1. UNIT CONTEXT Subject/Content Area: Math Course: Integrated Math 1 Grade Level: 9th Length of Unit: This unit will take three, two hour long periods. This unit prepares students to work with more complex algebraic and geometric equations later in the semester. It also prepares them to graph equations that they derive in the next unit.
3. STANDARDS Content & Common Core Standards CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context.
ELD Standards ELD Standard 9 Expanding- Plan and deliver a variety of oral presentations and reports on grade appropriate topics that present evidence and facts to support ideas using growing understanding of register.
ELD standard 10b Expanding- Write increasingly concise summaries of text and experiences using complete sentences and key words.
ELD standard 11a Expanding- Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.
4. UNIT OBJECTIVES Cognitive: After students explore their assigned scenario with their groups they will be able to present their explicit expression that represents their scenario and justify their reasoning. CCSS.MATH.CONTENT.HSF.BF.A.1.A Language: After planning with their groups, students will be able to deliver an oral presentation that presents evidence and facts to support their ideas of why their equation is valid. ELD Standard 9 Expanding Cognitive: After exploring how to use measurement to derive the formulas for area and perimeter of a parallelogram, triangle, and rectangle, students will be able to determine an explicit expression or steps for calculation for any given shape. CCSS.MATH.CONTENT.HSF.BF.A.1.A Language: After finding the perimeter and area formula of a few shapes by measuring given samples of these shapes, students will be able to write a concise summary of the steps of how to derive the formula for the area and perimeter of any given shape. ELD standard 10b Expanding Cognitive: After students review their work and their classmates work they will be able to determine explicit expressions that represent a given scenario and that calculate the area and perimeter of geometric shapes. CCSS.MATH.CONTENT.HSF.BF.A.1.A Language: After discussing their homework with their group members students will be able to justify the accuracy of the equations they derived by comparing their work to the formulas we have derived in class. ELD standard 11a Expanding
5. ASSESSMENT PLAN
Day 1:
Diagnostic o Objectives: After students explore their assigned scenario with their groups they will be able to present their explicit expression that represents their scenario and justify their reasoning./After planning with their groups, students will be able to deliver an oral presentation that presents evidence and facts to support their ideas of why their equation is valid. o Standards: Content Standard: CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context./ ELD Standard: ELD Standard 9 Expanding- Plan and deliver a variety of oral presentations and reports on grade appropriate topics that present evidence and facts to support ideas using growing understanding of register. o Type: informal/ diagnostic/ short answer o Purpose: Assess knowledge/ concepts o Implementation: written o Evaluation Criteria: Student self-evaluate bases on accuracy or responses. o Feedback strategies: self-assess after class discussion o Identify how assessment informs instruction: determines what needs to be reviewed Presentation o Objectives: After students explore their assigned scenario with their groups they will be able to present their explicit expression that represents their scenario and justify their reasoning./ After planning with their groups, students will be able to deliver an oral presentation that presents evidence and facts to support their ideas of why their equation is valid. o Standards: Content Standard: CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context./ ELD Standard: ELD Standard 9 Expanding- Plan and deliver a variety of oral presentations and reports on grade appropriate topics that present evidence and facts to support ideas using growing understanding of register. o Type: informal/ formative/ presentation o Purpose: Assess skills o Implementation: verbal o Evaluation Criteria: accuracy of equation and clarity of justification o Feedback strategies: verbal from