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Math Lesson Plan

Manhattan College

Patricia Wright

 
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Date: ​11/10/20 Teacher’s Name: Ms. Wright

Subject: ​7th Grade math Grade level: ​7
Class Setting: ​MESs Cohort​ Length of lesson: ​30
minutes

Central Focus: ​The purpose of this lesson is to build upon the student’s previous knowledge of
angles and equations. The students will learn how to solve for unknown angle measures
through the use of simple equations and identification of angle relationships (particularly for
supplementary, complementary, vertical, and adjacent angles) in multi step geometry
problems. This lesson will also serve as a building block for future solving geometry proofs on
the highschool level as well as real-life uses. Geometry is used today in a variety of career paths
such as blueprint design for construction, design of assembly systems, and computer design
that will provide students with ample opportunities for career success.

Lesson Title: ​Identifying types of angles and their characteristics

For Unit Plan/Learning Segment​, __1__ out of __3__​:

Essential Question(s)​:
● What are the defining properties of supplementary, complementary, vertical, and
adjacent angles?
● How can classifying angles in multi step geometry problems help solve for unknown
angle measures?
● How can equations be used to solve for unknown angles?
● What mathematical skills do students need to be successful in this unit?
● How can geometry be used in real life?

Learning Standards
● Standard: 7.G.B.5 Use facts about supplementary, complementary, vertical, and
adjacent angles in a multi-step problem to write and solve simple equations for an
unknown angle in a figure.

Pre-Assessment: ​Determines prerequisite skills and knowledge students have about the lesson

● Prior to this lesson, for my pre-assessment, I gave students a mini lesson via a Kahoot on
what math terminology they should be familiar with going into the lesson. These
vocabulary words were an angle, ray, equation, expression, and property. I determined
based on the results of the kahoot that it was appropriate to move on, but would
differentiate for the students who did not do well in the kahoot.

 
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Learning Objectives​: SWBAT Assessments​:

Define previously learned academic language Teacher will review the academic vocabulary
of angle, ray, equation, expression, and
property in the anticipatory set of the
lesson. He or she will cold call students to
ensure all students are able to generate
proper definitions.

Identify properties of adjacent, vertical, Teacher will work with students as a large
supplementary and complementary angles group to model how to identify properties
for adjacent angles through making
observations.

Students will then be sent to breakout

rooms where each group will be assigned to
identify the properties of either vertical,
supplementary and complementary angles
and write those properties into the class
google slides. The teacher will jump from
group to group while viewing the classes’
progress on google slides.

The students will then present their

conclusions to the class for assessment.

Define and identify adjacent, vertical,
supplementary and complementary angles
Teacher will give students a homework
assignment where students will be given a
mathematical figure where they will be
asked to determine the definitions of
adjacent, vertical, supplementary and
complementary angles along with an
example displayed in the diagram.

Use equations to solve for unknown angles in Teacher will model and work with students
a multi step geometry problem. in class on a multi step geometry problem
allowing them to begin to determine angles
and generate equations from angle
properties.

Students will also be assessed in their

homework when they are asked to solve for
unknown angles using what they know

 
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about angle properties and generating

equations.

Differentiation: ​Adapt or modify instruction, materials, and/or environment to meet specific

characteristics and special needs of students (e.g. ELL, gifted learners, students with disabilities)

Differentiation for groups of students or individuals was determined by their concentrations,

and previous success in mini lesson Kahoot games. It was determined that the gifted and
talented students would be the math concentrations for the sake of this lesson. Those who
struggled in or failed the kahoot quiz would be considered struggling students.

● Mathematics Concentrations / Gifted Learners: Math concentrations would serve as

group leaders in breakout rooms. They would be challenged to not only generate ideas
with the group but also serve as teachers assistants by answering misconceptions or
concerns by future teachers/ students in other content areas. As future educators this
gives them practice collaborating with colleagues as well as practice assisting students
of different academic backgrounds.

