SINGLE SUBJECT DAILY LESSON DESIGN FORMAT

TITLE OF LESSON Perimeter and Area exploration and application to the coordinate plane

CURRICULUM AREA & GRADE LEVEL Math: Geometry, 9-12

DATE OF LESSON Week 9. October 17 . Week 1, day 4 of a 1 week unit

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CA CONTENT STANDARD(S) ADDRESSED GEOM 8.0: Students know, derive, and solve problems involving perimeter, circumference, and area. GEOM 10.0 Students compute areas of polygons, including rectangles.

CA ELD STANDARD(S) ADDRESSED ELD 9-10: Emerging: Presenting: Plan and deliver brief oral presentations and reports on gradeappropriate topics that present evidence and facts to support ideas. ELD 9-10: Emerging: Reading/viewing closely: Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidencebased argument) based on close reading of a variety of gradeappropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domainspecific words.

BIG IDEA ADDRESSED This lesson connects area and perimeter from yesterday into the area under the curve idea that students will learn later in calculus type classes. Students have to determine that they can calculate distance given speed and time. OBJECTIVE(S) OR LEARNING GOAL(S) Cognitive & Language Development: After continuing a lesson on perimeter and area, students will be able to use a graph to solve for area and present their findings to a class by calculating solutions using equations and discuss the topic with their peers. Language Development: After being presented with a word problem, students will be able to read the problem closely, create a graph, and solve for additional information by examining relationships between the factors.

ESSENTIAL QUESTIONS ADDRESSED How long does it take to drive 80 miles if you are driving 80 MPH? How do you use the graph to solve for area?

ASSESSMENTS Assessment: Teacher will informally observe progress through the warm-up, group work, and class work/homework. Students will be able to self-assess by completing the worksheet and grading it before the test. Tomorrow, students will be formally assessed using a district-wide mandatory unit 3 test. Objective & Standard: GEOM 8.0: Students know, derive, and solve problems involving perimeter, circumference, and area. GEOM 10.0 Students compute areas of polygons, including rectangles. Type: Informal, Diagnostic, Summative, Short answer Purpose: Assess skills & Assess knowledge/concepts Implementation: Paper & Pencil and Verbal Feedback strategies: Teacher, Student & Peer; Verbal & Written Identify how assessment informs instruction: Students will be able to determine what needs to be reviewed for their formative assessment tomorrow (day 5). Assessment: Teacher will formally observe progress in the groups with a discussion rubric. (Resource: Discussion Rubric) Objective & Standard: ELD 9-10: Emerging: Presenting: Plan and deliver brief oral presentations and reports on gradeappropriate topics that present evidence and facts to support ideas. ELD 9-10: Emerging: Reading/viewing closely: Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidencebased argument) based on close reading of a variety of gradeappropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domainspecific words. Type: Formal, Formative Purpose: Assess skills Implementation: Verbal Feedback strategies: Teacher will talk to those students who need improvement through the activity by reminding them that they are

getting participation credit. Identify how assessment informs instruction: The teacher will be able to see who needs help with their speaking, reading, and confidence through this activity and can help them with their language development. PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL Students may not know how to do #3 in the warm-up because they have never seen this type of problem before. Some students will probably understand though and the students are encouraged to work together. If they still do not get it or do not talk to somebody that understands it, we will be going over it as a class. Some groups may give up on the cooperative activity but that is why it is important to have team roles like an encourager who is encouraging them to continue and at least make some guesses. The students have not been asked to create a graph before so this is a nice stretch of their cognitive abilities. INSTRUCTIONAL STRATEGIES: Anticipatory Set (Into) 1. Teacher gets the class started on the Warm-up: Students can work with the people around them to solve the problems if they would like. (10 minutes) Question Answer 1. Find the perimeter and P = 32 cm 2 area of a square with a A =64 cm side of 8 cm. 2. Find the perimeter and P = 38 ft. 2 area of a rectangle with A = 78 ft sides of 6 ft and 13 ft. 3. Find the perimeter and P = 32 in. 2 area of: A = 40 in
LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES STUDENT ACTIVITES: STEPS (Fill in each box with specific information)

Logical

Visual-Spatial

Students are asked to recall what they learned the previous day on number 1 and 2. Number 3 is using the same concepts from yesterday but applying them in a new manner. Number 4 is a hook into the exploratory activity.

