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You are on page 1of 9

Education EDU 223, SED 220)

(Lesson # in your unit sequence) 2.5 BLOCKS; 180 Minutes High School Geometry Students

2 of 3 LE GREEN HIGHLIGHTED AREA

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning

experiences and performance tasks that support learners in reaching rigorous curriculum goals based

on content standards and desired understandings.

(Write learning objectives that are clear, attainable, measurable, (In bulleted form, identify your reasoning or why you

observable and age/content appropriate. They may be from Stage 1 chose these objectives. How are they content, age

and/or they may be more detailed ones specific to this lesson. They and lesson topic appropriate?)

must align with targeted standards and conceptual understandings. If

you have any additional objectives for particular students related to IEP

goals, you can include those here too.)

The agenda for the day will be posted on the board for Having the agendra present throughout the

students to have access to throughout the lesson. lesson lets students know where they are

going during the day’s learning event.

Students will be able to understand process for This is a skill that students will need as

determining angles and leg lengths of triangles when only they further in their mathematics career,

given specific components. being able to understand how to solve for

specific components when given only a

few pieces of information.

Students will be able to use the Law of Sines and Law of This is a device that students will continue

Cosines to solve for missing angles and leg lengths when to see as they move forward in their

given specific components. mathematics classes, students must be

able to understand how the specific pieces

of information that they have been given

relate to the LS and LC, and how to use

their pieces of information in order to solve

for the entirety of the triangle.

Students will be able to explain their application of the By being able to explain how they are able

Law of Sines and Law of Cosines to solve for missing to solve for the missing variable on a

angles and leg lengths of a triangle to their peers. triangle by using the LS and LC equations,

students will demonstrate

complete-knowledge acquisition of the LC

and LS. Further, by being able to explain

its applications, it allows students to fully

develop their understanding, as well as

cementing their understanding of it, as

teaching is the best way to learn a subject.

(Identify the relevant content standards (CCSS, MLR, ISTE, other) and (In bulleted form, why did you choose these

discipline specific standards (mathematical practice, ELA literacy, standards?)

anchor, cross-cutting, other). Align objectives with content- and

discipline-specific standards.)

Define trigonometric ratios and solve problems involving B1 As trigonometry will continue to be

right triangles

CCSS.MATH.CONTENT.HSG.SRT.C.7 built on as they continue with their

B1 Explain and use the relationship between the sine and mathematics educations, students

cosine of complementary angles. need to understand how sine and

cosine relate to angles in order so

CCSS.MATH.CONTENT.HSG.SRT.C.8

B2 Use trigonometric ratios and the Pythagorean Theorem to solve for specific components of said

solve right triangles in applied problems.* angles (x value, y value, etc)

CCSS.MATH.CONTENT.HSG.SRT.D.10

C1 Prove the Laws of Sines and Cosines and use them to solve Pythagorean Theorem, and will be

problems. using it to solve for missing side

lengths for triangles in the real world

CCSS.MATH.CONTENT.HSG.SRT.D.11

C2 Understand and apply the Law of Sines and the Law of

Cosines to find unknown measurements in right and non-right C1 The Law of Sines and Law of

triangles (e.g., surveying problems, resultant forces). Cosines are necessary for students

understanding, and required for solving

Craft and Structure: triangles when only given one

CCSS.ELA-LITERACY.RST.9-10.4

E1 Determine the meaning of symbols, key terms, and other leg-length and two angles. Further as

domain-specific words and phrases as they are used in a this is a property that will continue to

specific scientific or technical context relevant to grades 9-10 pop up later in their mathematics

texts and topics.

career, students must be familiar with

this a=b=c kind of problem set up.

need to understand how to specific

components of triangles are related,

and how they can be used to solve for

missing components of a triangle.

math-specific symbols (such as the

angle symbol, the parallel symbol,

degree, etc), key terms, and other

content-specific words and apply them

to solve problems. Students will need

to understand these because these

mathematics symbols will follow them

into later math classes (both in high

school and in college).

