Pre-practicum 3 – Lesson 1

Name: ​ Caroline Choi ​ ​ Date: ​10/8/19

School: ​ Boston Latin School ​ Grade: ​8

Starting and Ending Time: ​9:48​ to ​10:33

OVERVIEW OF THE LESSON

For P3s/ Grad P1s​, the MA Curriculum Frameworks incorporating the Common Core State
Standards (​http://www.doe.mass.edu/frameworks/ela/0601.pdf​) and WIDA (​www.wida.us​) and
Three Tiers of Vocabulary​ Beck, Kucan, and McKeown (2002) as cited by Thaashida L. Hutton
in ​Three Tiers of Vocabulary and Education​.

A-CED.A.1:
Create equations and inequalities in one variable and use them to solve problems.

G-SRT.A.2:
Given two figures, use the definition of similarity in terms of similarity transformations to decide
if they are similar; explain using similarity transformations the meaning of similarity for
triangles as the equality of all corresponding pairs of angles and the proportionality of all
corresponding pairs of sides.

Instructional Objective: ​(​By the end of the lesson, (1) ​what​ concept, skill, or strategy will the student(s) know
and (2) ​how​ will they show that knowledge?)

SWBAT:
● Understand the differences and similarities of similar figures
● Identify whether figures are similar or not
● Find missing lengths of similar figures
● Use similar figures when measuring indirectly
● Use what they previously learned about ratios and solving proportions to solve problems

Academic Language Objective: ​(By the end of the lesson, (1) ​what​ language, language concepts, or
linguistic skills will the student(s) know, and (2) ​how​ will they show that knowledge?)

SWBAT:
● Use words like similar figure, ration, proportion, conversion factor, scale, scale drawing,
and scaled model. Students will be expected to use this vocabulary when explaining their
processes with their peers and in front of the class.

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Assessment:​ ​(What specific, tangible evidence will show that each student has met the two types of objectives?)

Throughout the portion of the lesson that includes the PowerPoint presentation, I will constantly
be talking and collaborating with students to introduce and get them to use the vocabulary listed
above. I will also be walking around while students are working on each problem and listening
to what students are saying to each other. I will be expecting them to use the above terms in their
explanations with their peers and in front of the class. Students will have their notes and me if
they need a refresher on any of the terms.

Content: ​(What are the specific details of the lesson’s content knowledge?)

The specific details of this lesson’s content knowledge include understanding what it means for
figures to be similar to each other. Students will be using their knowledge of solving proportions
to find missing side lengths of similar triangles and creating equations to help them indirectly
measure scale models.

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 PROCEDURES FOR THE LESSON
Opening:​ ​(How will you introduce the instructional objective to the student(s), “activate” learners, pre-teach/
preview vocabulary, and prepare them to engage with the lesson content?)

● Warm-up activity on PowerPoint

○ Ask for a volunteer to answer the question, “What are the similarities and
differences you see between these two images?”
■ Answer: They are the same image, just one is bigger and one is smaller

During​ ​Lesson: ​ ​(How will you direct, guide, and/or facilitate the learning process to support the student(s) in
working toward meeting the instructional objectives?)

● Explain that the explanation they just came up with is essentially the definition of similar
figures
● “Are these figures similar?”
o Similar figures have the ​same​ shape but different ​size.
▪ Fill out the blanks on the whiteboard
o For each pair of figures, ask “Who thinks these images are similar to each other?
Raise your hand”
o For the pair of quadrilaterals, ask for a volunteer to explain why they are not
similar
▪ One is a square, one is a rectangle, therefore they are different shapes
o For the pair of emojis, emphasize that the orientation of the images does not
matter, as long as they are the same shape but different size

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 ● “What do we mean by same shape?”
o Ask students to talk to the people at their table and decide if the two pairs of
shapes are similar
o After 2 minutes, ask for a volunteer to share their thoughts
o Similar figures have ​the same​ angles and ​proportional​ sides.

● Pair of orange triangles

o Demonstrate what proportional sides looks like on the orange triangles on the
board
o Ask students what the corresponding sides are
AB AC AB DE
o Note that whether you write ( DE = DF ) or ( AC = DF ) does not matter. As long
your proportions are corresponding to each other, your answer will be the same
o Note that 2 is the ​conversion factor​ from the smaller triangle to to bigger one.
o The notation for similar is “ ~ ” and the notation for congruent it “ ≅ ”

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 ● Pair of purples triangles
○ Given that the pair of triangles are similar, find the missing side length on the
board
○ Ask students what the corresponding side lengths are, set up the proportion on the
board, ask students to help you do the final calculations to find the missing side
lengths

● Map of South Korea

○ Explain that maps usually include scale that represents the ​ratio of a distance on
the map to the corresponding distance on the ground
○ Circle the scale of the map on the board. Say that on this particular map, the scale
represents 1in=50mi. If the distance between Seoul and Busan on the map is 2.5
inches, what is the actual distance in miles?
■ Ask students guiding questions to help you set up the proportion on the
board and solve it.

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Closing: ​(How will you bring closure to the lesson and, by doing so, review and determine what students have
learned?)

● Redirect attention to the worksheets that were handed out to them. Separate the room into
quarters and designate each quarter one question on the front of the worksheet
○ After 7 min, ask a representative from each quarter to go up to the board and write
down their work. After they are done writing, I will explain each of their work/
processes to the class
■ If any of the questions are done incorrectly, ask the class if they would
have done anything differently
● Divide the room in half. Designate one half of the room to work on #1 and the other half
to work on #2 on the back of the worksheet (the word problems)
○ After 8 minutes, ask a representative from each half of the room to write their
work on the board and explain what they did to the class

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 FINAL DETAILS OF THE LESSON
Lesson Management:​ ​(If teaching a small group or whole class lesson, how will you use classroom routines,
reinforce appropriate behavior, and/or handle behavioral issues? Give one example.)

● While students are working on the problems on the worksheet, I will be walking around
the room making sure they are on task and redirecting their attention to the worksheet if
they are not
● While I or the students are explaining their work to the class, I will be standing towards
the middle/ back of the classroom so that the students will be encouraged to look forward
at the board. If there are students who are talking, I will stand next to them to gently
discourage them from doing so.
● I will positively reinforcing and praising a student’s efforts regardless of whether the get
the right answer or not.

Materials: ​(​What are the materials that you will need to organize, prepare, and/or try-out before teaching the
lesson?)

● My laptop, remote clicker, projector, copies of worksheets for each student

Follow-up:​ ​(How will you and/or your Supervising Practitioner reinforce the learning at a later time so that the
student(s) continue to work toward the lesson goal (i.e., the MA Curriculum Framework incorporating the Common
Core State Standards)?
?)

I will use the foundational knowledge I teach today to go further into similar figures and
measuring indirectly in a subsequent lessons. The practice on proportions today will also prepare
students for the next lesson on percentages.

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