Anticipatory Set (Into) 1. Warm-up: Students can work with the people around them to solve the problems if they would like. (10 minutes) 2. Four students will share their answers. Other students will follow along with the reasoning on the warm-up and take notes if necessary. (8 minutes)

4. How many minutes does it take to go 80 miles if you are driving 80 miles per hour?

60 minutes

Spoken

2. Teacher asks four students to explain their solution. Teacher goes through #3 more in depth than the others. (8 minutes) Instruction, Independent & Guided Practice (all rolled into one) 3. Now, the teacher will use playing cards to group students together in groups of four to work on the following problem. I will have numbers 1-9 in the deck so that all the 1s can go to a table, 2s to another table, etc. Also, I want there to be 4 roles in the group: Writer, time manager, motivator, and presenter. The teacher also explains what each of these roles entails. Writer: In charge of writing down any necessary information Time Manager: Needs to keep track of time and offer reminders of time remaining to the group. Motivator: Needs to keep the group Instruction, Independent & Guided Practice (all rolled into one) Interpersonal Random groups give the students a chance to work with different classmates. Roles allow the shy people and people with trouble focusing to be responsible for something so they do not get lost in the shuffle. 3. Students will receive a playing card so that they can separate into groups of 4. They will also choose tasks. (20 minutes) a. Students will try to work on the problem collaboratively: Present the class with this problem (write it on the board): Curt is traveling home from college to visit his family. He drives from 1 PM to 3 PM at an average speed of 50 miles per hour (MPH). Then, he drives from 3 PM to 6 PM at an average speed of 60 MPH. i. Students will try to graph the speed vs. time for the situation. ii. Now, students will try to use that graph to

Listening Reading

Visual

on task and encourage everybody to share their opinions, right or wrong. Presenter: This person is responsible for explaining the groups findings if the teacher asks them to share. The teacher will display a rubric using the overhead so students can see that their participation matters. (resource: playing cards & rubric) (20 minutes) a. Present the class with this problem (write it on the board): Curt is traveling home from college to visit his family. He drives from 1 PM to 3 PM at an average speed of 50 miles per hour (MPH). Then, he drives from 3 PM to 6 PM at an average speed of 60 MPH. i. Draw a graph showing Curts speed as a function of time for the entire period from 1 PM to 6 PM. Treat his speed as constant for each of the two time periods1 PM to 3 PM and 3 PM to 6 PM. ii. Describe how to use areas in your graph to represent the total distance Curt travels. 1. I am going to be monitoring the groups (informal observation assessment) in order to keep all the groups at approximately the same pace while solving the problem. As the class progresses, I will ask groups to present their progress to the class so that others can catch up. 3. Teacher explains, Have you ever taken a test and you felt so lost that you did not even know what the problem was asking you for or where to begin? (waits for head nods or murmurs of agreement) Then you get the test back and see the answer or hear the reasoning and think, I knew how to do that! Well, most of you understood the problem in the warm-up when we asked you to find, How many minutes does it take to go 80 miles if you are driving 80 miles per hour? and this problem demonstrated the same question but in a different format and a lot of you got really thrown off. Lets watch a video of a girl that is totally disregarding the information given to her: (2 minutes) 4. Students will watch the video, The Real meaning of MPH for about 2 minutes: http://youtu.be/Qhm7-LEBznk. The video shows a girls thoughts on how to find how long it takes to drive 80 miles if you drive at a speed of 80 miles per hour. (Resource: Overhead that can display the computer screen to watch the video) (2 minutes) Closure 5. Teacher says, If you find that you read over a problem and have no idea where to start, take a breath, slow down and ask yourself what you know and what the problem is asking for. (1 minute) Independent Practice (Through) 6. Teacher reminds class that they have a

We have not asked students to create a graph with its own axis before so I expect to see a variety of graphs used to represent the problem. Logical I tried to make the problem relatable. ELD Standard for reading. This is where yesterdays lesson gets tied in. Some students may use the area under the graph to solve for distance. There are multiple ways in which this problem can be solved, though. Tying in math to study skills.

calculate the total distance Curt travels.

Listening Intrapersonal

Affective

3. Students listen to the teachers study skills talk. (2 minutes)

This is a hilarious video. Some students may realize their errors by listening to this girl talk through her reasoning.

4. Students watch a video of a girl trying to calculate how long it takes to drive 80 miles at a speed of 80 mph which is the same type of question they were just trying to figure out. (2 minutes)

Auditory Affective

Making meaning of the video and preparing students for the test tomorrow with some reminders. Test reminders for tomorrow and homework instructions.

