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1)Students will observe scale drawing of the Great Pyramid of Giza. They will be given a few measurements to get them started.
2) Students will then begin to calculate area, perimeter of sides, surface area, volume, and weight of the pyramid. (Note: it will be up to the student on how much they calculate, they are permitted to calculate extra things, such as how much per brick, etc.)
3) Students will then organize their findings into a Google Slideshow for presentation. They will also have to submit any paperwork they have, in order to prove they did the work on paper and pencil as well. Organization includes all theorems and formulas used , not just their work. If a theorem is used, they will be responsible for justifying use.
4) Students need to make the presentation as presentable as possible. The idea is for them to be excited about there findings, not just presenting a black and white slideshow. This slideshow will be shared with me.

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Student will be responsible for determining which formulas are of best use when solving for the respective calculation (i.e. knowing area formula for area or volume formula for volume).

Student will be responsible for bringing materials to class, including, but not limited to: geometry book, Google Chromebook, ruler, protractor, compass, paper, and pencil.

Student will be responsible for presenting all calculations in an organized order (Google Slides) with all work for said calculations showing, in order for the student to justify their work.

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Video on The Great Pyramid of Giza to pique interest (hook)

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Video on The Great Pyramid of Giza to pique interest (hook)

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1.2. Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

1.2.a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

1.2.b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

1.2.c. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

1.2.d. manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

1.6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

1.6.a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b. create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6.d. publish or present content that customizes the message and medium for their intended audiences.

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G.CO.B.8 Explain how the criteria for triangle congruence (ASA, SAS, AAS, and SSS) follow from the definition of congruence in terms of rigid motions.
G.CO.C.10 Prove theorems about triangles.
G.SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to justify relationships in geometric figures.
G.GMD.A.2 Know and use volume and surface area formulas for cylinders, cones, prisms, pyramids, and spheres to solve problems

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Given the pyramid, the student will create a Google Slideshow showing all calculations of the pyramid. These include, but are not limited to: perimeter, area, laterals, and volume
Bloom’s level - Comprehension

Given the calculations, students will justify, support, and conclude their findings by demonstrating formulas and theorems applied during the problem solving.
Bloom's level - Evaluate

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This lesson brings together several previous objectives and standards together to give students the opportunity to apply their knowledge. They will use their content knowledge of triangle congruence theorems, area, volume, and perimeter to solve calculations in respect to The Great Pyramid of Giza

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This lesson will be utilized in a geometry classroom, teaching students in grades 10-12.

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When approaching the problem(s) associated with the pyramid, students will use their content knowledge from different units of geometry, as well of critical thinking skills, to calculate different measurements for the Pyramid of Giza.