,

Name: Date: Lesson Start and End Time:

Susan Riggleman 2/9/23 9:35 - 10:17

Academic Area: Grade Level: Co-op Initials with Date:

Math Seventh

Pre-Instruction Planning

Topic Scale Drawings and Cost

PA Anchor/Standard or M07.C-G.1.1.1 Solve problems involving scale drawings of

Eligible Content geometric figures, including finding length and area.

Lesson Objectives SWBAT calculate the cost to floor or paint a given surface in a
scale drawing
(informal, during discussion)
SWBAT calculate the cost to floor or paint multiple surfaces
given in a scale drawing
(informal, during think-pair-share)

Materials Handout: Bell Ringer

Planning for Learners Differentiation: (Product) Different handouts to be done for

Differentiation: homework

Modifications/Accommod
ations:

Lesson Presentation

Introduction ● Review homework

● Vocabulary review
Sequence of activities ● Think-Pair-Share (bell ringer)
including assessments ○ How can I solve this problem?
● DIscuss as a class and solve together (cold call)
● Discuss homework and the quiz

Lesson Wrap-up ● How many proportions are found in these problems?

○ 4 (solving for 4 dimensions)
● How many equations should I see?
○ Area (2)
○ Total area (1)
○ Cost (1)
○ 4 total

Self-Evaluation I felt that this lesson went very well and that the students got
excited about having different handouts. The work for the
handouts was actually exactly the same so that it would be
easier to go over and so that the learning support teacher
could more easily help her students. At the beginning of the
lesson for the Think-Pair-Share, I had them try to solve a
problem that they hadn’t been taught how to solve. They went
through the structure of the TPS and through that most of the
students were able to figure out, on their own or with their
partner, how to complete the work. I thought this was great
and that it really couldn’t have gone better.

I did end up going over the bell ringer for a while longer than I
had anticipated since there are two ways to solve the work
and I wanted to cover both so they knew they had options.
Doing this was good and affirmed the wide majority of work
that I saw from them instead of just the half that did it one of
the ways.
I do think that I could’ve presented the work in a more
Succinct way. I found that since I was trying to cover both
methods which I had not planned to do, I was obviously using
more time than I planned to use. Because of this, I felt like I was
rushing some of the content and not explaining it as well as I
could have. I do think that I covered it enough to say that I
covered it well. However, had I planned to cover both I think I
would have covered them much better.

When I put all of my work for this lesson together I do think that
it was a good lesson, and the fact that the students were able
to teach themselves was more than I could have asked for. I
was very proud of my students today.