teacher o Identify how assessment informs instruction: determines what needs to be reviewed Day 2: Circle Formulas o Objectives: After exploring how to use measurement to derive the formulas for area and perimeter of a parallelogram, triangle, and rectangle, students will be able to determine an explicit expression or steps for calculation for any given shape. o Standards: Content Standard: CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context o Type: informal/ formative/ solution write-up o Purpose: Assess skills o Implementation: written o Evaluation Criteria: Accuracy of formulas and detail of justification o Feedback strategies: written from teacher o Identify how assessment informs instruction: Determines what needs to be reviewed Summary o Objectives: After finding the perimeter and area formula of a few shapes by measuring given samples of these shapes, students will be able to write a concise summary of the steps of how to derive the formula for the area and perimeter of any given shape. o Standards: ELD Standard: ELD standard 10b Expanding- Write increasingly concise summaries of text and experiences using complete sentences and key words. o Type: formal/ summative/ written paragraph o Purpose: Assess knowledge/ concepts o Implementation: written o Evaluation Criteria: accuracy of their steps and the level of detail o Feedback strategies: written from teacher o Identify how assessment informs instruction: Determines who has learned that material Day 3 Write or Present: o Objectives: Language: After discussing their homework with their group members students will be able to justify the accuracy of the equations they derived by comparing their work to the formulas we have derived in class. o Standards: ELD standard 11a Expanding- Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge. o Type: informal/ formative/ written paragraph or presentation o Purpose: Assess skills o Implementation: written or verbal o Evaluation Criteria: Accuracy of equation and justification o Feedback strategies: verbal from peer o Identify how assessment informs instruction: Determines who has learned that material
Summarize the Mathematics: o Objectives: After students review their work and their classmates work they will be able to determine explicit expressions that represent a given scenario and that calculate the area and perimeter of geometric shapes. o Standards: CCSS.MATH.CONTENT.HSF.BF.A.1.A- Determine an explicit expression, a recursive process, or steps for calculation from a context. o Type: informal/ summative/ short answer o Purpose: Assess knowledge/ concepts o Implementation: written o Feedback strategies: written from peer o Evaluation Criteria: accuracy of responses o Identify how assessment informs instruction: Determines who has learned that material
Check Your Understanding: o Objectives: After students review their work and their classmates work they will be able to determine explicit expressions that represent a given scenario and that calculate the area and perimeter of geometric shapes. o Standards: CCSS.MATH.CONTENT.HSF.BF.A.1.A- Determine an explicit expression, a recursive process, or steps for calculation from a context. o Type: formal/ summative/ answer- write up o Purpose: Assess skills o Implementation: written o Evaluation Criteria: See attached rubric o Feedback strategies: written form teacher based on rubric o Identify how assessment informs instruction: Determines who has learned that material
6. STEPS OF INSTRUCTION
CALENDAR
Unit 3: Deriving Formulas DAY 1 (2 hours): Launch Unit/ Deriving Algebraic Formulas Standard: Content Standard: CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context. ELD Standard: ELD Standard 9 Expanding- Plan and deliver a variety of oral presentations and reports on grade appropriate topics that present evidence and facts to support ideas using growing understanding of register. Objective: Cognitive: After students explore their assigned scenario with their groups they will be able to present their explicit expression that represents their scenario and justify their reasoning. Language Development: After planning with their groups, students will be able to deliver an oral presentation that presents evidence and facts to support their ideas of why their equation is valid.
