L5+Trefethen,+Kelsea

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Trefethen **__ Lesson #: __** 5 **__Facet:__** Apply


 * __ Grade Level __**** : ** 7 **__Numbers of Days:__** 2


 * __ Topic: __** Solving for angle measures


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** there are relationships between geometric shapes.


 * Student will know ** basic trigonometry


 * Student will be able to ** solve word problems using angle measures.


 * Product: ** Wiki


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Common Core State Standards

Content Area: Geometry

Grade Level: 7th

Domain: Geometry

Standard: Draw, construct, and describe geometrical figures and describe the relationship between them.

Clusters: 1, 2, 3


 * Rationale: ** Students will develop the knowledge and ability to apply the definition of a triangle and its properties to solve for missing angle measures.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

I will use a cell phone poll to get a feel for how well students are understanding the material


 * Section II – timely feedback for products (self, peer, teacher) **

The students and teacher will use a checklist to self assess their projects and so I can teacher assess their projects


 * __ Summative (Assessment of Learning): __**

Students will make a wiki that involves a real life example of the concepts discussed in class. The wiki should include different forms of media, as well as links. Students will post their wikis to the class wiki and their blog.


 * __ Integration __**


 * Technology: **

I will have my students using WikiSpaces in a Type II way.


 * Content Areas: **

Many different content areas could be incorporated with the real life wiki project example.


 * __ Groupings __**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will use a step by step chart to write out each step of solving a word problem using trigonometry.


 * Section II – Groups and Roles for Product **

This is an individual project. Students are expected to take on the role of a researcher, time manager, and designer.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Verbal-Linguistic:** Students will write a small report on how to use trigonometry.

**Logical/Mathematical:** Students will make step-by-step instructions for solving a word problem involving angle measures.

**Visual/Spatial:** Students will draw diagrams to go along with their word problems.

**Bodily/Kinesthetic:** Students will build models similar to the example I gave for a hook.

**Musical/Rhythmic:** Students will get the opportunity to make a song and/or dance to go along with their step-by-step instructions.

**Intrapersonal:** Students will work by themselves with different problems.

**Interpersonal:** Students will share their step-by-step instructions with the class.

**Naturalist:** Students will use what they have learned to find the height of various trees outside.


 * __ Modifications/Accommodations __**


 * // From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **

Students will be able to view class notes on my wiki page. Students will also have to get in touch with their buddy to get their notes and papers if necessary. Students will have to complete the cluster web for additional homework. The absent student's partners will have to catch them up on the project or work done in class.


 * __ Extensions __**


 * Type II technology: **

Students will make a wiki that involves a real life example of the concepts discussed in class. The wiki should include different forms of media, as well as links. Students will post their wikis to the class wiki and their blog.


 * Gifted Students: **

Gifted students are welcome to go more in depth with their wiki. They have the option to research a real life event where these concepts were used.


 * __ Materials, Resources and Technology __**
 * // LCD Projector //
 * Laptops
 * Handouts (Checklist, step-by-step chart)
 * WikiSpaces

[] **A Prezi Tutorial** [] Step-by-Step Chart [] Image in Content Notes // I made my own handouts //
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Students will be organized in clusters of 4 desks

//Day 1//

//Hook (20): At the beginning of class I will take the students outside to show them how I can calculate the height of the school or any other building.//

//Introduce New Material (30): SEE CONENT NOTES//

//Practice problems in stations (20): Students will complete a problem at each station in small groups.// // Introduce wiki project (10): I will introduce the students to the project and let them pick their topics. //

// Day 2 //

// Review new content (10): SEE CONTENT NOTES //

// Step-by-Step (30): Students will work on the step-by-step graphic organizer and list each step to a word problem. //

// Work on wiki project (40): Students will be given the rest of class to finish up their projects. //

Students will understand that there are relationships between geometric shapes. Knowing how to understand the relationships between different shapes and be able to solve problems using angle measures and trigonometry is important because it can be used every day in one way or another. // Draw, construct, and describe geometrical figures and describe the relationship between them. // At the beginning of class I will take the students outside to show them how I can calculate the height of the school or any other building.


