L4+Shorey,Andrew+Francis


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

**Teacher’s Name: Mr Shorey** **Date of Lesson: Lesson 4 Interpretation** **Grade Level: 10** **Topic: Geometry** **Objectives** Students will be able to recognize different triangles and explain congruence. **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)** I will be checking for understanding by having students come to the board and doing examples. I will also be giving them a 4 question pre assessment just to see if they have any clue as to what congruence means. They will also be using round robin brainstorming as a class and they will be able to see if they are on the same page as the other students in the classroom. **Summative (Assessment of Learning)** Smartboard: Have students do examples on the smartboard and post on the class wiki. Students will receive full credit for this if they come up on the smartboard by themselves and do a problem and but in their best effort. After doing this I will post the problems on the class wiki with my notes as to what they did right or wrong. If the students got things wrong then they will have to fix what they did for homework. **Integration** Technology: Students will be working with a smartboard. I will be having students individually doing problems on the smartboard while other students are doing work elsewhere. They will be working by themselves on this. I will then be posting my notes for their problems on a wiki where they will be able to see what they di right and what they did wrong. English: Students will have to use their english skills to talk to the class during the brainstorming session. **__Groupings__** Students will be working by themselves for the most part during this lesson however I will be having them work as a whole class during the brainstorming session **Differentiated Instruction** **Strategies** Verbal/Linguistic- Students will be able to verbalize their thoughts on what congruence is and what different triangles are. Mathematical/Logic- By using the Idea Rake to take notes students will be able to keep the different terminology in order such as congruence, equality, and the different triangle names. Visual/Spatial- At the beginning of the class when students are picking out what is equal and what isn't students will be able to see physically what congruence is. Bodily/Kinesthetic- Students will be up and about moving around during the beginning of the class period showing what is equal and what isn't so this might be the best time for students to learn. Musical/Rhythmic- Intrapersonal- Students will be taking a pre assessment about triangles and congruence which they will be doing by themselves. Interpersonal- Students will be doing round robin brainstorming as a whole class on triangles and congruence having the chance to interact with others. Naturalist- Students will be able to pick whatever they want to discuss congruence at the beginning of class so I will have various size plants in the classrooms for this period. **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:** **English: Students will have to use their english skills to tell students their brainstorming ideas.** Technology: I will be having students use the smartboard to do problems and posting what they did and my notes on the wiki. This will allow students to learn on their own at home away from everyone else. **Materials, Resources and Technology** Student: Pencils, paper, laptop, textbook Teacher: Smartboard, Laptop with smartboard tools downloaded, teacher textbook, paper pencils, handouts (brainstorming) **__Source for Lesson Plan and Research__** **[|congruence calculator] ** : This website is a calculator for using different measures of congruences. 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: I will be having students learn in many different ways. They will be doing a couple of different assessments. I will be checking for understanding throughout the lesson Beach-ball: Students will have the opportunity to be assessed in a couple of different ways which will allow students to show their knowledge in different ways. They will also have an adaptive environment they will be able to talk when they want to and if they want to. Clipboard: Students will know exactly what is expected of them in the classroom to get a good grade. Instruction will be presented in a way that it is very clear to students what they are being taught. It will be very clear to students how they are being assessed. Microscope: By doing the class brainstorm it will allow these students to go into as much depth as they want about congruence and triangles. Also by allowing them to be assessed at home they can go as in depth about the problems as they want. Puppy: By doing a class brainstorm it will allow students who are comfortable to speak their minds and those who are not comfortable to sit and listen and try to understand what is being talked about. Students will also be doing work privately with me and I will be sensitive to students needs. **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **Rationale:** I will be going into detail about congruence and how to tell if triangles are congruent using SSS, SAS, ASA, and AAS. By doing this students will be able to tell the difference between triangles and name the different types and also tell if triangles are congruent. I will plan my lesson based around students learning styles. Students will understand the differences between triangles and congruence. Students will be brainstorming different things that are congruent which will allow them to think about things that are similar and what congruence really is (See content notes). Students will be able to recognize different triangles and explain congruence. (Interpretation). By showing students what congruence is they will be able to explain it and it will not be as hard for them to recognize different congruence and the different type of triangles. Maine Learning Results: Mathematics-C. Geometry Geometric Figures Grade 9-Diploma 1 Students justify statements about polygons and solve problems **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **Rationale: I will be using many different instructional strategies and 7 out of 8 mi's are involved in the lesson.