Assignment 1B: Extended 5-Day Learning Map Template

Summary of Unit: Chapter 6: Quadrilaterals

In this chapter, students will refresh their memory on Quadrilaterals. Students will be filling in foldable notes and graphic organizers.
There will be fun activities that include Quizziz, Quizlet, and Whiteboard sessions, where students will put to practice what they’ve
learned. Youtube video lessons will be provided for students that have been absent or that just want to get a better understanding
of a certain topic. There will be a word wall with vocabulary definitions & an anchor chart on Quadrilaterals that will help my visual
learners, English learners, and my SPED learners.

What topics will be covered?

• Angles of Polygons, Parallelograms, Rectangles, Rhombi, Squares, Trapezoids, and Kites

What overall attitudes or sensitivities should students build towards these topics?
• Students should be able to recognize these shapes and their individual
properties because they’ve seen these topics since Elementary & middle
school.
• This chapter will serve as enrichment to students’ prior-knowledge of
Quadrilaterals.

What should students know before this unit?

• How to substitute values into formulas
• Vocabulary terms: Exterior Angle, Remote Interior Angle, Slope, Basic
properties of Quadrilaterals
• How to solve equations

What should students know or be able to do by the end?

Students will:
• Find and use the sum of the measures of the interior and exterior angles of a polygon.
• Recognize and apply properties of quadrilaterals.
• Compare quadrilaterals.
• Vocabulary: Supplementary, congruent, opposite angles.
 Day Day 2 Day 3 Day 4 Day 5
1
6.1 Angles of Polygons 6.1 Angles of Polygons 6.2 Parallelograms 6.2 Parallelograms 6.3 Test for
Standard
Practice Practice Parallelograms
Copy the entire state
standard being taught G.MG.1 Use geometric G.CO.11 Prove theorems
in this unit. shapes, their measures, G.MG.1 Use geometric and parallelograms. G.CO.11 Prove theorems G.CO.11 Prove theorems
and their properties to shapes, their measures, and and parallelograms. and parallelograms.
describe objects (e.g., their properties to describe
G.GPE.4 Use coordinates
modeling a tree trunk or a objects (e.g., modeling a to prove simple geometric G.GPE.4 Use coordinates G.GPE.4 Use coordinates
human torso as a tree trunk or a human torsotheorems algebraically. to prove simple geometric to prove simple geometric
cylinder). as a cylinder). theorems algebraically. theorems algebraically.
Mathematical Practices:
Mathematical Practices: Mathematical Practices: 4 Model with mathematics Mathematical Practices: Mathematical Practices:
4 Model with 4 Model with mathematics 3 Construct viable 4 Model with mathematics 4 Model with mathematics
mathematics 3 Construct viable arguments and critique the 3 Construct viable 3 Construct viable
3 Construct viable arguments and critique the reasoning of others. arguments and critique the arguments and critique the
arguments and critique the reasoning of others. reasoning of others. reasoning of others.
reasoning of others.

Essential
What is the sum of the What is the sum of the What are the properties of What are the properties of What are the conditions
question three angles of a three angles of a triangles? a parallelogram? a parallelogram? for parallelograms?
Write a student
triangles?
friendly question that
is adapted directly How do you find the sum What are the properties of What are the properties of What are the properties of
from the standard. How do you find the sum of the angles of ANY the diagonals of the diagonals of the diagonals of
of the angles of ANY polygon? parallelograms? parallelograms? parallelograms?
polygon?
What is the sum of the What are opposite angles What are opposite angles What are opposite angles
What is the sum of the exterior angles of a equal to? equal to? equal to?
exterior angles of a polygon?
polygon? What are consecutive What are consecutive What are consecutive
angles equal to? angles equal to? angles equal to?

