L1+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 1 Empathy** **__Grade Level__: 10** **__Topic__: Geometry Area/Volume** **__Objectives__** Students will understand that all shapes have area, and 3-D shapes have volume Students will know formulas for Area/Volume, terminology for shape names Students will be able to relate area's of shapes to volume of 3-D shapes **__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 Area and Volume of different polygon's, and just geometry in general. **__Assessment__** **Formative (Assessment for Learning)** Students will do a pre assessment in the form of a quiz. Students will know beforehand that it is a pre assessment and it is not graded. Students will be given self-check quizzes so they can see if they are doing something correct or wrong. They will redo problems that they got wrong. They will also work in partners to create a pattern for solving these problems. Students will be using the team pair solo cooperative learning. Students will be given a self-check rubric for their summative assessment. Students will use the thumbs up thumbs down to see if students are understanding just a quick check to see if they are getting things correct. **Summative (Assessment of Learning)** • Blog: A journal entry explaining the relationship between area and volume. Throughout the quarter you will be expected to write journal entries on what you have learned in class. You will be given three prompts from me to write about. Journal entries need to be 4-8 sentences long explaining what you learned in your own words. The first journal entry will be explaining the relationship between area and volume. The second is explain the differences between the different types of triangles and how you can tell the difference. The third prompt will be explaining how to use the Pythagorean Theorem and to solve sides of right triangles and special right triangles. **100pts** You will be graded using a rubric. **__Integration__** **Technology:** Students will be working with blogs to explain the difference and similarities of area and volume. They must give an in depth explanation to get full credit. Using the blog will allow students to be able to access the information that they posted and will also allow me to see the information. **English:** Student’s will be working with blogs and writing down things so they will be using some English concepts. They will need to use their English skills to compare and contrast area/volume. Music: Student's will be working with rhythms to create patterns for figuring out problems. They will need to use their knowledge of music to create the pattern. **__Groupings__** Students will be using a team pair solo way of working on problems. The partners will come together and work on area/volume problems using the measurements that they brought into class they will first do it on their own and then come together to see how they did. At the end after working with a partner for about four or five minutes students will go back and work on the problems by themselves. Students will be put into partners by me and I will have students put up a finger one through five and pair them based upon the finger that they throw up. I will be walking around and working with students **__Differentiated Instruction__** Verbal/Linguistic- Students will have the opportunity to talk with other students and work through volume and area problems and the process. Logical/Mathematical- By using a T-Chart students will be able to keep their area and volume formulas in some sort of logical order. Visual/Spatial- By writing down their area and volume problems students who learn in a visual way will be able to see the process of what they are doing. It is important for students to go through step by step. Bodily/Kinesthetic- By having students measure things inside of their own home they will be moving and thinking about what they want to measure. By doing this they will think about the area of a room or volume of a room. Musical/Rhythmic- By creating a pattern for students to try and follow for solving problems it could allow student who learn in a rhythmic way or musical way to develop a rhythm for the process of solving area/volume problems. **Intrapersonal**- In the experience portion students will be working on their own on problems and they will also be given self-check quizzes where they are working on their own to create the quiz. **Interpersonal**- Students will be working with partners on problems so they can interact with each other to try and figure out problems. **Naturalist**- Students will be able to measure anything that they want in their homes. So these students could measure their garden or a walking path that they take that is in a specific shapes form. **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 blogs to explain the difference and similarities of area and volume. They must give an in depth explanation to get full credit. Using the blog will allow students to be able to access the information that they posted and will also allow me to see the information. **__Materials, Resources and Technology__** Students will need: Laptop, pencils, paper, measuring tape, bring textbook Teacher will need: Computer, T chart hand outs enough copies for everyone, Rubrics made up, White board or chalk board or smartboard, Colored markers, Notes, teacher