L3+Shorey,Andrew+Francis


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

**Teacher’s Name: Mr. Shorey** **Date of Lesson: Lesson 3 Self knowledge** **Grade Level: 10** **Topic: Geometry** **Objectives** Students will understand how to show triangles are congruent. Students will know how to figure out triangles are congruent. Students will be able to show that triangles are congruent. **Maine Learning Results Alignment** Maine Learning Results: Mathematics-C. Geometry Geometric Figures Grade 9-Diploma 1 Students justify statements about polygons and solve problems **Rationale: Students will be working with triangles, which are polygons and will be solving problems using triangle formula's.** **Assessment** **Formative (Assessment for Learning)** Students will be making their own quiz and trading with other students. They will grade each other after they have taken the quiz. The quiz has to be 5 questions long about congruence and triangle specific. I will be collecting the quizzes and looking them over and the next class I will be giving the quizzes back to the students and they will be taking them. They will be using what they have earned on the quiz and teach the other student if they have made mistakes. I will also be checking for understanding by having students do problems on the board and helping me do problems on the board. **Summative (Assessment of Learning)** Wiki: Create a game about the different types of triangles and post the rules and what it is on the Class Wiki. After learning about the different types of triangles you will have to get together with a partner and create a type of game that you would like to share with the class you will make a simple game board you can even use an existing game board. However you need to write rules that will get students to better understand the different types of triangles. It needs to be a creative game. **100pts** **Integration** Technology: Students will be working with technology to create a game. They will have to know how to use a wiki and how to create a wiki. To attain a good grade they must create a good game and post the rules on the wiki. English: To accurately explain their game students will need to be able to use their English skills to get a good grade they will also need to be creative in how they set up their game. Art: To create their game students will need to use their art skills they need to be creative to attain a good grade. **__Groupings__** Students will be working in pairs after they take the student created quizzes. They will be going over the quizzes with their partners explaining what they got right and what they did not. If the student has made mistakes then they will go over the problems that the students have gotten wrong. They will be working with pairs also on their three-step interview, which is where they will get to interview each other asking questions about the material to get a better understanding of what they have learned. **Differentiated Instruction** **Strategies** Verbal/Linguistic-Students will be able to talk to each other during the three step interview process, about what the different triangles are this might help students to talk out what different shapes are. Mathematical/Logical- Students will be able to take notes using a describing wheel where they can keep track of what the different triangles and organize their thoughts about which each one are. Visual/Spatial- By having students take notes using the describing wheel they are able to visualize what certain triangles look like. Also in the hook students will hopefully get a visualization of different types of triangles and their shape. Bodily/Kinesthetic- By having students get up in the beginning of the class and creating triangles this could help these students understand types of triangles. Musical/Rhythmic- Intrapersonal- By having students create their own quiz about the different triangles they might better understand the lesson because they will be working by himself or herself. Interpersonal-Students will be working with partners in their interview process discussing types of triangles and also be working with partners when going over the quiz that they made up. Naturalist- By seeing the students represent different triangles students will be able to observe what the triangles look like before taking notes. **Modifications/Accommodations:** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.// Absent: If a student is absent during this lesson I will have students come in and work with me one on one during a time that we are both available to meet. They will still have to do all the work but they might get an extra day to finish it if it is an excused absence. Students will still have to complete work if it is an unexcused absence however they will just lose points on the final grade. **Extensions:** Students will be working with wikispaces. Students will be creating a game about triangles and how to show congruence they will be putting the rules of the game onto the wiki. I will show the students how to use wikispaces I do not think that it will be that hard for them to grasp. **Materials, Resources and Technology** Students: Pencils, Laptops, Paper, Scissors, Textbook, Teacher: Computer, Whiteboard or chalkboard, Colored markers, projector to show how to use wikispaces, Notes, teacher textbook, homework all made up, describing wheel handout, Wiki tutorial. **Source for Lesson Plan and Research** [|congruence calculator] : This website is a calculator for using different measures of congruence’s. I don't think i will get this in depth but it will be good to have. [|Showing congruence] : This website will show students the different markings for congruence and how to tell if triangles are congruent or not. [|Problems for congruence] : This website gives problems that students could do and shows simple congruence calculations. [|Corresponding angles] : This website is another example of congruence but it goes into some detail about angles and their congruence. [|Common questions] : This link is a link that gives some common questions about congruence and shows how to solve simple congruence problems. [|proving congruence] : This site has many different links to show the different types of triangle congruence. **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.//** **Rationale: Students will be able to learn in many different ways. They will be able to use many different intelligences.** Beach-ball: Students will be learning in many different ways they will be learning from me, and also their peers, they will have the opportunity to do work on their own as well. They will have freedom to design a game in any way that they want, and be as creative as they want. They will also have a couple of different activities that should help them learn in a fun and creative way. Clipboard: It will be very clear what students will need to do to attain the grade that they want. This particular lesson may put them a bit out of their comfort zone. However the lesson and actual learning will be very structured. It will be very clear what they need to do on all the activities. Microscope: Students will be able to analyze concepts about triangles. with their peers during their three step interview. By having the freedom to create their own game they will be able to focus on details that they want to focus on. They will be discussing things with their partners when going over their quizzes and during their three step interview. Puppy: Students will have an encouraging atmosphere and be working in groups so that the workload will not be as big. They will be able to choose their partners so that they will be comfortable with who they work with. **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **Rationale:** Students will be working toward their goals of learning triangle calculations using congruence. They will be doing simple angle calculations and also know how a triangle is congruent with another triangle using different formulas. Students will know: (See content notes) Maine Learning Results: Mathematics-C. Geometry Geometric Figures Grade 9-Diploma 1 Students justify statements about polygons and solve problems Students will be able to recognize different triangles and know how they are the same or different. The final goal of the lessons is for students to be able figure out if triangles are congruent using different formulas. By going over simple triangle calculations it should be easy for students to figure out congruence. (**Self- Knowledge**) **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **Rationale: Students will be learning in many different way and using 7 of the 8 intelligences.