure all group members are participating in the testing phase,
each group could potentially have someone explain their design to the rest of the class.
The scoring rubric attached assigns some points based on how well a bridge performs,
but this could be changed to suit any classroom environment.
Conclusion
Geometry students are in a unique position to have the opportunity to use mathematics in
real world circumstances. The discovery and application of geometric principles can have a
profound effect on a student’s learning. This hands-on learning project is meant to guide
student’s insight into why math is important and how it plays a role in the world around them.
Communication and collaboration are critical skills that students must practice and refine. Again,
these soft skills are incorporated into this learning module. Classroom planning can be a
daunting, time consuming task. This Project Based Learning module will help to alleviate the
time crunch that teachers currently face. It is the hope of the author that teachers will use this
fully functional learning module to enhance student understanding of Next Generation Learning
Standards for mathematics.

LEARNING
26
References
Beres, Pamela J., "Project- Based Learning and its Effect on Motivation in the Adolescent
Mathematics Classroom" (2011). Education and Human Development Master's Theses. Paper 39.
Klein, S. S., & Harris, A. H. (2007). A User's Guide to the Legacy Cycle. Journal of Education
and Human Development, 1(1). Retrieved April 21, 2016, from
http://www.scientificjournals.org/journals2007/articles/1088.pdf
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st
century, 2nd Edition. Westport, CT: Libraries Unlimited.
Larmer, J., & Mergendoller, J. R. (2012). 8 Essentials for Project-Based Learning. Novato, CA:
Buck Institute for Education.
New York State Next Generation Learning Standards for Mathematics P-12 (n. d.) Retrieved
from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-
generation-mathematics-p-12-standards.pdf
Solis, A., Larmer, J., & Olabuenaga, G. (2014). PBL 101 workbook: The companion to BIE's
intoductory project based learning workshop. Novato, CA: Buck Institute for Education.

LEARNING
27
Appendix

fulltext (1).pdf

More Related Content

Similar to fulltext (1).pdf (20)

More from Rajkumarknms (20)

Recently uploaded (20)

fulltext (1).pdf