textbook, homework all made up with enough copies for everyone, Tutorial for blog **__Source for Lesson Plan and Research__** [|Area and volume] : This link gives in depth formula's of area an volume. I would really like students to only focus on the area of this link. [|Area calculator] : This link is less in depth then the one before it. It has an area calculator which is a good tool even though I would like students to do the algebra on their own it is a good tool to have. [|area of a circle] : This site is a good site for area of a circle it gives examples of how to calculate area of a circle and also has problems for students to do. [|volume calculations] : This link is a good link for calculating volume it has a volume calculator that I would not let students use. It also has all kinds of different shapes and an explanation of how to calculate volume. [|explanation of volume] : This link explains volume in depth which is really good it has a couple of sentences on how to calculate volumes. **Book-Concepts and Applications**: This is a geometry book that explains area and volume in depth with many good examples and I would like to use some of the examples in the book. **__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://** The students will be given a variety of instruction and students will be able to learn in many different ways. Beach ball: Students will be given the opportunity to learn in multiple ways by talking, by doing, by seeing. They will be given many opportunities to do activities. They will be active in their learning and will get to see how problems are worked out in many different ways, by using their partners, their notes and seeing the examples that are done on the board. Clipboard: Students will be given a T-chart to get their notes so that they can stay organized. By creating a pattern students will be able to see how a problem is solved and hear the way a problem is solved in their head. Students will also be given a self check quiz where they will know what they need to get done and by using their notes they will have a a clear cut way of solving things. Microscope: By giving the students the opportunity to work in pairs they will be able to have discussions on how to solve area problems. Also the last work that students will be doing is creating a blog analyzing area and volume this will allow for students to use their analysis skills they will need to relate the two. Puppy: Students will be able to work in a comfortable environment by learning first on the board how to do area, and volume problems. After that they will also be working in partners and while I will be choosing who the work with I would not put a student outside his or her comfort zone unless I thought that they could handle it. **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **//Rationale://** Students will be working towards the goal of finding area and volume problems with ease. They will be working towards the goal as stated earlier to be able to relate area, and volume. By giving the students multiple ways of learning and multiple ways of seeing the problems students should be able to understand area and volume fairly quickly. 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 relate area to volume. The final goal is for students to be able to see that when finding volumes of shapes that they first have to be able to find the area of bases of the shapes and that the formulas are for the most part very similar and only change a little bit. By showing students how to do area first it will be easy to show students the relationships between area and volume. If students are not able to visualize it I will be able to draw it out for them **(Empathy)** **//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 ways in this lesson specifically I will be touching on 7 of 8 multiple intelligences. By having students do blogs they will be using technology to show me and explain to me what they have learned. Verbal/Linguistic- Students will have the opportunity to talk with other students and work through volume and area problems and the process. Logical/Mathematical- By using a T-Chart students will be able to keep their area and volume formulas in some sort of logical order. Visual/Spatial- By writing down their area and volume problems students who learn in a visual way will be able to see the process of what they are doing. It is important for students to go through step by step. Bodily/Kinesthetic- By having students measure things inside of their own home they will be moving and thinking about what they want to measure. By doing this they will think about the area of a room or volume of a room. Musical/Rhythmic- By creating a pattern for students to try and follow for solving problems it could allow student who learn in a rhythmic way or musical way to develop a rhythm for the process of solving area/volume problems. Intrapersonal- In the experience portion students will be working on their own on problems and they will also be given self-check quizzes where they are working on their own to create the quiz. Interpersonal- Students will be working with partners on problems so they can interact with each other to try and figure out problems. Naturalist- Students will be able to measure anything that they want in their homes. So these students could measure their garden or a walking path