Basic Productivity Tools (BPT) Lesson Idea

Lesson Title Symbols!

Content Area 10th Grade Geometry
Content Standards MGSE9-12.G.CO.1 Know precise definitions of angle, circle, perpendicular
line, parallel line, and line segment, based on the undefined notions of point,
line, distance along a line, and distance around a circular arc.
Technology Standards ISTE-S Standards:
1.4.a Students know and use a deliberate design process for generating
ideas, testing theories, creating innovative artifacts, or solving authentic
problems.
1.5.a Students formulate problem definitions suited for technology-assisted
methods such as data analysis, abstract models, and algorithmic thinking in
exploring and finding solutions.
1.6.a Students choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication.
Integrated Technology Microsoft Word
Reference or N/A
Supporting Resources
Bloom’s Taxonomy Remembering, Understanding, Applying, Analyzing
Levels
Integration Level LoTi Level 4: Integration
Universal Design In this activity, the students are able to offer multiple forms of expression.
Rationale They are given 3 different question types where they can answer with a
symbol, words, or a combination of the two. Students who are enjoy visuals
will be able to see the symbols. Students who enjoy hands on experiences
will be able to select the symbols and insert them into the document.
Lesson Idea This will be a lesson following the introduction of the words and their
definitions. The lesson will begin with a warm-up covering yesterday’s topic.
Then the students will be instructed to pull out their laptop/device and log
onto Canvas (or other school site) and click the link with the word document.
The word document will have a copy of the document for each student and
their name at the top. The students will be instructed to fill out the sheet with
their name on it. The teacher will give a demonstration of inserting an
equation into a word document and ask the students if they have follow up
questions.
As the students begin to work, the teacher will walk around the room, asking
students questions on their work like “what made you pick this symbol?” The
teacher will observe the work the students are doing individually to assess
where differentiation can occur for the next lesson. Once the majority of the
students have completed the sheet (approximately 15-20 minutes), the
teacher will select 3 students to present their findings to the class. While the
students are presenting the teacher will ask them to justify their answers and
also ask the other students to ask questions where they are confused. This
will offer the students feedback from both the teacher and their peers.
To close the lesson, the teacher will ask the students to reflect on 2 things
they learned from class today and write that as an exit ticket.
Design Reflection I think the activity will help students understand the correct symbols for
geometry notation. I also think it will help them see that this can be useful in
everyday life if Microsoft Word includes it as a function. Rather than
introducing the unit of study, it is a recap to the content taught the day before.
However, it reinforces the main ideas of the lesson. It could be extended to
include vocabulary words as well instead of just symbols. Visualization of the
words/symbols used could add to the benefit of this lesson!