Today’s Students Are Tomorrow’s Innovators.
Traditionally one of the loathsome subjects, math is often a stumbling block for students. Curriki’s Project-Based Learning (PBL), Common Core Aligned Geometry curriculum will help your students build the skills and confidence that will help them conquer any mathematical problem and develop 21st century skills such as communication, collaboration, and teamwork. And they’ll love coming to geometry class!
At Curriki, we believe that people learn math best by doing it and using it in their lives. Curriki Geometry uses a project-based approach to integrating technology into core geometry instruction. And the best of all is that Curriki Geometry is completely free.
What Is Project-Based Geometry?
This course was designed to meet the needs of students born in a global, interactive, digitally-connected world through the use of real-world examples, engaging projects, interactive technologies, videos, and directed student feedback.
How can I access the projects?
The projects are available in both PDF format for easy download and in an online course format at www.currikigeometry.org. This site is easily accessible via any browser – mobile or desktop. Student materials are available without login, but educator access requires login. Just click “teacher” and follow the simple prompts to create an account or login. If you have a Curriki account, you can use the same username and password for Curriki Geometry.
How Many Projects Are There?
Curriki Geometry comprises six Common Core State Standards (CCSS)- aligned projects. Access project PDFs:
- Selling Geometry
- Designing a Winner
- What’s Your Angle, Pythagoras?
- TED Talk: House of the Future
- The Art of Triangles
- How Random is My Life?
How Does it Work?
The core of the Curriki Geometry learning process is the project-based learning approach. The course follows a mixed model of PBL, which values the artifacts, the products students create, but also values prescribed content.
In PBL, there is constant checking, revising, feedback, and reflection on quality, research, literacy efforts, and quick assessment results. Read more about the difference between projects and Project Based Learning or check out this graphic by Paul Curtis illustrating the difference.
Is this a Full Course?
Curriki Geometry is designed with flexibility in mind. You may choose to teach all or only some of the projects. In addition, the projects can be taught in any order. You can customize Curriki Geometry in a manner that works best for you.
Does it Include Assessment?
Each project includes rubrics to assess student teamwork, presentation and performance, and a suggested overall rubric for the project. View the Teamwork Rubric.
How Does Curriki Geometry Address the CCSS Mathematical Practices?
CCSS Mathematical practices encourage inquiry, problem-solving, and mastery of mathematical methods, so each project focuses on two or more of the eight mathematical practices and a rubric for assessing mathematical practices.
Who Developed Curriki Geometry?
Curriki Geometry was designed by teachers and project-based learning specialists.
Are Technology and Web 2.0 Tools Integrated into the Projects?
Resources for use in the project include viewables such as videos, documents, web pages, and dynamic geometry constructions, quizzes and exam suggestions for assessment, and other tools related to the project. View a sample page.
Why Project-Based Learning?
The best way to learn is to actually do something. If someone tells you the solution, then all you are required to do is regurgitate that solution. Real learning comes from doing and creating your own solutions.
Project based learning has been called the 21st century answer to education’s problems and the best way to implement the CCSS.
Does Curriki Geometry Differentiate for Each Learner?
The Common Core State Standards focus on depth of understanding and providing students with college and career readiness skills and PBL is a natural structure for differentiating learning to meet the needs of all students. Curriki Geometry was specifically designed to enable educators to differentiate instruction for each student.
This project introduces students to a brief history of geometry, geometric terms, geometric shapes, and transformation and manipulation of shapes through reflections, tessellations, and dilations. Students will form marketing teams to “sell” geometry by explaining key terms, demonstrating key shapes, and describing the significance of geometry to an audience. View the Selling Geometry Project PDF. Go to www.currikigeometry.org to access the online and mobile version of the course.
This project allows students to apply the geometric principles of triangles, volume, and coordinates to the mapping and design of a multi-purpose arena in a limited area. The arena must serve as a venue that can be easily converted for use by two sports, plus serve as a concert venue if needed. Students will form design teams to create a map showing how the arena can be converted for the two sports. The map will be accompanied by a hand-built model or a digital design using Google SketchUp or other tool. In the final presentations, the map and design ideas will be presented to the local City Council. View the Designing a Winner Project PDF. Go to www.currikigeometry.org to access the online and mobile version of the course.
One real-world task students must learn is the ability to explain what you know to others. The challenge in this project is for older students to find common examples of right-angle geometry and use their geometric knowledge to create a lesson that explains Pythagorean principles to younger students in a way that is engaging, understandable, meaningful, and relevant. View the What’s Your Angle, Pythagoras? Project. Go to www.currikigeometry.org to access the online and mobile version of the course.
The challenge in this project is for students to examine trends in housing, extrapolate that information to predict the future, and use their geometric modeling skills to design a house that supports their predictions. Students will create a floor plan and basic model of a house of the future that reflects four trends and then deliver their design and give evidence of their thinking in the form of a 10 minute presentation about why their house will be necessary and useful in the future. The format for the talk can vary, but it is suggested that the presentation follow the guidelines for a TED-like talk in which presenters give short presentations that focus on the future and innovation. View the TED Talk: House of the Future Project PDF. Go to www.currikigeometry.org to access the online and mobile version of the course.
This project teaches students the basics of triangles, such as types, congruence, proofs, and similarity, by asking each student to create a poster, drawing, or personal adornment such as a fingernail design, piece of jewelry, or tattoo that uses at least two different triangular shapes. The product must meet the criteria for ‘beautiful’—that is, it must display symmetry or other design elements that make it attractive. View The Art of Triangles Project PDF. Go to www.currikigeometry.org to access the online and mobile version of the course.
This project is designed to have students work through and master basic problems in probability, and then apply that knowledge to authentic issues in which statistics and probability play large roles. The topics should apply to teen interests and concerns. Students will be given the opportunity to research and choose their topic. However, topics may also be assigned by the teacher in one of four areas:
1. Driving and cell phone use
2. Diet and health
3. Professional athletics
4. Costs associated with a college education
After researching the issue, students are expected to explain how probability affects their lives in each of these areas, and to make recommendations to other teens on actions that can improve their chances of making good decisions on each issue. View the How Random is My Live Project PDF. Go to www.currikigeometry.org to access the online and mobile version of the course.