Closure 5. Students listen to the teacher wrap up the video and strategies for solving problems. (1 minute)

Independent Practice (Through) 6. Students listen to teacher and get started

test tomorrow and says, I have created a practice test for you that I want you to treat like a real test tonight. I want you to get started on it with the remaining time we have left in class and remember you can always come to tutoring before school tomorrow morning. I also have provided you with a study guide with some helpful tips on your practice test so that you can self-assess yourself at home. Now, you should determine how much extra studying you need to do based on your results from your practice test. (Resource: Unit 3 Practice Test) (6 minutes)

on practicing for the test. (6 minutes)

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Marceline Ovath, 10 grade. Readiness level: I know that Marceline earned a C both semesters last year in Algebra I. I think that mathematically, Marceline is smart and has been correctly placed into our geometry class. Learning profile: strengths and challenges: She has turned in all of her work so far so she seems to be putting forth good effort. Interestsacademic and/or personal: Marceline is interested in anime. She is pretty shy in class and does not talk to many people. I do not think it is because of her language skills but just a personality trait.
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INFO ABOUT STUDENTS W/ SPECIAL NEEDS Jacob Mendoza, 11 grade Readiness level: Jacob has an overall GPA of 1.6. He is coming into geometry this year even though he got an F grade in algebra first semester and a C second semester (lots of potential here). He has always gotten Fs in English but last summer retook the classes and got Cs. He is not an English learner, though. He has passed his CAHSEE for math but not for English. Learning profile: strengths and challenges: Jacob has difficulty with attention and focus, comprehension and processing, and processing speed. Jacob does not like working in groups and usually keeps to himself during class. o With regard to processing speed, I have purposefully brought attention to key points when giving notes. For example, I cued students to, Put a box around this because it is important. Interestsacademic and/or personal: Jacob plays on the school football team and has always gotten As in that class. I also see that he has gotten better grades in history, biology and auto shop.
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Elena: 10 grade. Readiness Level: The CELDT results indicate overall score in the Early Intermediate range, and she has been identified as an English learner. Learning profile: She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in the United States for one and a half years. Interests: Elena wants to go to college and to become proficient in English. She also wants to pass the CELDT test so that she can be a reclassified English learner. She would like to keep her grades at an above average level like she was earning in Mexico. Developmental needs (readiness, interest, & learning profile): Two specific learning goals for Elena include speaking and writing in English. Her thoughts are well formed and her report cards show that she received above average grades in Mexico which shows that she is smart but has difficulty translating her complex thoughts into English. In her writing example, she frequently mixes Spanish words into her response but knows enough English to be comprehendible. Elenas speaking skills not only need to be improved with regard to grammar but also with her confidence because she is shy. DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Process (how the material is learned): Since it is difficult for both Elena & Marceline to work in groups, I have assigned the groups and given team members specific tasks. Product (how the learning is demonstrated): This class activity really encourages students to use or create visuals when solving problems.

Alex, 11 grade Reading profile: Although Alex has difficulty with language; he has been doing well with the mathematical concepts so far. Learning profile: He has had difficulty with his literary skills like sound and symbol relationships and word identification in reading and writing. He does not really like to socialize with others and is generally independent from other students. Interests: Alex enjoys playing basketball & JROTC.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Process (how the material is learned): Since it is difficult for both Jacob & Alex to work in groups, I have assigned the groups and given team members specific tasks. Product (how the learning is demonstrated): This class activity really encourages students to use or create visuals when solving problems.)

RESOURCES o o o o o Playing cards

REFLECTION The class really seemed to enjoy this activity. They were focused and at least attempted the problems. They really liked the video, too. My complaint was that I felt a little rushed though and wanted them to have more time working on their practice test. The ideal thing would have been for them to really get to take the practice test in class so that it is like real testing conditions and then give them the study guide to take home.

Overhead that can display the computer screen to watch the video Rubric (adapted from Pat Stall) Unit 3 Practice Test Unit 3 Practice Test with Notes

Discussion Rubric
4. Exceeds Critical Thinking Full of thought, insight, analysis, and content 3. Meets Substantial information that shows thought, insight, and analysis has taken place Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group 2. Approaching Information is thin and commonplace 1. Below Expectations No analysis or insight is displayed

Contribution to the Learning Community

Aware of needs of community; frequently attempts to motivate the group discussion

Occasionally makes meaningful reflection on groups efforts; marginal effort to become involved with the group Unclear or minimal participation

Does not make effort to participate in learning community as it develops; seems indifferent Off topic

Expression & Connections

Opinions and ideas are clearly stated with explanations

Opinions and ideas are stated but they lack details