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance

and determines best supports for continued learner growth.

● In bulleted form, list at least one assessment for each instructional ● In bulleted form that aligns with assessments on

objective. the left, state whether the assessment is formative

● At least one of these assessments should come from your Stage 2. or summative and what type of assessment it is:

● Put brief description of each formative and summative assessment pre-, self-, peer- or teacher-.

for this lesson here; full description in teaching & learning sequence. ● What are the differentiated ways students can

demonstrate their understanding of the learning

objectives?

● What accommodations, modifications, or

extensions in assessment are you using?

● What data will be gathered (prior knowledge, skill

level, potential misconception,...) and how will it

be used to give feedback to students and make

decisions about further teaching?)

Snowball - FORMATIVE ASSESSMENT This activity will give opportunity for the

See description for activity in Teaching and Learning instructor to gauge where the class is as a

Sequence whole, and their general ability to work

through the steps for solving the

Pythagorean Theorem.

work of their peers without knowing who’s

work it is, it gives student to opportunity to

practice their ability to recognize mistakes

within the work of others, as well as their

own work.

teacher-instruction, meaning the teacher

can use this activity to determine if they

need to spend more time on the material,

and to provide further

practice/individualized instruction.

● In the instant that a student would

physically would be unable to

participate in the activity (throwing

the paper across the room), a

Class Discussion - FORMATIVE ASSESSMENT Small group work allows for students to

After the snowball activity, the students will be prompted work with their prefered peers to work

with the question of “how do you go about solving for the through material that challenges them to

triangle when you’re missing a components?” creatively think of ways to approach a new

type of problem that they have no

Students break into small groups to discuss how they experience with. Further, as this activity is

may attempt solving a triangle when they’re given only a discussion based around new material,

one leg length instead of two, and when they’re given this is a kind of formative assessment that

angles of the triangle instead of leg lengths. allows the teacher to see who in the class

At this time the teacher will be walking around the room, has had experience with the LS and LC,

listening to what the students are coming up with. and who does not. Further, this activity will

shape the instructional method for the

After about three minutes, give the class a hint about upcoming lesson.

sine, cosine, and tangent, and SOH CAH TOA

about their thoughts on how they could solve for the

components they’re missing.

Class Review- Group Work on specific problem Collaborating with their peers to solve a

Students will spend 20 minutes going over their problem gives opportunity for the students

homework, making corrections to their work. After going to take their understanding of the other

through and correcting their work, the group will choose problems to work through a problem that

one problem that they all (or the majority of the group got they all struggled with. Further, the group

wrong), and work as a group to collaborate on to solve. work allows students to work through their

This will be a FORMATIVE ASSESSMENT. (20 thinking in a situation where they can

minutes) collaborate and give each other feedback.

Lastly, as group work gives an opportunity

for students understanding the material to

take on the role of teacher, and to explain

it to their struggling peers,which allows

both students to having a better

understanding of the material.

study for an assessment in a fun and

competitive manner. Further, as you

are able to view the results, Kahoot

can act as a formative assessment to

see where you get an idea of where

the students are, as well as what

material that future students will need

further practice with before the end of

the unit.

Quiz over LS, LC and Pythagorean Theorem - The quiz is a summative way to

SUMMATIVE QUIZ cement where students are with the

material, and gives you a clear idea

how each student is doing with the

new material. The quiz can also guide

instructional practice; do students need

more time on the material? A specific

section? etc.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in

reviewing instructional materials from the perspectives of both the discipline and individual learner

needs.

/ or Technology (In bulleted form, describe how these materials,

(What teacher and student materials are necessary for this lesson to be resources, and technology are relevant, accurate,

implementation ready? In bulleted form, list handouts, types of appropriate and accessible to the learners. Include

manipulatives, varied texts, models etc. Describe how technology how you addressed students with disabilities,

augments learning or assists in planning this lesson and what specific language needs or giftedness.)

technology is necessary for this lesson, when applicable.)