● Struggling students: Struggling students were identified as the lower scores of the
Kahoot pre assessment. These students will be spread out into different breakout rooms
to get assistance from the math concentrations. The teacher will pop into these
breakout rooms to give the students extra support and the extra attention needed.

Academic Language: ​Provide components of language that students need to learn and use in
specific content areas. Teachers need to consider: vocabulary, language functions (eg. analyze,
interpret, argue, compare, identify), syntax (e.g. sentences, graphs, and tables), and discourse
(oral and written language).

Vocab
● angle
● ray
● equation
● expression
● variable
● adjacent angle
● supplementary angle
● complementary angle
● vertical angle

In order to teach this vocab, we will go over the definitions as a class, with students helping the
teacher to create an understandable definition, and then add the word to the math word wall
google doc that can be found in the student’s google classroom page.

 
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Language Functions
● Students will ​explain​ their mathematical reasoning and problem solving strategies when
solving multi step geometry problems.
● Students will ​describe​ the properties of different types of angles.

Discourse
● Students will engage in class discussion, responding to their peer’s work and
explanations.
● Students will generate possible answers about properties of different types of angles
within pairs or groups, talking out their ideas.
● Students will write their observations, identified properties definitions, math work,
answers and explanations in the class multiple times over the course of this unit through
the google classroom page.

Procedure:
Anticipatory Set (5min)
The lesson will be taught using the google slide below
https://docs.google.com/presentation/d/1hU8va8rYrYf4brniwLw7oujKIT0yo7sEZGn5q-S
hMs0/edit?usp=sharing
Students will begin the lesson by going over vocabulary needed to succeed in this unit
that was addressed in the kahoot
● angle
● rays
● equation
● expression
The students will only see the vocabulary word and once the students answer the
definition for each they will move onto the next slide about definitions
https://create.kahoot.it/share/review-mess-minilesson/2cda638f-fbc2-4a52-973f-4e818
1f4653a

Initial Phase (10 min)

I do and We do
● I do
○ I will begin to model the concept of finding properties using a triangle as an
example
■ I state properties of triangles that make triangles different from other
shapes and remain true from all triangles.
■ The list of properties for a triangle I included were...
● A triangle has three sides.
● The sum of the three interior angles of a triangle is always 180°.
● The sum of the length of two sides of a triangle is always greater
than the length of the third side.

 
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● A triangle with vertices P, Q, and R is denoted as △PQR.

● The area of a triangle is equal to half of the product of its base
and height.
■ After the list is reviewed, ask if students have questions.
■ If unsure if students are getting it I will ask for a list of properties of a
rectangle.
● We do
○ Once students seen the teacher model the properties for a triangle we will move
on to an adjacent angle.
○ Together the students will generate the list of observations and properties for
this angle type to lead to a definition.
○ Some questions the teacher might ask to engage the students would be...
■ What do you notice about the angle?
■ How many angles are in the picture?
■ What are the names of the angles in the picture?
■ How do the angles relate to one another?
● This will lead to a general think aloud without spelling things out
for the students of what they should be looking for.
○ The key question the teacher should ask is what is the defining property of the
angle? This will lead to creation of a definition from the students

Middle Phase (10min)

you do group addition
● Students will then be broken up into groups. GROUPS SHOULD BE PRE-ASSIGNED TO
DIFFERENTIATE FOR LEARNERS NEEDS!!!
○ Here is a link on how to preassign breakout rooms using zoom.
■ https://support.zoom.us/hc/en-us/articles/360032752671-Pre-assigning-
participants-to-breakout-rooms
● Send the link for the google slides in the chat box and instruct students to open in.
● Setting expectations for the group assignments.
○ Each breakout group will meet for 5 min.
○ Instruct the students to evaluate the angle and that every group member should
include at least one observation about the angle to allow for equal contribution.
○ Once all observations are written the group should generate an idea of what
they think the defining property of the angle is.
○ State once they have completed the assignment take a moment to check in on
each other and address concerns or questions they have about the lesson.
○ Math Concentrations will present on behalf of their groups to demonstrate
accountable math talk and presenting for other content areas to prepare for
later parts of the unit.
○ Ask if students have any questions before being sent to breakout groups.

