With a partner design a set of activities to be used for instruction of geometry proof at the high school level. The task may be composed of one problem or multiple problems with the same theme that span two to three class periods. Your activities should create a need for proofs among your students and should culminate in at least one proof by the students.

Your written report should include the following:

• a description of the activities in detail and how you would use them in the classroom,
• a description of acceptable student responses to the task(s) or a grading rubric,
• overall goals of the activity (what's the purpose of having students do it?),
• a discussion of how you would assess what the students have learned with regard to the goals of the activities,
• a discussion of some of the pedagogical recommendations discussed in class as they pertain to the activities, e.g., responsive proof, proof as answer to questions, proof checking, structural proof, moving students from inductive to deductive reasoning, addressing the issue of what constitutes a proof.

The written report should be three to five pages long excluding references. The report should be typed and double-spaced. Turn in 12 copies of the report so we may share your projects among ourselves. Provide bibliographical information if necessary. References (if any) cited in the report should be listed at the end. Please use the recommendations of the Publication Manual of the American Psychological Association, 4th ed. (Washington, DC: American Psychological Association) to format references.

Grading Rubric
All elements must be included and clearly described.

3 points	description of the activities and how you would use them in the classroom
3 points	description of acceptable responses to the task or a grading rubric
5 points	goals of the activity; include how your activities may create a need for proofs among your students and how the activities may culminate in at least one proof by the students
4 points	a discussion of how you would assess what the students have learned with regard to the goals of the activities
5 points	a discussion of some of the pedagogical recommendations discussed in class as they pertain to the activities, e.g., responsive proof, proof as answer to questions, proof checking, structural proof, moving students from inductive to deductive reasoning, addressing the issue of what constitutes a proof
2 points	overall: spelling, grammar, format, structure, references (if appropriate), etc.
3 points	appropriateness/quality of the activities
25 points	Total possible score