Worksheets with triangles missing one leg length for Worksheets are needed in order to perform

Snowball activity. the Snowball activity

Expo markers Whiteboard/markers for lesson

White Board

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks

by using a variety of instructional approaches, strategies, and technologies that make learning

accessible to all learners and support learners in reaching rigorous curriculum goals.

(Include any documents associated with the plan: graphic organizers, sets of questions, sample

problems, activity directions, content knowledge reference notes, etc.)

● Describe the plan and sequence of your lesson that is connected to the (In bulleted form, provide any additional information

objectives. pertaining to your teaching and learning sequence

● Clearly identify timeframe.

including details such as specific strategies or

● Describe the introduction (and hook) and closure of the lesson.

● What homework, if any, will students have following this lesson? instructional formats used, instructional dialogue and

● Describe student groupings and room arrangement. potential teacher and student questions.)

● Show where in the sequence technology is used to engage learners in

meeting learning objectives when appropriate.

● The sequence should include processes for monitoring student progress.

HOOK students can use this time to develop their

Class 1 - 15 minutes critical thinking skills, as they will only be

Students will walk in to class and sit down at a seat able to use the information from the

where there is a piece of paper with a triangle. The

person’s work before them to complete

triangle will have two leg length provided, and students

will be required to solve for the third leg length. their step of the problem. Further, by

practicing individual steps versus entire

HOWEVER, STUDENTS WILL ONLY BE ABLE TO DO problems, students will be skilled at

ONE STEP OF THE PROBLEM! recognizing different types of problems, as

well as recognizing what steps they need

Students will only be able to complete the first step of the to perform in order to solve the problem.

solving process, before crumpling the paper up (like a

snowball) and throwing it to someone else across the

Given that the work is anonymous, the

room who is also ready to move on to the next step.

This process will be repeated until all of the problems are Snowball project will act as a formative

solved for. assessment for the teacher to see where

Problem Solving steps: the students are in their understand, and

1. Students will be given a triangle that has two of will be used to inform instructional

the three leg lengths labeled. practices.

Students will have to draw the squares that

accompany each side of the triangle Taking time to go over incorrect work will

(so if the side length is 3, it will be a 3x3 square

clarify any misconceptions that students

for that leg)

2. Students will write the accompanying equation for may have about the solving process, and

the triangle (ex 3-4-c triangle, they’ll write will also help student be able to recognize

3^2 + 4^2 =c^2) when they have done a step incorrectly,

3. Students will expand the written equation that which will aid them in their

they are given (3^2 + 4^2 =c^2 → 9+16=c^2), personal-correction/study skills.

then solve for the appropriate side.

(9+16=c^2 → 25 = c^2)

4. Students will perform the square root to solve for

the missing side length

(√25 = √c^2 → 5=c) B2, E1

tell if their end answer is wrong, and how they know, then

go over said problem(s).

Class 1 - 20 minutes

After the snowball activity, the students will be prompted Small group work allows for students to

with the question of “how do you go about solving for the work with their prefered peers to work

triangle when you’re missing a components?” through material that challenges them to

creatively think of ways to approach a new

Students break into small groups to discuss how they type of problem that they have no

may attempt solving a triangle when they’re given only experience with. Further, as this activity is

one leg length instead of two, and when they’re given a discussion based around new material,

angles of the triangle instead of leg lengths. this is a kind of formative assessment that

At this time the teacher will be walking around the room, allows the teacher to see who in the class

listening to what the students are coming up with. has had experience with the LS and LC,

and who does not. Further, this activity will

After about three minutes, give the class a hint about shape the instructional method for the

sine, cosine, and tangent, and SOH CAH TOA upcoming lesson.

about their thoughts on how they could solve for the

components they’re missing.