 
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● During breakout groups

○ During breakout groups teachers should be monitoring the student work by
viewing the google slides and jumping into group sessions that deem to be
struggling.
○ The teacher should aim for little interference with the students to allow for
authentic discovery learning and mathematical discussions.
● Class discussion of findings
○ After 5 min close breakout rooms and have each group leader present their
groups findings.
○ After groups present information of what they predict is the defining property of
their assigned angle is do not answer with right or wrong.
○ Bring up a prepared geogebra file with angles done for each group and set
equations on the side to test their theories of the angle measures and how they
are related to test their hypothesis.
■ This will assist in students' conceptual understanding to view the visual
representation of the angle.
○ Have each group go and once groups are done present the definitions of each
angle.
○ Ask if students have any questions.

Concluding Phase (5 min)

We do: introduction to multi step math problem
● I will introduce a multistep problem to the students on google slides.
● Begin guiding their thinking through an interactive think aloud.
○ Asking them what are the unknown variables.
○ Ask them how we can solve for those variables using equations.
○ Once they come with an idea for an equation on how to solve for the variables
ask how they knew that.
■ Reinforces the idea of using mathematical reasoning with problem
solving and reintroduces their definitions of adjacent angle,
supplementary angle, complementary angle, and vertical angle
○ Once the first method is complete ask what is another way to solve the problem.
○ It is very important for students to know there are multiple ways to solve a math
problem.
● Review instructions for homework assignment: Students will complete a homework
where they have to define all angle types, provide an example for each and complete
their own multi step math problem.

Follow up:
● Students will be given a homework sheet where they have to define all angle types,
provide an example for each and complete their own multi step math problem. This will
be due over google forms to allow for easy document submission into a pregenerated

 
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google doc folder, a list of incomplete forms to easily send email reminders to, and easy
grading of assignments.

Materials: ​(items, technology, etc.)

● kahoot!
● zoom
● google slides
● Geogebra
● google doc homework assignment
● google form for submission
● google classroom

 
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Date: ​11/13/20 Teacher’s Name: Ms. Wright

Subject: ​7th Grade math Grade level: ​7
Class Setting: ​MESs Cohort​ Length of lesson: ​30
minutes

Central Focus: ​The purpose of this lesson is to build upon the student’s previous knowledge of
angles and equations. The students will learn how to solve for unknown angle measures
through the use of simple equations and identification of angle relationships (particularly for
supplementary, complementary, vertical, and adjacent angles) in multi step geometry
problems. This lesson will also serve as a building block for future solving geometry proofs on
the highschool level as well as real-life uses. Geometry is used today in a variety of career paths
such as blueprint design for construction, design of assembly systems, and computer design
that will provide students with ample opportunities for career success.

Lesson Title: ​Reflection and Goal setting of Geometry unit

For Unit Plan/Learning Segment​, __2__ out of __3__​:

Essential Question(s)​:
● What are the defining properties of supplementary, complementary, vertical, and
adjacent angles?
● How can classifying angles in multi step geometry problems help solve for unknown
angle measures?
● How can equations be used to solve for unknown angles?
● What mathematical skills do students need to be successful in this unit?
● How can geometry be used in real life?

Learning Standards
● Standard: 7.G.B.5 Use facts about supplementary, complementary, vertical, and
adjacent angles in a multi-step problem to write and solve simple equations for an
unknown angle in a figure.

Pre-Assessment: ​Determines prerequisite skills and knowledge students have about the lesson

● Prior to this lesson, for my pre-assessment and formal assessment of the previous
lesson, I gave students a homework assignment where students had to define all angle
types, provide an example for each and complete their own multi step math problem. I
determined based on the results of the homework that it was appropriate to move on,
but would differentiate for the students who did not do well in the assignment.