** Verbal/Linguistic- Students will be able to verbalize their thoughts on what congruence is and what different triangles are. Mathematical/Logic- By using the Idea Rake to take notes students will be able to keep the different terminology in order such as congruence, equality, and the different triangle names. Visual/Spatial- At the beginning of the class when students are picking out what is equal and what isn't students will be able to see physically what congruence is. Bodily/Kinesthetic- Students will be up and about moving around during the beginning of the class period showing what is equal and what isn't so this might be the best time for students to learn. Musical/Rhythmic- Intrapersonal- Students will be taking a pre assessment about triangles and congruence which they will be doing by themselves. Interpersonal- Students will be doing round robin brainstorming as a whole class on triangles and congruence having the chance to interact with others. Naturalist- Students will be able to pick whatever they want to discuss congruence at the beginning of class so I will have various size plants in the classrooms for this period. I will be using technology to help students learn the content. They will be doing problems on the smartboard and I will be posting what they did on a wiki and they will have to go over it in their home for homework. It will allow students to see my notes on what they did in class. **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** **Rationale: I will be assessing students in a couple of different ways. Not as many as in other lessons but they will be able to get feedback from me in a cople of different ways.** **Formative (Assessment for Learning)** I will be checking for understanding by having students come to the board and doing examples. I will also be giving them a four question pre assessment just to see if they have any clue as to what congruence means. They will also be using round robin brainstorming as a class and they will be able to see if they are on the same page as the other students in the classroom. **Summative (Assessment of Learning)** Smartboard: Have students do examples on the smartboard and post on the class wiki. Students will receive full credit for this if they come up on the smartboard by themselves and do a problem and but in their best effort. After doing this I will post the problems on the class wiki with my notes as to what they did right or wrong. If the students got things wrong then they will have to fix what they did for homework. **__Teaching and Learning Sequence__** I will be having students sitting in rows of five they will be facing the smartboard. Their will plenty of room between the rows so that students can come up to the board and do problems on their own. Students will also be in that way because of the brainstorming activity that they are doing. **//Students understand the differences between triangles and what congruence means.//** Pre assessment (15 min): I will be giving students a pre assessment on triangles and the different types, I will also have some questions about congruence. Hook(5 min): I will be comparing different things in the classroom to show congruence or not congruent. I will also be showing different triangles in the classroom and I will have pictures up on the smartboard. Brainstorm (10 min): I will be having students brainstorm what the difference between triangles are and what congruence means to them. Instruction (20): I will be instructing students on the different types of triangles such as scalene, obtuse, isosceles, right triangles. I will also be instructing students on what congruence is and how to tell if triangles are congruent. I will also have students come up to the board and do examples and walk me through examples. Student problems (20 min): I will have made up enough problems so that every student will have their own. They will come up to the board and on their own with no help from me go do the problems as I watch. Students will understand the differences between triangles and what congruence means in a basic sense. I will be instructing students on the different triangles and how to tell what the different triangles are. I will be explain what congruence means and how to tell if triangles are congruent. It will be easy to tell just a simple if there is a line through the angle and side and a line though an angle or side in a different triangle are they congruent. I am going to have students walk me through examples and they will also be doing problems on the board. I am going to hook my students by first showing students triangles in the classroom and explaining congruence with students in the classroom. An extension of the hook is the brainstorming session that students will be doing they will be explain the different types of triangles and what congruence means to them. **Where, Why, What, Hook Tailors: Verbal, visual, Interpersonal, Intrapersonal, Logical, Bodily** Students will need to know how to determine what different triangles are, and also what congruence means. I will be explaining that to them mostly through examples and having students do examples it is not a very hard concept and they will be able to do it fairly easily. I will be handing out a brainstorming worksheet and students will write down their ideas of what the difference between triangles are and what congruence means. I will check for understanding by asking them to do examples on the board and as a class to walk me through examples (see content notes). **Equip, Explore, Rethink, Revise, Tailor: Verbal, Visual, Intrapersonal, Interpersonal, Logical** Students will be able to recognize different triangles and explain congruence. They will be able to do this by taking notes and learning what I am showing them on the smartboard. I will be asking students to show me how to do problems and to tell me how to do problems. Students will be able to rethink and revise their work during their homework after they see my notes based upon what they have done on the smartboard earlier that day. They will have a class brainstorm which will allow students to hear everyones ideas and to maybe rethink about what different things are and what everything means. I will start by asking them to explain what the difference between triangles are and what congruence is. I will then give the definition of each thing and explain in detail what everything is. **Explore, Experience, Revise, Refine, Tailors: Verbal, Logical, Interpersonal, Intrapersonal, Visual** Students will self assess themselves by doing problems on the board seeing my notes and going over them for homework and bringing in what they did right and what they did wrong the next day in class. They will have a checklist on what they need to do for homework based upon the problem that they did in class. They will be able to see exactly what they need to do to earn a good grade. Students will be coming up to the board to do the problems in class before they get my notes and do things for homework. All of this information that they are using will be used in the final project. They will need to know what congruence is and they will also need to know what different triangles are. **Evaluate, Tailors: Bodily, Intrapersonal, Visual, 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. Explain the different triangles and angles in the triangles. **Handouts** **Brainstorm sheet** **Pre assessment** **Checklist**