Law of Sines and Law of Cosines Lecture Students need to learn/understand the LS

Class 1 - 40 minutes and LC in order to progress in their

After all groups have shared their ideas about solving for geometry unit/future math courses.

missing components, the instructor will begin a lesson

over the Law of Sines and Law of Cosines (LS and LC

respectively) in a lecture style format while students take

notes over the material.

Class 1 - Remainder of class (roughly 5 minutes) begin their independent practice in an

After lecture have students break into their original environment where they have access to

groups to begin work on their homework assignment that the the instructor, as well as their peers

is going to be formatted much like this LS and LC

whom they can collaborate with to solve

worksheet

their work.

Homework Review and Class Review Homework review gives opportunity for

Class 2 - 30 minutes students to ask questions about problems

Begin class by going over the homework assignment that they did not understand while doing

from the previous night their HW assignment, and to get

clarification from the instructor.

Students will break into small groups to go over the

homework for corrections. The teacher will provide Small groups gives opportunity to

students with a sheet of answers to the homework, but collaborate with their preferred peers in a

will not provide any work. (10 minutes) low-risk setting that allows them to work

through the material. Further working in

Students will spend 20 minutes going over their small groups gives opportunities for

homework, making corrections to their work. After going students understanding the material to

through and correcting their work, the group will choose explain the concept to students who are

one problem that they all (or the majority of the group got struggling. It also gives students the

wrong), and work as a group to collaborate on to solve. opportunity to get feedback from

This will be a FORMATIVE ASSESSMENT. (20 classmates about their

minutes) understanding/work.

problem gives opportunity for the students

to take their understanding of the other

problems to work through a problem that

they all struggled with. Further, the group

work allows students to work through their

thinking in a situation where they can

collaborate and give each other feedback.

Lastly, as group work gives an opportunity

for students understanding the material to

take on the role of teacher, and to explain

it to their struggling peers,which allows

both students to having a better

understanding of the material.

Class Review Class review gives students the

Class 2 - 20 minutes opportunity to ask clarifying questions

After groups have a chance to go through, correct their about any of the material that they are still

work, and have completed their group problem, the class struggling with. Further, this activity will act

will come back together and ask any questions they may as a study-session for the class, and will

have over the material, as the following class they will be guide them in their individual studying.

having a quiz.

about any questions they still have about the homework

assignment about the night before.

Class 2 - 30 minutes Kahoot is a low-risk way for students to

After addressing all questions, load up a Kahoot for quiz study for an assessment in a fun and

review

competitive manner. Further, as you

are able to view the results, Kahoot

can act as a formative assessment to

see where you get an idea of where

the students are, as well as what

material that future students will need

further practice with before the end of

the unit.

Class 3 - 30 minutes The quiz is a summative way to

Begin class with a quiz over the laws of sine and law of cement where students are with the

cosine, with some review over and the pythagorean

material, and gives you a clear idea

theorem.

how each student is doing with the

new material. The quiz can also guide

instructional practice; do students need

more time on the material? A specific

section? etc.

modifications, accommodations) ● In bulleted form, discuss your reasoning for

● Describe how you met the needs of students who were missing prior including specific activities or strategies.

knowledge needed for success in this lesson. ● Identify any misconceptions and how you are

● Describe the adaptation/ scaffolding/ enriching/ extended learning providing scaffolds and differentiated instruction.

needs of a specific student based on their profile. Describe aspects ● Describe how your lesson shows implementation

of your lesson that accommodated the needs of this student. of Universal Design for Learning. How did you

Alana abilities

● Plan for learner choice/ interest that results

in variation of pace, process, product

and/or environment

● Challenge students

● Incorporate Multiple Means of

Representation (Strategies to Deliver

Content)

● Incorporate Multiple Means of Engagement

(Strategies to Facilitate the Process of

Learning)

● Incorporate Multiple Means of Expression

(Strategies to Assess Student Learning)

● Consider the social and physical

environment (i.e. room arrangement,

positive/humanistic behavior supports, use

of space, facilitation of peer interaction)

Reflection

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