 
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Learning Objectives​: SWBAT Assessments​:

Evaluate and critique the mathematical
reasoning and problem solving strategies of
their partner’s homework assignment
through peer review session
Teacher will send students a copy each by
posting the peer review sheet as an
assignment to google classroom. Students
will evaluate their partner’s work to
determine areas that the partner did well in
and areas the partner can approve upon. In
preassigned zoom breakout sessions

Set goal(s) for this unit to succeed through All students will fill out the goal worksheet
evaluation of their peer review session and they fill out on day two of every unit that
well as self reflection of their own work includes a glow grow and go.

Apply mathematical goals for the unit to Students will complete another multi step
another multi-step problem in order to problem that is the same as their previous
achieve problem solving fluency homework but with a different
mathematical diagram as an exit ticket.

Reflect on their gain knowledge and math Teacher will assign students to fill out their
goal for the unit math journal to submit through google
classroom

Differentiation:

Differentiation for groups of students or individuals was determined by their homework scores
which were graded before the lesson. Students were ranked by score of homework. Since this
unit involves partner work students were paired by the explicit instruction model where the
students are broken into two groups. The first half being the highest scores and the second half
being the lower scores. Students were paired based on their ranking in each group (first in
group one with first in group two, second in group one with second in group two, etc.) to
ensure students were challenged through either assisting a student or evaluating a student
without the ranges of ability beginning too drastic for student to learn from each other.
Students who scored particularly low (bottom 15% to be considered the struggling students)
will receive additional support from the teacher.

● Group 1 (High group): These students will go first in the mathematics peer review to
demonstrate proper accountable mathematical talk. They will provide glows and grows
for the student challenging them to assist someone else in improving their
mathematical skills.

● Group 2 (Low group): These students will go second in the mathematics peer review
after their partner has modeled proper accountable mathematical talk. They will

 
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provide glows and grows for the student challenging them to assist someone else in
improving their mathematical skills.
● Struggling Students: Struggling students were identified as the bottom 15% of the class
scores on exit tickets. These students will be visited by the teacher in breakout rooms to
provide guidance on students' work. They will also be able to access the google
classroom page containing their supports for accountable math talk sentence starters.
This lesson is a combination of teaching math and SEL skills to prevent math phobia in
the classroom so be encouraging and supportive of these students.

Academic Language: ​Provide components of language that students need to learn and use in
specific content areas. Teachers need to consider: vocabulary, language functions (eg. analyze,
interpret, argue, compare, identify), syntax (e.g. sentences, graphs, and tables), and discourse
(oral and written language).

Vocab
● angle
● ray
● equation
● expression
● variable
● adjacent angle
● supplementary angle
● complementary angle
● vertical angle

In order to teach this vocab, we will go over the definitions as a class, with students helping the
teacher to create an understandable definition, and then add the word to the math word wall
google doc that can be found in the student’s google classroom page.

Language Functions
● Students will ​explain​ there mathematical reasoning and problem solving strategies
when solving multi step geometry problems
● Students will ​describe​ the properties of different types of angles

Discourse
● Students will engage in class discussion, responding to their peer’s work and
explanations.
● Students will generate possible answers about properties of different types of angles
within pairs or groups, talking out their ideas.
● Students will write their observations, identified properties definitions, math work,
answers and explanations in the class multiple times over the course of this unit through
the google classroom page.