** Verbal/Linguistic-Students will be able to talk to each other during the three step interview process, about what the different triangles are this might help students to talk out what different shapes are. Mathematical/Logical- Students will be able to take notes using a describing wheel where they can keep track of what the different triangles and organize their thoughts about which each one are. Visual/Spatial- By having students take notes using the describing wheel they are able to visualize what certain triangles look like. Also in the hook students will hopefully get a visualization of different types of triangles and their shape. Bodily/Kinesthetic- By having students get up in the beginning of the class and creating triangles this could help these students understand types of triangles. Musical/Rhythmic- Intrapersonal- By having students create their own quiz about the different triangles they might better understand the lesson because they will be working by himself or herself. Interpersonal-Students will be working with partners in their interview process discussing types of triangles and also be working with partners when going over the quiz that they made up. Naturalist- By seeing the students represents different triangles students will be able to observe what the triangles look like before taking notes. Students will be using technology to show what they have learned about triangles and their calculations. They will be posting rules to a game on a wiki and will be using their computers to look at the rules while playing the game. **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** **Rationale: Students will be doing many different assessments both formative and summative. By allowing students to do this they will be able to show that they have mastered the material.** **Formative (Assessment for Learning)** Student’s will be making their own quiz and trading with other students. They will grade each other after they have taken the quiz. They will be using what they have earned on the quiz and teach the other student if they have made mistakes. I will also be checking for understanding by having students do problems on the board and helping me do problems on the board. **Summative (Assessment of Learning)** Wiki: Create a game about the different types of triangles and post the rules and what it is on the Class Wiki. After learning about the different types of triangles you will have to get together with a partner and create a type of game that you would like to share with the class you will make a simple game board you can even use an existing game board. However you need to write rules that will get students to better understand the different types of triangles. **100pts** **__Teaching and Learning Sequence__** Intro: Students will be sitting in pairs. This will allow students to work together and ask questions of each other if they are confused. They will be facing the board on which I will be working. They will be taking notes and coming up to the board and doing examples. Students will understand how to show triangles are congruent. Hook (10 min): To hook the students I will be having them come to the front of the classroom in threes and setting them up in a triangle. I will be asking them if they are equal. I will be having them use rope to show the sides of the triangle and having the rest of the class measuring the sides and making sure they are equal. I will be having them test SSS, ASA, SAS, AAS. I will also be using different items around the classroom to show congruence for example student’s height or length of a line. Instruction (30 min): I will be going over congruence and just explaining how many degrees are in a triangle. I will be going over SAS congruence, SSS congruence, ASA congruence, and AAS congruence I will be doing examples on the board and ask for students to do problems on the board and to help me do problems on the board. I will be handing out a describing wheel for students to take notes on. Pairing up (2 min): I will be having students pair up to work on their three minute interview process. Three minute interview (5 min): I know it says three minute interview but I am going to give the students five minutes to go over this and they will be asking each other questions about congruence. Creating a quiz (15 min): I will then have students go back to their desk and create a quiz that they are going to give to other students and they will be going over the quiz with this student later. The quiz will have to be five questions long. I will be walking around to make sure the questions are good questions. Taking the quiz (13 min): I will be having the students give their quiz to other students and then taking a quiz. Going over the quiz (10 minutes): Students will be getting together with the people that they gave the quiz to and go over it with them. Day 2: I will introduce wikispaces and also explain what students need to do for their game. They will work on the game for most of the period. Day 3: Students will play the games for the first half of the period and then I will move on to another lesson. Students will need to know what congruence means and how to tell if two triangles are congruent (see content notes). I will be giving students a describing wheel so that they can keep track of their notes and know the different types of congruence. I will be asking students to come up to the board to do examples and I will also be asking them to help me do problems once they understand what I am doing. I will be doing examples and also giving definitions during my lesson. I will be givin students real world examples by asking them to think of triangles on maps and talking about the Bermuda triangle. I will check for understanding by allowing students to ask questions and have them come to the board and doing examples. I am going to have students walk me through examples. **Equip, Explore, Rethink, Revise, Tailors: Visual, Logical, Intrapersonal, Interpersonal** Students will be taking notes and filling out a modified version of a describing wheel which will allow them to show their understanding. Students will also be doing a three minute interview with partners where they will be asking each other questions about congruence and checking for their own understanding. This will also allow students to go back and talk about what they have learned to make sure they know exactly what they have learned. I will have students in pairs. They will be working in pairs and also by themselves throughout the 2 day lesson. I will be having students create their own quiz, which is one way of showing their understanding. Not only will they be creating a quiz they will be taking one as well. **Explore, Experience, Revise, Refine, Tailors: Interpersonal, visual, logical, verbal, Intrapersonal, Naturalist** Students will be evaluated in many different ways they will self assess each other when they create their quizzes and go over them with their partners. They will also sort of be assessing each other during their three minute interview they will be checking for their own understanding. Their will be a rubric for students to use when creating their game which will allow them to self assess. I will be able to fill out the rubrics very quickly and give it back to them in a timely fashion. They will be going over some triangle calculations and later on in the year we will be doing some more triangle things. **Evaluate, Tailors: Interpersonal, visual, logical, Intrapersonal, logical** **Content Notes** **Triangles angles add up to 180 degrees** Lines signify congruence SAS, ASA, SSS, AAS, Give example of different congruent triangles on the fly Show how to do wiki. **Handouts** **Describing wheel** **Rubric**