Pathways School Noida School code: 006382

Spatial Reasoning (Geometry & Measurement)

Duration: 6 Weeks, 16 hours
Unit dates: 13th Jan 2025 - 28th Feb 2025
Subjects: MS: Mathematics
Grades: Year 2

Inquiry & action

Reflection: Prior to teaching the unit

Ongoing reflection

Vani Upadhyaya 9:30 am, 7th Jan 2025

As we begin this unit, I recognize that many students already have a solid understanding of
types of angles, triangles, and angle properties on a straight line and around a point.
To ensure a smooth transition into more advanced topics, the unit will start with a review of
these foundational concepts.

My goal is to challenge students to extend their understanding by exploring connections

between these foundational ideas and more advanced topics, such as angle relationships in
polygons and parallel lines. By encouraging critical thinking and collaborative inquiry, I aim
to foster a deeper appreciation of geometry by investigating patterns and its relevance in
the real world.

Key concept

Mathematics key concepts:

Form
Key concepts from other subject groups:
Aesthetics, Culture

Related concepts

Space, Generalization

Global context

Personal and cultural expression

Page 1 / 10
Pathways School Noida School code: 006382

Focus exploration(s)
• Metacognition and abstract thinking

Statement of inquiry

Exploring form and spatial measurement helps in generalization and thus promotes meta
cognition and abstract thinking.

Inquiry questions

Factual questions
• What is a measurement ?
• What are alternate, corresponding, and co-interior angles?

• How do we calculate the angles formed when a transversal intersects two parallel lines?
• What is the measure of each interior angle in a regular polygon with
𝑛 sides?

• What is the relationship between the radius, diameter, and circumference of a circle?

• What is the difference between a prism and a pyramid ?

Conceptual questions
• Why is the sum of the exterior angles of any polygon always 360∘?

• How does the shape and number of sides of a polygon affect its angles?
• Why does increasing the number of sides of a regular polygon make its shape closer to a
circle?
• How do we generalize relationships between measurements?
• How are area and volume of shapes related ?
• Why do the shapes of the bases determine the name and properties of prisms and
pyramids?
Debatable questions
• Which exhibit more order, natural or human landscapes?
• Is it always efficient to use regular polygons in architectural design?
• Do humans mimic nature or does nature mimic humans?
• Should 𝜋 be replaced with simpler approximations in practical applications?

Page 2 / 10
Pathways School Noida School code: 006382

• Should volume always be prioritized over surface area in packaging design?

Learner profile attributes

• Reflective
Development of the learner profile attribute(s)
Students will reflect on how their mathematical learning can contribute to preserving
cultural heritage and addressing community challenges, such as sustainability in design
or efficient resource use.
They will develop empathy by understanding how different communities value and
express cultural identity through geometric designs.

MYP objectives

Year 3 Objectives
Objective A: Knowing and understanding
i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

Objective B: Investigating patterns

i. select and apply mathematical problem-solving techniques to discover complex patterns
ii. describe patterns as relationships and/or general rules consistent with findings
iii. verify and justify relationships and/or general rules.

Objective C: Communicating
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete and coherent mathematical lines of reasoning
v. organize information using a logical structure.

Approaches to learning

Communication skills
Make effective summary notes for studying
Transfer skills
Apply skills and knowledge in unfamiliar situations

Page 3 / 10
Pathways School Noida School code: 006382

Teaching the ATL skills

Transfer skills
Apply skills and knowledge in unfamiliar situations : Students will investigate to find the
formula for area of trapezoid, sum of all interior angles in regular polygons and their area by
exploring the relations with the number of sides and other attributes of the polygon shapes.

Investigation Task on the following content will help students to identify and generalise the
patterns to find different measurement of 2D and 3D Shapes.

Sum of All Interior Angles in a Polygon

Area of Regular Polygons

Area of Trapezoid

Surface Area of Prism

Relation between Volume of Prism and Pyramid

Connections with art and cultural history will provide context and deepen students' appreciation
of geometry’s role in personal and cultural expressions.