 
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Procedure:
Anticipatory Set (5min)
● I will review the homework to the class by doing the assignment on the board
throughout while screen sharing using notability to highlight and mark up my paper.
● Throughout I will ask for student input. Examples include...
○ What are the characteristics of this angle?
○ What examples of this kind of angle did you find?
○ What is another way I could solve this problem?
● Stop for asking if students have questions throughout
Initial Phase (10 min)
Peer review
● Let students know the groupings of the partners for peer review assigning Partner A and
Partner B.
● Begin Screen sharing to display the peer review sheet for the math homework. Explain
that partner a will be filling this out about their partners work first and partner b will be
filling this out about their partners work second. Whoever is getting reviewed will
screen share their homework to their partner.
○ Explain the goal is to give glows and grows about the person's progress so far
and also have a chance to check in and help each other with any math struggles
they may be having.
■ remind students of the accountable talk resources on their google
classroom page
■ ask if they have any questions if not send them into groups
■ send broadcast message on zoom at the halfway point to switch partners
to ensure both partners get a chance to be evaluated
● meet with struggling students when in breakout rooms to check in
Middle Phase (10min)
● Discussion
○ Ask groups to share their findings of what their partner discussed after meeting
in their group.
○ Utilize the chat section: ask students if they are feeling anxious, confident or
neutral about the topic, offer the option for students to message you privately if
they prefer.
■ It’s essentially a math mood meter but with discussion
● Once filled out ask students if they are comfortable talking about
their reasoning as to why they put what they put.
● Address that any type of math phobia is normal but will go away
through practice and goal setting.
● Glow, Grow, Go

 
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○ Share screen to to share with the students the glow grow go sheet on google
classroom. Allow students to fill out the glow grow go sheet as a reflection and
way to set personal goals for this unit.
■ Glow: What they were successful at in their homework.
■ Grow : What they need to improve on.
■ Go: (most important): How will they improve on this goal and what is
their plan.
Concluding Phase (5 min)
Try again
● Exit ticket: Students will be assigned the same sheet as their previous homework where
they have to define all angle types, provide an example for each and complete their own
multi step math problem but with a different math diagram.

Follow up:
● Students will be given a homework sheet where they have to define all angle types,
provide an example for each and complete their own multi step math problem. Using
their peer review, glow grow go sheet, and homework they must write a mini reflection
of how they applied their math goal to their homework in the question section of google
classroom.

Materials: ​(items, technology, etc.)

● zoom
● google docs
○ peer review sheet
○ glow, grow, go
○ homework assignment
● google classroom

 
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Date: ​11/17/20 Teacher’s Name: ​Ms. Wright

Subject: ​7th Grade math Grade level: ​7
Class Setting: ​MESs Cohort​ Length of lesson: ​30
minutes

Central Focus: ​The purpose of this lesson is to build upon the student’s previous knowledge of
angles and equations. The students will learn how to solve for unknown angle measures
through the use of simple equations and identification of angle relationships (particularly for
supplementary, complementary, vertical, and adjacent angles) in multi step geometry
problems. This lesson will also serve as a building block for future solving geometry proofs on
the highschool level as well as real-life uses. Geometry is used today in a variety of career paths
such as blueprint design for construction, design of assembly systems, and computer design
that will provide students with ample opportunities for career success.

Lesson Title: ​Fluency of Multi Step Geometry problems

For Unit Plan/Learning Segment​, __3__ out of __3__​:

Essential Question(s)​:
● What are the defining properties of supplementary, complementary, vertical, and
adjacent angles?
● How can classifying angles in multi step geometry problems help solve for unknown
angle measures?
● How can equations be used to solve for unknown angles?
● What mathematical skills do students need to be successful in this unit?

Learning Standards
● Standard: 7.G.B.5 Use facts about supplementary, complementary, vertical, and
adjacent angles in a multi-step problem to write and solve simple equations for an
unknown angle in a figure.

Pre-Assessment: ​Determines prerequisite skills and knowledge students have about the lesson

● Prior to this lesson, I gave students an exit ticket where students had to define all angle
types, provide an example for each and complete their own multi step math problem. I
determined based on the results of the homework that it was appropriate to move on,
but would differentiate for the students who did not do well in the assignment.

 
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Learning Objectives​: SWBAT Assessments​:

Define types of angles Do now

Create diagrams of each angle type Do now

Explain and defend mathematical reasoning Breakout room assignments

of solving multi step geometry problems
through collaboration

Brainstorm how angle properties are used in Question form on google classroom
real life

Demonstrate fluency in solving multi-step Formal assessment: exam

problems for supplementary,
complementary, vertical, and adjacent angles

Differentiation:

Differentiation for groups of students or individuals was determined by their exit ticket scores
which were graded before the lesson. Students were ranked by score of homework. Student
Students were put in mixed groups if they passed the exit ticket assessment. Those who scored
particularly low (bottom 15% to be considered the struggling students) will receive additional
support from the teacher.