that they take that is in a specific shapes form. **//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 given a variety of formal assessment and summative assessment. Students will be assessed in many ways and by doing this they will be assessed using many of the intelligences. Their performance task which is a huge portion of the student’s final grade will be related to this part of the unit a lot. Students will be asked to find areas and volumes of a house that they design. **Formative (Assessment for Learning)** Students will do a pre assessment in the form of a quiz. Students will know beforehand that it is a pre assessment and it is not graded. Students will be given self-check quizzes so they can see if they are doing something correct or wrong. They will redo problems that they got wrong. They will also work in partners to create a pattern for solving these problems. Students will be using the team pair solo cooperative learning. Students will be give a self check rubric for their summative assessment. Students will use the thumbs up thumbs down to see if students are understanding just a quick check to see if they are getting things correct. **Summative (Assessment of Learning)** Blog: A journal entry explaining the relationship between area and volume. Throughout the quarter students will be expected to write journal entries on what you have learned in class. They will be given three prompts from me to write about. Journal entries need to be 4-8 sentences long explaining what you learned in your own words. The first journal entry will be explaining the relationship between area and volume. The second is explain the differences between the different types of triangles and how you can tell the difference. The third prompt will be explaining how to use the Pythagorean Theorem and to solve sides of right triangles and special right triangles. **100pts** You will be graded using a rubric. For this specific portion of the unit students will be discussing area and volume. Test: Students will also be given a test at the end of the unit and one third of the test will be concerning area and volume problems. Students will on the test asked to answer a question about how area and volume relate. **Performance task:** As a high-ranking architect in your firm a family from the show hoarders has approached you, and because they keep everything they need the house to be large and have a weird design. It is your job to create a house in which they will be comfortable living and that can hold all of their things inside the house or garage. These people are very interested in weird shapes and design so the crazier the better. However before they buy the house they would like to hear your pitch about the area in the house and specific spaces in the house. If you are not specific enough in your explanation they will not buy the house. You need to design a house using as many objects as you possibly can and using your knowledge of triangles, and area/volume. It is important to complete this task in a timely manner, as there are other firms that have been approached about this same job! **__Teaching and Learning Sequence__:** Intro Students will be sitting in an arrangement of two's so that they will have someone to converse with even if they aren't in partners. This will make it easier for students to do the team pair solo assignment. Pre-assessment (5 min): Students will be given a quick pre assessment in the form of just a writing I will ask students what they know about area and volume, I will ask if they know any specific formulas for area and volume, and I will give a couple of simple questions to see if they can solve them. Students will know ahead of time that they will be given a pre assessment and that it will not be worth anything in the grade-book and not to really worry about it but to put in their best effort. Hook (15 min): For my hook I will have the students and I walk down to the gymnasium and measure along the lines of the basketball court. I will measure the foul line area, the whole court and the who gymnasium. I will then come back to the classroom and work on figuring out the area. Instruction (25 min): I will be instructing students how to calculate area's for many different shapes and then volume. Students will be using T-charts to take notes for the most part. Pairing up (2 min): I will then ask students to pair up using a creative way to have them pair up. Team Pair Solo (10 min): I will put a problem on the board and have students do the problem by themselves. After they do it by themselves I will have them do it together so that they completely understand it. In their team pair solo groups students will use half of this time to create a quick song or pattern to solve these problems. Review (8 min): After the team pair solo I will go over the problem and field any questions that the students have. Self check quiz (15 min): In the last part of the class I will hand out quizzes and the answers at the end I will be walking around to help the students. They will get the answers at the end of class or when the students are done so that they can check to see if they got the answers correct. Day 2: Same lesson plan except the hook will focus on using the same shapes and volumes. I will also go over the quiz for the first 5 minutes of class and instruction time will only be 20 min Students will understand that all shapes have area, and 3-D shapes have volume**.