Communication Skills
Make effective summary notes: Students will be encouraged to write down clear summary
notes regarding how to find the perimeter and area of trapezoids and regular polygons,
circumference and area of circle, surface area and volume of prisms and pyramids.
This will include the formulas (general rule obtained from different investigation task) with
clearly defined variables. The notes will be exchanged with peers to review.

Service learning

What service learning opportunities will this unit provide?

Research
What service learning outcomes will you address in this unit?
Develop international-mindedness through global engagement, multilingualism and
intercultural understanding
Description
Students will explore how geometric concepts, such as surface area and volume, are applied in
architecture and design to meet real-world needs, such as constructing shelters, mosaics, or
decorative elements for cultural preservation.

Students will link mathematics to Personal and Cultural Expressions by analyzing how
geometric patterns in different cultures are both artistic and functional.

Page 4 / 10
Pathways School Noida School code: 006382

Summative assessment

Criterion B and C

Investigation task to explore the relationships between the perimeter, area, and angles of the
polygons used in the intricate designs.
Proposed Summative Assessment- Ms. Meghna

Investigation Task on finding the surface area of prisms in relation with height of prism,
perimeter and area of the polygon base of the prism.

Proposed Summative Assessment: Ms. Vani

Criterion A and C
https://docs.google.com/document/d/1XYG013_hpCDVS26HA8wgcgtk-PEES5jzDgZchRtVeMU/edit?
tab=t.0

Content

Angle between parallel lines and their transversal

Interior and exterior angles of a Polygon

Perimeter and Area of Trapezium, regular polygons

Area and Circumference of Circle

Identify Prisms and Pyramids

Surface Area and volume for regular prisms

Volume of Right Pyramids

Enrichment: Surface Area of Regular Pyramids

Learning experiences and teaching strategies

Inquiry-Based Learning:

Page 5 / 10
Pathways School Noida School code: 006382

Students will investigate patterns in polygons, prisms, pyramids through guided

exploration and group discussions.

Investigation on Sum of all interior angles of a polygon

Investigation on Area of Rhombus

Tasks like calculating the surface area of prisms, volume of pyramids and analyzing their
relationship with other attributes will engage them in abstract thinking.

Collaborative Learning:
Group tasks will encourage students to share ideas, critique solutions, and refine
their understanding through peer interactions.

Experiential Learning:
Students will engage in hands-on activity, such as designing tessellations or
building geodesic model, to connect theory with practical applications.

THE EDEN PROJECT

Cultural Context:
Practice Questions will incorporate examples from various cultures, such as Islamic
architecture and Antoni Gaudí’s designs, to connect geometric concepts with real-world
and cultural expressions.
Students will research and reflect on how geometry is used to express cultural identity
and aesthetics.

Formative assessments

Formative assessments
Criterion B: Investigating Area of Trapezoid
This investigation will lead students through understanding and applying properties of
trapezoids to find their area and exploring patterns that emerge from these geometric figures.

Trapezoid Area : Desmos Activity

Objective: Use the parallelogram to dissect and rearrange a trapezoid, demonstrating how a
trapezoid can be transformed into a parallelogram of equivalent area under certain conditions.
This hands-on activity will be guided by questions and prompts in the Desmos task given above.
Student Task Sheet
The students will complete the task sheet in order to derive the formula to find the area of
trapezium.

Area and Volume Riddles

Page 6 / 10
Pathways School Noida School code: 006382

Students will be divided into groups of four, with each table receiving jumbled riddle cards.
These cards will feature questions on the area and volume of various shapes. Groups will
collaborate to solve the riddles, promoting teamwork, critical thinking, and application of
geometric concepts in an engaging way.
Formative Assessment through Riddle Cards
The students will be guided to follow the steps:
Identify which shape the riddle is describing.

Write the required formula for the given shape

Replace the variables by the given values in the riddle.
Solve for the missing variable.