● Group 1 High group: Students who performed exceptionally well on the exit ticket will
be grouped with students of all levels except for struggling to gain experience
collaborating with those of different academic levels. They will also get the opportunity
to explain their mathematical reasoning and thought process practicing mathematical
accountable talk that makes sense to all students.

● Group 2 Average students: Those who are categorized as class average will be
collaborating with the gifted group to solve a multi step mathematical problem. This will
challenge them to practice mathematical talk as well as see a model student practice
mathematical talk and reasoning.

● Struggling students: Identified as the bottom 15% of the class scores on homework. I will
visit these students myself in our own breakout room to provide another opportunity to
do a we do approach for a multi step geometry problem to go over misunderstandings.
After the problem is completed I will ask these students to write at the bottom of their
work what they did wrong on their exit ticket to be aware of their mistakes for the
upcoming exam next class

 
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Academic Language: ​Provide components of language that students need to learn and use in
specific content areas. Teachers need to consider: vocabulary, language functions (eg. analyze,
interpret, argue, compare, identify), syntax (e.g. sentences, graphs, and tables), and discourse
(oral and written language).

Vocab
● angle
● ray
● equation
● expression
● variable
● adjacent angle
● supplementary angle
● complementary angle
● vertical angle

In order to teach this vocab, we will go over the definitions as a class, with students helping the
teacher to create an understandable definition, and then add the word to the math word wall
google doc that can be found in the student’s google classroom page.

Language Functions
● Students will ​explain​ their mathematical reasoning and problem solving strategies when
solving multi step geometry problems.
● Students will ​describe​ the properties of different types of angles.

Discourse
● Students will engage in class discussion, responding to their peer’s work and
explanations.
● Students will generate possible answers about properties of different types of angles
within pairs or groups, talking out their ideas.
● Students will write their observations, identified properties definitions, math work,
answers and explanations in the class multiple times over the course of this unit through
the google classroom page.

Procedure:
Anticipatory Set (10 min)
● Students will complete a do now assignment defining each angle type and creating a
diagram to show an example for that type of angle.
Initial Phase (10 min)
Breakout room multi step problem practice
● Students will be put into 3 breakout groups total preassigned due to pre assessment
scores.

 
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● They will solve another multi step geometry problem as a group.

○ This will be posted on google classroom all members should have it filled out and
submitted to show they were participating in the study session.
● Once completed they will practice writing a statement about what they did to solve the
problem using connector words like first, next, second, etc. to “prepare” for the 7th
grade math state test.
● If they have extra time they will be asked to try to find another way to solve the same
problem.
● While this occurs I will work with the struggling students in a separate breakout room
on the same assignment but guide them through the worksheet going over what to look
out for so they don't make similar errors on their test or make the same mistake.
Middle Phase (5 min)
● At this point I will ask groups to come back together and discuss their findings. Go over
any questions the groups might have from the do now or the breakout room.
Concluding Phase (5 min)
● Activity students will have 2 min just to list how they think geometry is used in the real
world.
● I will bring in a former peer from Manhattan college to talk about his job in civil
engineering and how he uses math, particularly geometry in his job.
○ I think this will give my students motivation to do well while also seeing the
value in what they are learning

Follow up:
● Students will be given no homework sheet but be expected to go over their notes and
past work to study for their exam on using facts about supplementary, complementary,
vertical, and adjacent angles in a multi-step problem to write and solve simple equations
for an unknown angle in a figure for next class.

Materials: ​(items, technology, etc.)

● zoom
● google docs
○ do now sheet
○ multi step geometry problem
○ question form on how this unit is used in adult life
● google classroom