Relevance in your
Prior to teaching this The lesson prior to this Prior to teaching this The lesson prior to this In this lesson, students
class lesson, students should day, students will be ready lesson, students should day, students will be ready usually have difficulties
What is being
know how to name and to practice their new already know how to to practice their with geometric proofs. In
covered before and
after this content? classify polygons. They knowledge through Ixl.com classify polygons with knowledge on order for them to be
What specific skill should be able to identify assignments & Quizlet four sides as parallelograms through successful throughout this
levels-- initiating, how many sides, angles, Live group activities. If quadrilaterals. From that activities such as Quizizz lesson, students must be
developing, and and vertices polygons students are struggling, the knowledge, I will & whiteboard sessions. able to recognize and
mastery--do your have. This is important group work will help them introduce to them to a Throughout these apply properties of
students to have? because students will need reinforce their skills. My category in Quadrilaterals, activities, students will be parallelograms from the
How will you develop to use their prior- English Learners and which are Parallelograms. developing their use of previous two days. For my
them further? knowledge to find the SPED students will benefit Students should be know mathematical vocabulary. struggling students, I will
 number of diagonals and from these activities how to identify the The more they practice provide graphic organizers
the sum of interior angle through group symbols for congruent and use their foldable that will provide the
measures. collaboration and through sides and congruent notes, students will feel conditions to prove that a
the use of their foldable angles. Before this more confident in their polygon is a
notes. chapter, students will also knowledge about parallelogram. Students
be ready to set up and parallelograms when will develop and master
solve algebraic equations. setting up and solving their knowledge through
algebraic equations. their IXL
classwork/homework.
Purpose for
In Geometry CP, I have Many students won’t be Students will need to Just as the day before, Before students begin
learning in your freshmen, sophomores 100% confident on the recognize and apply the students will need to learning about writing
subject area and juniors in my lesson they learned the day properties the sides, angles recognize and apply the proofs for parallelograms,
What are prevalent classroom. All these before. However, and diagonals of properties the sides, angles students will have to
expectations in students are coming into throughout the activities parallelograms. They will and diagonals of refresh their memory
your content area my classroom with that students will do, they have to use their prior parallelograms. They will about the proofs in the
for previous and different pieces of will clear doubts, and will knowledge and all of the have to use their prior previous semester from
following grades? knowledge. All of them be able to complete tasks resources that I will knowledge and all of the chapter 2. Many times,
must be able to name and by themselves with the provide in order to be resources that I will students are so used to the
classify polygons. My help of their graphic successful in this lesson. provide in order to be procedural aspects of
freshmen students might organizers, foldable notes, Students will be grouped successful in this lesson. mathematics, that they
have this information and visual word wall. and will participate in Students will be grouped forget that there’s a reason
fresher in their brains various activities where and will participate in for everything. Students
because they might have they’ll be able to meet the various activities where will be given easy
seen these topics in objectives of the day. they’ll be able to meet the algebraic problems to
middle school. My objectives of the day. They solve. They will develop
sophomores and juniors will use technology to their skills to justify their
will have to remind enhance their learning. every step.
themselves and practice
on the topics that they
forgot about. I will
provide a word wall and
graphic organizers that
will facilitate students’
learning.