Criteria A: Pen and Paper Test

Formative Assessment

Differentiation

Interactive Activities making use of visual aids: Offer nets of prisms and diagrams to
help them visualize and calculate surface areas. Using tessellation puzzles and 3D paper
models to reinforce the geometric concepts. Surface Area of Pentagonal prism using Nets
Guided Practice and Tiered Tasks: Providing scaffolded worksheets where part of the
solution is already worked out. Students will be offered basic, intermediate, and
advanced-level questions to work at their own pace especially in Criteria A.
Guided Worksheet: Circles

Circles: Level Wise

Helping students to identify patterns by providing hints.
Choice in Output: Allow students to submit answers in various formats—written work,
presentations, or digital designs while submitting work in the learning experience.
Integrate Technology: Encourage them to use software like GeoGebra or 3D modeling
tools to create geodesic patterns , prisms and pyramids.

For Advanced Learners

Explore Complex Shapes: Introduce prisms with irregular polygonal bases, like a
dodecagonal prism, for additional challenges.
Research Extensions: Ask them to investigate cultural and historical applications of
tessellations or prisms in architecture, such as Islamic art or geodesic domes.

Page 7 / 10
Pathways School Noida School code: 006382

Learning experience library

Polygons in Geodesic Design – The Eden Project

Vani Upadhyaya
Objective: Students will explore the mathematical application of polygons in creating the geodesic dome
structure of the Eden Project. They will identify and analyze the use of regular polygons in the design and
calculate key geometric properties.

Understand geometric principles: Students will explore how different polygons contribute to
the strength and aesthetics of structures.

Apply mathematics to real-world problems: By constructing a model dome, students will apply
their knowledge of angles and measurements.

Design Challenge:

Students create their own small geodesic dome model using paper or sticks, focusing
on how polygons join together.

Encourage creativity and accurate use of geometric principles.

Exploring Trapezium
Vani Upadhyaya | MYP criteria based rubric
This investigation will lead students through understanding and applying properties of trapezoids to find
their area and exploring patterns that emerge from these geometric figures.

Trapezoid Area : Desmos Activity

Introduction to Trapezium: Begin with a brief review of trapezoids.

Investigate Relationships : Use the parallelogram to dissect and rearrange a trapezoid,

demonstrating how a trapezoid can be transformed into a parallelogram of equivalent area
under certain conditions. This hands-on activity will be guided by questions and prompts in the
Desmos task given above.

Inquiry Questions :

1. What do you notice about the relationship between the parallelogram's area and the
trapezium's area?

2. Why do we divide by 2 in the formula for the trapezium's area?

Formulate General Rules: The students will complete the task sheet attached in the resource in order to
derive the formula to find the area of trapezium consistent with the findings which will be further verified
and justified.

Assessment library

Summative Assessment Criteria B & C

Summative assessment | MYP criteria based rubric

Page 8 / 10
Pathways School Noida School code: 006382

Summative Assessment B & C

Summative assessment | MYP criteria based rubric

SA: Criteria B and C

Summative assessment | MYP criteria based rubric

SA: Criteria B and C

Summative assessment | MYP criteria based rubric

Summative Assessment Unit-3 Crt-B and C

Summative assessment | MYP criteria based rubric

FORMATIVE ASSESSMENT, CRITERIA B, UNIT-3

Formative assessment | MYP criteria based rubric

FORMATIVE ASSESSMENT - 2 CRITERIA B, UNIT - 3

Formative assessment

Formative Assessment-2 Crt-B and C_Unit-3

Formative assessment | MYP criteria based rubric

Formative Assessment-2 Crt-B and C_Unit-3

Formative assessment | MYP criteria based rubric

Formative Assessment-1 Crt-B_Unit-3

Formative assessment | MYP criteria based rubric

Criteria B and C
Formative assessment | MYP criteria based rubric

Criteria B and C
Formative assessment | MYP criteria based rubric

Criteria B: Area of Trapezium

Formative assessment | MYP criteria based rubric, Final remarks/comment

Page 9 / 10
Pathways School Noida School code: 006382

Resources

PPT ON PRISM & PYRAMIDS

Sum of all interior angles of a polygon
Investigation Task on Finding the Area of Rhombus

Page 10 / 10