This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Kelsey Brobst Grade-Level: 9th-10th Lesson Date: 3/25-3/28

Title of Lesson: Proportions in Triangles and Barbie Cooperating Teacher: Mrs. Alicia White

Core Components

Subject, Content Area, or Topic

Math, Geometry, Unit 6: Similar Triangles

Student Population
31 students
14 males
17 females

1 504
Learning Objectives
SWBAT understand the split proportional triangles
SWBAT find missing lengths in split proportional triangles
SWBAT apply new theorems and corollaries to find missing lengths.
Virginia Standard(s) of Learning (SOL)
G. 7   The student, given information in the form of a figure or statement, will prove two triangles are similar.
VDOE Technology Standards
Standard: Students leverage technologies, including assistive technologies, to take an active role in choosing, achieving,
and demonstrating competency in their learning goals, informed by the learning sciences.
English Language Proficiency Standards (WIDA Standards)
Produce everyday math problems involving algebraic equations and give steps in problem solving from models or
visuals
Materials/Resources
Google Slides
Warm up sheet (teacher has for students)
Note packets
Review Packets
Barbies
Measuring tape
Worksheets (Barbie paper)
Stations
Station worksheets
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Practice by Doing 75%

Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations
N/A

Time
(min.) Process Components

20 *Anticipatory Set
mins Students will complete a warm up that is displayed on the board. They will complete it on their warm up
sheets
*Students will need a new warm up sheet on this day
As students are completing warm ups, teacher will walk around and choose people to answer the questions
on the board.
2 mins *State the Objectives (grade-level terms)
I can find missing side lengths in split proportional triangles
I can set up proportions correctly with three parallel sides cut by two transversals

30-40 *Instructional Input, Modeling, or Procedures

mins TTW use the teacher packet as they work through the slides. The teacher packet provides answers, filled in
blanks, and possible questions to ask or answer.
Emphasize the three different theorems and the criteria needed for the theorems to work. They are *only* for
parallel sides. The first theorem does not need to be used, it is simply just another way to solve if they want
to use it.
10 *Check for Understanding
mins “I do… we do… you do”
At the end of “you do” questions, students will report their answers to the class. TTW respond with answers
of “how many people got this?” “Anybody get anything different?” and then will respond if it is correct or
has something wrong.
*Guided Practice
During instruction

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

20 *Group Practice-Barbie proportions- If weather permits, take them outside with pencils and something
mins to write on
Students will receive a paper, a Barbie, and a measuring tape. The students will be tasked to figure out if a
Barbie is proportional to the average 19-year-old girl. (Measurements for the girl are already given so no
need to measure people)
(Definitely not, but they cannot stop when they determine they are not similar, they need to fill out the paper)

Day 2:
On the next day (Monday), students will meet with their groups to make final confirmations of their data and
answers. They measured with their groups; therefore, they would get all the same answers. TTW take time to
talk about “are they proportional?” “What is wacky when they share the same height?” “What is odd when
they share the same waist size?” TTW display a picture of the ‘real-life barbie’ that looks very odd and
disproportional.
This is why we need to be careful. We look at the barbie, even the ken doll which is also disproportional.
They look great when they are small and people try to compare themselves, because unfortunately that’s
what we feel like we need to do. But look how disproportional she is. It’s a good lesson to not compare
yourself. Now they have barbies that look more life-like.
(Barbies were not made to look this disproportional on purpose. They were intended to look this way due to
ease of children getting their clothes on and off) This is a good place to say Barbies were intended to look
like this. We were not intended to look like Barbies. We were intended to look like ourselves! So, watch your
comparison habits.

Now, there will be stations hanging around the room. (The station activity is printed and the ten stations are
around the room, but the stations can be seen here) (there also is 2 copies of each station so students do not
need to crowd around) They can grab a partner or work by themselves to go around and find the answers,
putting them in order. If they get a certain answer, it will send them to a certain station. If they are wrong,
they won’t be able to move to the next station in the correct order. (The wrong answer will take them in
circles). Students will receive either an “a” sheet or a “b” sheet. Once they find answers, they will go around
the room. They should hit each station and report to the teacher what order they went in. If their order is
incorrect, they need to figure out where they went wrong. If they are correct, they can start on the other sheet.
If they finish, they can work on their review packet.
Assessment
Their assessment will be showing the order of their stations. The teacher will check if they are correct.

*Closure
Day 1: Monday is a review day, take time over the weekend to look over your notes, get an idea if anything is
confusing you to be ready to ask about it on Monday. This was a quick unit, so be sure to stay on top of your
learning.

Day 2: Any big questions before the test tomorrow?