** Students will be able to find area's and volumes of many different shapes. It is important to know area/volume so that if you build a house or own a house you could plan it out or if you wanted to know it's area you could figure it out. **Students justify statements about polygons and solve problems//.//** To intrigue the students I would have them get measurements of rooms in the gym, as well as different objects inside of the gym that aren't squares or rectangles. So the students will bring the measurements back to the classroom and I will give an example to find a simple area and the students will have to find some other area calculations. **What, Where, Why, Hook, Tailors: Verbal, Logical, Interpersonal, Intrapersonal, Naturalist** Students will know formulas for Area/Volume, terminology for shape names (See content notes)**.** As a graphic organizer students will use T-Charts. Students will be getting notes on the board which I will be giving them I will also ask for class participation where students will do problems on the board as we get further into the lesson and as I am giving them more examples. For cooperative learning students will use team the team pair solo way of solving problems of shapes that they brought in. The way they will use this is they will do problems on their own then with a partner and finally on their own again. I will be walking around and helping students as I see fit. I will help the students that are struggling more than the ones who seem to be doing okay or have a partner that can explain the process to them. Students will be doing a journal entry on a blog explaining how they relate similarities/differences between area/volume. Students will be using the team pair solo cooperative learning style. Students will be able to redo their problems on their self check quiz for less points. **Equip, Explore, Rethink, Revise, Tailor: Verbal, Logical, Interpersonal, Intrapersonal, Naturalist** By the end of the two days I would like the students to be able to see the relationship between area and volume. By presenting area first it is my hope that they will draw connections between that and volume as they are closely related. Students will be able to rethink and revise when they are in their pairs during the cooperative learning portion of the class. Students will be creating a pattern to figuring out these problems and putting them either in song form or by just creating a rhythm. They will be exploring area and volume using measurements that they bring in from their home and I would like the students to be able to compare measurements. They will be working with partners on problems as well as on their own. they will be given self check quizzes and will be doing team pair solo learning where they work by themselves as well as with partners. **Explore, Experience, Revise, Rethink, Tailor: Musical/Rhythmic, Interpersonal, Intrapersonal, Verbal, Logical** Students will be able to use their own measurements from home to do problems. I will help explain how to do area and volume problems. Students will be able to self asses themselves by working with partners on their problems. They will also be given self check quizzes. I will give students 5 area and volume problems each day at the end of class (Day 1 area, Day 2 volume). As the students are leaving I will give them the answers to the problems so that they can go home and check and see what they have done right or wrong and allow them to come up with questions for the next day in class. I will also during the time that I am using for instruction time give problems and have students figure them out on their own. I will then give the answer and ask them if they have questions. The final product that I want students to be able to do is to write a blog relating area and volume in detail. I would like them to be able to give examples and work from one to the other. **Evaluate, Tailor: Visual, Interpersonal, Intrapersonal, Logical** **__Content Notes__** Students will be able to figure out the area of many shapes and polygons. I will start with the basics being squares and rectangles, triangles, circles, trapezoids, parallelograms. I will ask students to be able to see how they are similar and as them to explain why we figure out area in this way. Formulas: A=bh, A=1/2bh, A=1/2h(b1+b2) A=pie times radius squared. **Volume**: Students will also need to be able to figure out volumes for many shapes I will ask the students to explain how they could relate area, and volume together. Students will know the formulas for volumes of cones, cubes, cylinders, spheres, and rectangular prisms, triangular prisms. Examples: Given a triangle with base 3 and height of 4: A=1/2bh A=1/2(3)(4) A=6 Square base 4 A=bh A=(4)(4) A=16 Rectangle base: 7 height: 8 A=bh A=(7)(8) A= 56 Circle radius 3 A= p rsquare A= p (3 squared) A=9 p  Trapezoid base of 8 and 6 height of 4 A=1/2 (b1+b2) A=1/2(4)(8+6) A=28 Cylinder radius 3 height of 7 V=Bh B= p radius squared B= p (3 squared) B=9 p V=63 p  Cone radius 6 height of 7 V=1/3 p radius squared (h) V=1/3 (36)(7) V=1/3(252) V=84 Prisms=Bh Rectangular prism Base: base 4 height 6, height: 7 Base= bh B=(4)(6) B=24 V=(24)(7) V= 168 **__Handouts__** Pre-assessment Team pair solo handout Self check quiz and answers T-Charts