 * (Where, Why, What, Hook, Tailors: **** Naturalist, Intrapersonal, Interpersonal, Kinesthetic, Visual, Mathematical) **

Students will know basic trigonometry (SEE CONTENT NOTES). The students will use a step-by-step chart to write out each step of solving a word problem, using trigonometry. During class students will do a team pair solo with three different word problems that use trigonometry to find an angle measure. I will observe the team pair solo and guide the students thought process as I see fit. The students will compare answers after the do a problem alone and then fix any mistakes they made or neaten up the work.


 * (Equip, Explore, Rethink, Revise, Tailors **// : //** Mathematical, Intrapersonal, Interpersonal, Linguistic) **

The students will use a step-by-step chart to write out each step of solving a word problem using trigonometry. During class students will do a team pair solo with three different word problems that use trigonometry to find an angle measure. The students will compare answers after the do a problem alone and then fix any mistakes they made or neaten up the work.


 * (Explore, Experience, Revise, Refine, Tailors: Mathematical, Intrapersonal, Interpersonal) **

The students and teacher will use a checklist to self assess their projects and so I can teacher assess their projects.


 * (Evaluate, Tailors: Intrapersonal, Kinesthetic) **


 * __ Content Notes __**

The sum of the interior angles of a triangle always equals 180.

EXAMPLE: If we know that one angle measure is 60 ° and another is 40 ° we can conclude that the third angle measure is 80 °.

SOH Sine: Opposite/Hypotenuse

CAH Cosine: Adjacent/Hypotenuse

TOA Tangent: Opposite/Adjacent




 * __ Handouts __**

// Checklist, step-by-step chart //


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * __ Learning Styles __**


 * Clipboard: ** Students will be organizing a step-by-step instruction for how to solve a word problem.


 * Microscope: ** Students will have to do research for their wiki projects


 * Puppy: ** Students will be giving and receiving feedback.


 * Beach Ball: ** Students will be going outside for the hook.


 * Rationale: ** The four different learning styles are highlighted in the lesson.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * Content Knowledge: ** Understanding various geometric shapes and how they are drawn is the base for further understanding geometrical concepts.


 * MLR or CCSS: **

Common Core State Standards

Content Area: Geometry

Grade Level: 7th

Domain: Geometry

Standard: Draw, construct, and describe geometrical figures and describe the relationship between them.

Clusters: 1, 2, 3


 * Facet: ** Students will be able tosolve word problems using angle measures


 * Rationale: ** Through various learning styles students will be able to explore and learn how to solve problems using angles measures and basic trigonometry.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * MI Strategies: **

**Verbal-Linguistic:** Students will write a small report on how to use trigonometry.

**Logical/Mathematical:** Students will make step-by-step instructions for solving a word problem involving angle measures.

**Visual/Spatial:** Students will draw diagrams to go along with their word problems.

**Bodily/Kinesthetic:** Students will build models similar to the example I gave for a hook.

**Musical/Rhythmic:** Students will get the opportunity to make a song and/or dance to go along with their step-by-step instructions.

**Intrapersonal:** Students will work by themselves with different problems.

**Interpersonal:** Students will share their step-by-step instructions with the class.

**Naturalist:** Students will use what they have learned to find the height of various trees outside.


 * Type II Technology: ** WikiSpaces


 * Rationale: ** Using a differentiated learning style and integrated Type II Technology students will develop a strong understanding of how solve for missing angle measures and sides.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * Formative: ** I will use a cell phone poll to get a feel for how well students are understanding the material


 * Summative: ** Students will make a wiki that involves a real life example of the concepts discussed in class. The wiki should include different forms of media, as well as links. Students will post their wikis to the class wiki and their blog.


 * Rationale: ** I will use these techniques of formal and informal assessment to evaluate the success and improvement of my students in a variety of ways. ||  ||   ||