Lessons Integrating Information and Communication Technology within a Curriculum Area


James Parsons - SRSB


Designing a Logo Using The Geometer’s Sketchpad

Grade Level


Subject Area

Mathematics Essentials

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

This activity should follow and review of transformations and some exposure to using Geometer’s Sketchpad®. Throughout this activity students will use their knowledge of geometric transformations and Geometer’s Sketchpad® to create a logo for an imaginary company.

To begin this activity the teacher will spark a discussion about the importance of advertising in business and get students to come up with the characteristics of a good logo. Students will then come up with an imaginary business/company and create a logo that incorporates geometric transformations and connects in some way to the objectives of their imaginary business/company. Finally, students will use Geometer’s Sketchpad to create an electronic version of their logos.

Correlations to ICT and curriculum outcomes

Mathematics Outcomes

E2 describe and apply translations, reflections, rotations, and dilatations as they relate to symmetry and design, with the aid of technology
E5 analyse the geometric aspects of logos and design
E6 create a personal logo, using the mathematics of symmetry, translations, reflections, rotations, or dilations, with the aid of technology

ICT Outcomes

CT 12.2 critically apply technological skills in a range of electronic, visual and print media for formal and informal communication

Projected timeline for preparation and for carrying out activities

3-4 hours (time will depend on amount of previous exposure to software)

  • 1 hour classroom and paper/pencil activity
  • 2-3 hours working with the computers

Equipment Requirements: (computers, software, etc)

Computers with:

  • internet access (optional)
  • The Geometer’s Sketchpad® software

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Project Overview (Word format) (pdf format) – This is a student handout which explains the activities and purpose of the project.

Preparation Worksheet (Word format) (pdf format) – This worksheet will help students plan their company and work out the logo for it.

Resources available for teacher/student use (websites, references, etc)

Logo Tips

http://www.artsletters.com/dl/pdf/ug_logodesign.pdf – Logo Design Guide: 42 page Booklet in PDF format
http://www.elogodesign.com/logo-design-guide/ (An excellent resource!)

Samples of logos for discussion


Samples of Logos using Geometric shapes


The Geometer’s Sketchpad Help

http://mathbits.com/MathBits/GSP/GSP.htm (All About Geometer’s)
http://mathbits.com/MathBits/GSP/ScratchTransformations.htm (Transformations in Geometer’s)

Teacher Hints and Tips

The Geometer’s Sketchpad: Teacher Hints and Tips (Word format) (pdf format) – Here are some suggestions that will provide some ideas for making the software work more effectively
Incorporating Other Graphics into The Geometer’s Sketchpad (Word format) (pdf format) – Here are instructions for pasting images into The Geometer’s Sketchpad. Please note that images pasted into the program CANNOT be transformed.

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

 Pre-Activity ( Discussion and Graphic Organizer)

This activity should begin with the teacher prompting a discussion about business and query the students about factors that contribute to a successful business. The teacher should try to lead the discussion towards the importance of advertising and the significance of trademarks/logos of various successful companies, for example, Nike, Coca-Cola, McDonald's, etc. It may be worth while to have samples of successful logos to show students ORhave students do a quick search via the internet (if you have ample computers in your classroom) to find catchy logos. This should be followed by a brainstorming session about the characteristics of an effective logo.

 Activity ( Designing and Construction of Logo)

First, have students complete the 'Preparation Activity' worksheet, making sure they complete a rough sketch of their logo before going to a computer. Emphasize that it is alright if their logo changes somewhat when they create it in Geometer's but they should have some ideas as to what they want to do before sitting in front of a computer. Remind students of the requirements for the logo as stated in 'Project Overview' handout as well as the characteristics of an effective logo. The teacher should monitor the class very closely during this activity as some students will surely become frustrated with the software and will require some assistance.

 Post Activity ( Discussion and Whole Group Feedback )

When you have collected both electronic and hard copy versions of each student's logo take the time to share them with the entire class. You may want to have students briefly explain the significance of their logos and point out connections to company objectives.

It may be useful here to have student offer some positive feedback and make suggestions about the logos may be improved. If time allow as you may want to give students an opportunity to make changes to logos after having heard positive criticism from their peers.

Student products expected

Students will complete the preparation activity worksheet.

Students will submit a completed logo (both electronically and hardcopy) that represents their hypothetical company.

Samples (include teacher notes, assessment information, student work if available)

Logistics (organization, grouping, management issues, access to technology)


In smaller classes (<15) I would recommend doing this individually.
In larger classes it may be done in groups of two. However, it would be important to make sure that all students are getting a chance to use the technology.

Management Issues

Some students will experience frustration in using the software, especially in the case of little prior exposure. You will have to make time allowances for this frustration. Time spent performing transformations using Geometer’s Sketchpad prior to this activity would be of great benefit.

Access to technology

For most teachers completing this activity in the regular classroom is not realistic due to limited access to computers. This activity would probably work best in the lab setting. Allow for 2 hours of computer lab time.

Assessment information (e.g., rubrics for products and/or process)

Logo Project Rubric (Word format) (pdf format)

Possible extensions

Bring Logos to Life (Community Based Learning)

If you happen to live close enough to a community with a local screenprinting business it would be a great idea to make arrangements for a visit. You could price what it would cost to have a logo screenprinted on T-shirt and propose it to the students.(Who knows, you may even be able to do a small fundraiser to ensure that all students get a printed T-shirt. Then, email the logos to the business and make arrangements to see the students logos screenprinted in front of them during your visit. You could have employees speak about the process of designing logos and perhaps even get the owner to speak about the sigificance of the business' own logo.
A visit like this enables students to make connections to the community and to the real world applications of logo design. It will give students a sense of accomplishment as they stroll proudly through the halls with a logo they created on their T-shirt.

Cross Curricular Connections:

Language Arts 10 – Students will experiment with the use of technology in communicating for a variety of purposes.

Adaptations for students requiring additional support

Some students may experience difficulty/frustration using Geometer’s Sketchpad to bring transformations together to create an actual logo. These students may benefit from more structured activities using Geometer’s Sketchpad to perform basic transformations. These same students could still create a logo without the strict requirements of including all transformations. Support may also be offered by reducing the types and/or number of transformations required in the completed logo.

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