Real world
Students see polygons in The technological skills Students will be seeing Students will be Students will be
application of real life at all times. When that students will develop parallelograms in their developing their developing their
content students go to college, throughout the activities college math classes. competitive skills as they competitive skills as they
How might some they will be taking classes will help them throughout Vocabulary words such as complete Quizizz complete Quizizz
of these skills be such as geography and their college years. congruent sides, angles, activities. Students will activities. Students will
applied in college astronomy. Students will Communication skills are consecutive angles, and develop they mathematical develop they mathematical
or career settings apply their knowledge vital to the activities that more will come in handy skills as well that will be skills as well that will be
outside of K- 12 about polygons in students will participate in. when taking trigonometry, needed for college classes. needed for college classes.
classrooms?
geography. Others will They will learn how to calculus, and more.
 learn and realize that there collaborate in teams.
are many planets that
have cloud systems
shaped like polygons such
as Saturn.
Pre-assessment Quizizz Pre-Assessment: Warm-Up Activity: Quizizz Pre-Assessment: Warm-Up Activity: Warm-Up Activity:
How will you
measure what Before the first lesson of Students will work on 2-3 Before the first lesson of Students will work on 2-3 Students will work on 2
they already the unit begins, students problems in the first 5 the unit begins, students problems in the first 5 problems in the first 5
know about this will take a non-graded minutes of class. I will be will take a non-graded minutes of class. I will be minutes of class on
concept? Pre-assessment on monitoring their work. As I Pre-assessment on monitoring their work. As properties of
Quadrilaterals. It should walk around and check for Parallelograms. It should I walk around and check parallelograms. I will be
take them about 8-10 their progress, I will be take them about 5 minutes for their progress, I will be monitoring their work. As
minutes to finish it. There able to quickly identify my to finish it. There will be a able to quickly identify my I walk around and check
will be a discussion at the students that are struggling discussion at the end of the students that are struggling for their progress, I will be
end of the assessment. understanding the lesson. assessment. understanding the lesson. able to quickly identify my
students that are struggling
understanding the previous
lesson.
Ongoing I do, You do, We do/ IXL: I do, You do, We do/ Whiteboard Activity: IXL:
assessment Think-Pair-Share Think-Pair-Share
How will you check for
understanding As we fill in the foldable As my students are As we fill in the foldable Students will each have a As my students are
throughout the lesson? notes, we will complete working on their IXL, I can notes, we will complete mini whiteboard with an working on their IXL, I
several example monitor Live data on each several example problems. expo marker and a mini can monitor Live data on
problems. I’ll demonstrate of my students. I can see I’ll demonstrate how to do rug to erase. Students will each of my students. I can
how to do the first one. what questions they got the first one. Then, I’ll ask also have their foldable see what questions they
Then, I’ll ask students to correct and wrong, how students to do the next notes outside for got correct and wrong,
do the next example. They much time they’ve taken to example. They will reference. I will be able to how much time they’ve
will complete it, pair up complete their questions, complete it, pair up with check for understanding as taken to complete their
with someone, and will and how many times someone, and will share I monitor around when questions, and how many
share their thought they’ve had to answer the their thought process as presenting a problem for times they’ve had to
process as they completed same question. they completed that them to work on. Students answer the same question.
that problem. problem. will have around 2
minutes to show their
work on the whiteboard.
As I do a 3-2-1
countdown, students will
raise up their whiteboards
and I will assess where
each of my students are in
a matter of seconds.
Post-assessment Ticket Out the Door: 3-2-1: Ticket Out the Door: 3-2-1: Ticket Out the Door:
How will you measure
what they learned in this I will pass out a slip of I will pass out a slip of I will pass out a slip of I will pass out a slip of I will pass out a slip of
lesson? paper and will present a paper and will ask students paper and will present a paper and will ask students paper and will present a
problem on the projector to answer the following on problem on the projector to answer the following on problem on the projector
screen. Students will write their paper: screen. Students will write their paper: screen. Students will write
down their name and will -3 things they learned down their name and will -3 things they learned down their name and will
answer the problem about Angles of Polygons. answer the problem about Angles of Polygons. answer the problem
without looking at their without looking at their without looking at their
notes. I will be able to -2 things they still have notes. I will be able to -2 things they still have notes. I will be able to
assess what students were questions on. assess what students were questions on. assess what students were
able to grasp from the able to grasp from the able to grasp from the
lesson. It will show me -1 thing they could teach to lesson. It will show me my -1 thing they could teach lesson. It will show me my
my next steps for the someone else next steps for the to someone else next steps for the
following day. For following day. For following day. For
example, if I see that I will collect the slips of example, if I see that many I will collect the slips of example, if I see that many
many of my students papers at the end of class. of my students didn’t get papers at the end of class. of my students didn’t get
didn’t get the problem The next day, I will go the problem correct, I will The next day, I will go the problem correct, I will
correct, I will have to over some of these have to reteach a similar over some of these have to reteach a similar
reteach a similar problem questions right at the problem the next day to questions right at the problem the next day to
the next day to answer beginning of class. answer any doubts my beginning of class. answer any doubts my
any doubts my students students have. students have.
have.