GEOMETRY WITH GOOGLE MAPS (MINI UNIT)

Pre-AP Geometry
Ryan Backman
GENERAL GOALS
The general goal of this mini unit is to provide students with a meaningful context for geometric measurement.
Students will work through a few different real-life problems by using Google Maps and the appropriate geometric
formulae. They will then come up with a community improvement idea and share it with the class. Students will
discuss the geometric calculations needed to complete the project.
TIME REQUIRED
5 class periods (55 minutes each)
OBJECTIVE(S)
1. Develop formulas for triangles, quadrilaterals, circles and regular polygons.
2. Recognize complex two-dimensional shapes as combinations of regular polygons.
3. Recognize the conceptual difference between one-dimensional and two-dimensional measurements.
PRIOR KNOWLEDGE REQUIRED
General measurement skills and use of geometric formulae.
HANDOUTS AND MATERIALS
School computer lab
Classroom computer and LCD projector
Calculators
Summative Assessment (Word document)
Project (Word document)
Rubric (Word document)
DAILY LESSON PLANS
DAY ONE: Introduce unit question. Have students begin to explore area formulas.
Anticipatory Set
To introduce the lesson, pose the following guiding question: Central High School wants to resurface the football
stadium. How much will it cost to resurface it with grass? How much for artificial or sport turf? Show them a photo of
the football stadium using the Google Maps satellite view on the LCD projector. Give the students 5 minutes of
individual brainstorming time. Ask them to list at least 5 tasks they would need to do in order to answer this question.

Step-by-Step Procedures
Break the class into small groups of 3-4 students. After the individual brainstorming time, give students a couple
minutes to share each of their task lists with their group. When students finish, tell them that they will spend time in
the computer lab the next day answering the initial guiding question. Students will then be instructed to determine
what geometrical measurements will be needed to determine their solution. Once students have identified proper
measurements, they will need to locate the appropriate formulas in their textbook, define corresponding vocabulary,

and note the page number where the formula was found. Using their rulers, students will need to locate objects around
the room, take measurements, and practice applying these formulas. Have students determine relevant measurements
for at least 5 classroom objects.
Closure
Call on at least three students to share the measurement techniques they used, and the formulas they applied.
Students will be assigned several problems from the text as homework. These problems from section 9-1 will include
calculating area and perimeter for many different types of polygons (try to also include a handful of unit and scale
conversion problems).
DAY TWO: Calculate the area of Central High Schools football stadium. Complete unit and scale conversions. Research
sod and artificial turf options.
Anticipatory Set
As students enter the computer lab, give them a slip of paper and ask them to complete an area problem on the board
(from the previous nights homework). Collect the slips of paper as a formative assessment. After quickly checking
each slip for accuracy, decide if any clarification or further instruction is needed on area calculations.
Step-by-Step Procedures
Students will sit in the lab with their group members. Show students how to access and navigate Google Maps. Student
groups will then be given time to determine the measurements of the Central football stadium, research sod and turf
prices, and formulate their final answers. When determining the area of the football stadium, students will have to
print out the picture of the field with a proper scale, measure distances using a ruler, and convert units. Check-in with
each group frequently to help. Students should also be prepared to present their findings during the next class period.
Closure
Choose two students to briefly summarize their methods for the class. Students will be assigned homework problems
from the text that focus on determining area and perimeter of composite shapes.
DAYS THREE & FOUR: Observe and reflect on the solution strategies of others. Complete Summative Assessment.
Anticipatory Set
As students enter, show them a Google Maps picture of a local L-shaped building projected on the wall. Students will
determine the area and perimeter of this building.
Step-by-Step Procedures
Select three or four groups to present their solutions to the football stadium problem. As groups present, the other
students should take notes on the similarities and differences between the solution strategies of the groups. After the
presentations, pass out the Summative Assessment. Students will work individually on the assessment at their
computers. Students will continue and finish the assessment on Day 4.
DAY FIVE: Debrief Summative Assessment. Distribute Project.
Anticipatory Set
Students will receive their graded assessment. Students will write down and submit three simmering questions
regarding the feedback they received on the assessment.
Step-by-Step Procedures
Distribute Project and Rubric. Read through the project directions as a class and answer any questions. Present and
discuss the rubric. Strategies for attaining the high achievement level will be brainstormed and critiqued by the class.
The remaining class time will be used for students to begin the project. This would also be a good time to clarify any
technology questions (or provide a mini-lesson) involving Google Maps and taking screenshots.

Closure
Students will share community improvements ideas with the class. When an idea is mentioned, students will discuss
the geometric calculations needed to complete the project. The students will also be prompted to comment on the
social impact each suggested project would have on the community.
ASSESSMENT
Refer to Summative Assessment, Project and Rubric (attached Word documents).
VARIATIONS/EXTENSIONS
Through the activities in this mini-unit, all students will be able to bring experiences they have had in their own
community into the classroom. They will also be able to start thinking of ways their community could be
improved.
As an extension, students could send their community improvement letters (after reviewed by the teacher) to
an organization to see if a response could be garnered.
STANDARDS ADDRESSED
9.3.1.2 - Compose and decompose two- and three-dimensional figures; use decomposition to determine the
perimeter, area, surface area and volume of various figures.
9.3.1.3 - Understand that quantities associated with physical measurements must be assigned units; apply such
units correctly in expressions, equations and problem solutions that involve measurements; and convert
between measurement systems.
9.3.1.4 - Understand and apply the fact that the effect of a scale factor k on length, and area is to multiply each
by k and k2, respectively.