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You have a choice of doing the following during this center.
1. Read a few picture books on Geometry. I have included the entire Sir Cumference Series because I know you all loved Sir Cumference and the Dragon Pi. Create a storyboard retelling one of the stories or create a short sequel to the story. Include math calculations in your story. Submit your story to me on Google Classroom. Once your story is complete, be ready to read and share to our class and/or to another class in the school.
2. Experiment with Tangrams. Try the Tangram Patterns first. Then create your own Tangram Creature Pattern. Draw it out on paper so others can create your creature. Be prepared to share your design and test it out on other students interested in Tangrams.
3. Build a Geometrocity. You can do this with a partner or a small group. Use graph paper to construct rectangular or triangular prisms. Find the volume/ total volume of each building. Make sure to record the volume of each building in the street of your city, next to the building. Label the volume in cubic units. You will share your city and display it in the class.
4. Create an obstacle race course. You may work by yourself, with a partner, or with a small group. Use graph paper. First, create a blueprint on graph paper of the obstacle course so we know how much area is required to build the course. Calculate and record the area of each portion of the course inside the shape. Label the area in square units. Calculate and record the perimeter of each portion of the course outside the shape. Label the perimeter in units. Then build up the course using construction paper, graph paper, tape, glue, crayons, etc. You will share your obstacle course with the class.

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-I can find the perimeter, area, and volume of 3-D shapes.
-I can identify the characteristics of special polygons.
-I can construct 2-D and 3-D shapes using polygons

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Geometry Construction Exploration Learning Center

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Create an Obstacle Race Course. Find the Area and Perimeter of each part of the course.

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Create an Obstacle Race Course. Find the Area and Perimeter of each part of the course.

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Cards with Formulas for Volume of Prisms (as a reminder and for 2E and ELL students)

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Cards with Formulas for Volume of Prisms (as a reminder and for 2E and ELL students)

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Create a Geometrocity. Calculate the total volume of each building.

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Create a Geometrocity. Calculate the total volume of each building.

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Sir Cumference Series

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-Available throughout the year

-Materials will vary throughout the year to maintain interest

- Learning center will be ungraded

-Since Geometry is so visual, it will meet the needs of twice exceptional and ELL students. Some geometry resources will also be provided in Spanish.

-Students can use it when they are finished with their required independent practice.

- Students can use it for as long as they like throughout the 70 minute math period.

-A table will be designated for the center. Boxes and bins of games and supplies can be removed from the center and brought to the floor or to the student's desk.

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I found the ideas for specific learning centers that were presented in the articles and the video the most helpful. Having taught elementary school for over twenty years, I am familiar with all of the types of centers laid out in the video. Though certainly outdated, I found the student learning contract an excellent resource for keeping students on track while in the center. (Ross, 1983) I liked how there was also a contract for creating a learning center for other students. I thought that was clever as it it naturally motivates gifted students to stay on track and really think their center through. The ten tips served as a reminder of how to effectively begin and manage my learning centers in the classroom (McFarland-McDaniels, n.d.)

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I found the ideas for specific learning centers that were presented in the articles and the video the most helpful. Having taught elementary school for over twenty years, I am familiar with all of the types of centers laid out in the video. Though certainly outdated, I found the student learning contract an excellent resource for keeping students on track while in the center. (Ross, 1983) I liked how there was also a contract for creating a learning center for other students. I thought that was clever as it it naturally motivates gifted students to stay on track and really think their center through. The ten tips served as a reminder of how to effectively begin and manage my learning centers in the classroom (McFarland-McDaniels, n.d.)