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
This lesson is shorter, giving more time to talk to people who need the time to review. If people are struggling with the
concept, instead of the Barbie activity, put them in a small group to work. Audio and visual learners will benefit from
teacher led instruction, kinesthetic will have problems themselves as well as a physical activity.
For a tired Friday, the activity will wake them up, especially if we go outside
Those who work quickly can move on to their review packet

On Monday, students are allowed to work in partners, but are told that they won’t have a partner for the test. So don’t
accept that your partner knows it and move on, you also need to understand why. Have a conversation, ask your partner
how they solved it before you move on.
Classroom Management Strategies (To ensure a positive learning environment).
TTW walk around during warm up and group practice unless they pull a small group to work. If this is the case, teacher
will mainly work with them and once in a while when the group is working on a problem, teacher will take a lap around
the room.
Warm ups are graded at the end of each week so there is an emphasis on “if you don’t do it, you don’t get the grade”.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

This is an honors class, and the majority will want anything that can boost their grade.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What parts of
the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

Reflection
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

On Friday, March 25th, students received instruction on solving proportions in triangles. The

theorems involved in this lesson are somewhat extra ways to solve the problems. They do not need

to be used, however it is a different way to solve for missing sides of similar triangles that include

parallel lines. This is a way to avoid the extra steps of adding sides together and thinking about

whether it is the entire side or just the missing piece. This was a short lesson, so after I told the class

to get into pairs and we would take Barbies, measuring tape, and packets outside to solve for what a

Barbie would look like as a real person. We were not able to finish this in one day, so on Monday

the 28th, students finished their packets and started their station review activity.

The goal of the lesson is to meet the competency of G.8: The student, given information in

the form of a figure or statement, will prove two triangles are similar. The instruction involved on

Friday gave more ways to prove two triangles are similar, ways they can utilize in a test or in real-

life situations. The most important aspect of this lesson is to enforce the idea that split proportional

triangles are two triangles and need to be treated as such. If they find a side, they need to evaluate if

they found the entire side, or simply one piece of it.

This lesson included the usual lesson with practice, as it scaffolds to include less and less of

the teacher involvement as we go. After, it was an activity where they had to figure out how they

needed to make proportions. This looked at their problem-solving skills and ability to apply

proportions to other items other than triangles. It showed them how proportions are all around, not

simply in a geometry triangles lesson. Lastly, the stations were in partners or individually,

depending on what they chose. They had to solve problems and think critically. They also were able

to see if they were wrong but had to figure out what they had messed up. The teacher was available

to help or steer them in the right direction, but it was their problem-solving skills that were needed

to be able to finish the game. It gave them opportunities to evaluate themselves to “think, criticize,

reconsider, evaluate, and explore their own thought processes” (Metcalfe, 2016, pp.7). The classes
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

differentiated through the different group activities through the two days, whether it was entire

class, individual, partner, or small group.

The 504 in the class is a student that may need directions repeated. She did not need

anything outside of the other students, especially since she worked with others and they were helped

each other know what to do.

The Barbie activity gave me an opportunity to talk about something I did not expect in a

math classroom-body image. I could not say how we were all given different gifts, how we are all

different because God made us that way, but I could tell them that we are different for a reason.

Girls and guys can compare themselves to Barbie or Ken and never reach that goal. It is not until we

see the picture of a real-life Barbie that we see how ridiculous the pair look. Social media, Barbies,

they do not tell us the whole story. It was important to tell them that they were created this way for

a reason. God did not make us robots, He created us with different personalities, different

backgrounds, and different looks, and this was His plan, therefore it is perfect. Human nature tells

us to compare ourselves, but any way an adult can help a young person understand how wrong that

is can help reduce the rapid increase of mental health problems in youth (Aparicio-Martinez, et. al.

2019).

In the future, I will change how I gave the project for the Barbie packet. There was

confusion on how to set up the problems. I am not sure if I liked having them have to figure out,

because every group ended up asking me except for one. The one did not do the project right and

will have to do it again. If I do this again, I will have a class discussion to talk about how we set it

up, before sending them out to do it in their groups.

Appendix: Teacher copy of triangle notes

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

References

Aparicio-Martinez, P., Perea-Moreno, A.-J., Martinez-Jimenez, M. P., Redel-Macías, M. D.,

Pagliari, C., & Vaquero-Abellan, M. (2019, October 29). Social media, thin-ideal, body

dissatisfaction and disordered eating attitudes: An exploratory analysis. International journal

of environmental research and public health. Retrieved April 3, 2022, from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6861923/

Psychology, J. M. (2016, September 14). Learning from errors. Annual Reviews- Department of

Psychology. Retrieved April 3, 2022, from

https://www.annualreviews.org/doi/10.1146/annurev-psych-010416-044022

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021