If you think geometry is a bit boring, well, you may be right.
But for one Pennridge 10th-grade geometry class, a hands-on architecture project has made geometry exciting.
Geometry teacher JoAnn Rubin uses a creative architecture project that teaches her students to use the precision of geometry and architecture as well as the freedom of artistic expression to help all types of students succeed in her math course.
"Not everyone is good at math," Rubin said about the project. "Some kids are really artistic."
The project asks students to create a representation of a building that they think is interesting or original.
They can make a model or a poster or any kind of representation of the building using their geometry skills. There is really only one thing curtailing the student's creativity on the project.
"The only restriction was that the buildings couldn't be rectangular," Rubin said with a smile.
This one restriction led students in many different directions and had them recreating all different kinds of buildings, from architectural classics to the downright bizarre.
Although the project results were all over the spectrum, students of all mathematical abilities consistently succeeded.
"It's about recognizing that we all have our talents and interests," Rubin said about the project that allowed every student to explore their abilities beyond the chalkboard. "I wanted them to look at the geometry of the actual buildings."
One of the more creative projects was built by Brett Saddington, who turned the parameters for the project completely upside-down.
"I just looked up the world's strangest buildings," Saddington said about the Google search that led him to an upside-down house built in Szymbark, Poland.
He said that he one day hopes to be an architect or an engineer, and he showed off his talent with his topsy-turvy creation.
Most of Rubin's students will not become architects or engineers, but by giving her students a look at the practical and creative side of geometry, she has given them an appreciation that could take them anywhere.
"They really don't know what direction they may be heading," Rubin said. "But who knows? They may become architects or engineers."