Student Activity: Anticipatory Set: Watch video and have a class discussion about it. Diagnostic Questions: Student will answer diagnostic questions with their group members to see what students know about using algebraic rules and to represent a situation described in a word problem. Then we will have a class discussion about the questions. Vocabulary: Students fill in the vocabulary worksheet (attached). They first write what they think each term means in the Your Definition column. Then we have a class discussion where students share their definitions. Then I present the class definition to them and they fill in that column next. Each table is given a piece of colored paper and assigned a vocabulary word. They write the word and a definition on the paper. Then then add their paper to the word wall. Group Presentations: Groups will be assigned a question that describes a scenario that they must represent with an equation. Each group will present their question and solution to the class. In their presentations they will explain the question in their own words and explain how they arrived at their solution using algebraic rules and concepts. Groups will receive verbal feedback from the instructor. Assessment: Diagnostic: Students will record their answers to the diagnostic questions and self-assess them after the class discussion. Their scores will not count against them (informal). Presentation: The teacher and other students will ask the presenters questions that test their understanding of the equation they wrote and how it represents the given scenario. Students will not be graded on their presentation but they will receive feedback from peers. DAY 2 (2 hours) Deriving Geometric Formulas Standard: Content Standard: CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context. ELD Standard: ELD standard 10b Expanding- Write increasingly concise summaries of text and experiences using complete sentences and key words. Objective: Cognitive: After exploring how to use measurement to derive the formulas for area and perimeter of a parallelogram, triangle, and rectangle, students will be able to determine an explicit expression or steps for calculation for any given shape. Language: After finding the perimeter and area formula of a few shapes by measuring given samples of these shapes, students will be able to write a concise summary of the steps of how to derive the formula for the area and perimeter of any given shape. Student Activity: Investigation: In groups, students will investigate the minimum number of ruler measurements required to find the area and perimeter of a parallelogram, triangle, and rectangle. They will use that information to derive the formulas for area and perimeter of these shapes. Circle Formulas: Student will use what they have learned about methods to derive formulas for a parallelogram, triangle, and rectangle to find the circumference and area formulas for a circle. Summary: Students will write a summary that explains how to find the area and perimeter formulas for any shape. Formula Graphic Organizer: Students will complete a graphic organizer (attached) where they will write the name of the shape, its area formula, its perimeter formula, and a picture of the shape. They will label the picture with the variables from the formulas. For example, to find both the area and perimeter of a rectangle students must know its length and the width; so they will label the length and width on their picture of the rectangle. Assessment: Circle Formulas: Students will turn in their formulas for area and circumference of a circle and an explanation of how they arrived at those formulas. These formulas will not be graded but teacher will provide written feedback (informal). Summary: Students will turn in a summary of the steps to finding the area and perimeter formulas of any given shape. These summaries will be graded based on the accuracy of their steps and the level of detail (formal).
DAY 3 (2 hours) Review and Quiz Standard: Content: CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context. ELD: ELD standard 11a Expanding- Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge. Objective: Cognitive: After students review their work and their classmates work they will be able to determine explicit expressions that represent a given scenario and that calculate the area and perimeter of geometric shapes. Language: After discussing their homework with their group members students will be able to justify the accuracy of the equations they derived by comparing their work to the formulas we have derived in class.
Student Activity: Review: Students will review what they have learned the past two class periods by discussing the homework in their groups. Their homework is similar to the problems they have been doing in class. While reviewing their homework students must justify their formulas by comparing their work to the equations we have formulated in class. Students will have the choice of presenting their work or writing a paragraph that justifies the accuracy of their formulas. Summarize the Mathematics: Students will individually answer questions that highlight the main strategies and concepts related to deriving algebraic and geometric formulas. Then we will have a class discussion. Check Your Understanding: Students will take the end of unit CYU quiz. Closure: After I have collected all of the quizzes I will show them how to graph the algebraic equation they had to write for the quiz. I will use software on the iPad to do this because that is what they will be doing in the next unit. Assessment: Write or Present: Students will choose between presenting their work and writing a paragraph that justifies the accuracy of their formulas. This will not be graded but peers will give feedback (informal). Summarize the Mathematics: During the class discussion, students will self- assess their answer and knowledge (informal). Check Your Understanding: Student will individually take the CYU quiz where they must derive an explicit expression that represents a given scenario and derive an explicit expression for area and perimeter of a geometric shape. Students are required to explain and justify the equations they derive. This will be formally graded using a rubric (attached) that student have ahead of time.
ANTICIPATORY SET To launch the lesson I will tell students that we will be deriving our own equations. I will tell them that equations are uses everyday to solve different problems or represent events. I will tell them that we will watch a video (see link below) that depicts real life saturations being translated into diagrams and equations. After we watch the video we will have a class discussion about what students observed and wonder about what they just watched.
CLOSURE To close the lesson students will complete the Summarize the Mathematics questions in the text. These lead students to analyze the main ideas of this unit. They will turn in their Check Your Understanding quiz, which demonstrates their learning. Students will transfer their knowledge from this unit to the next one because the next unit involves using technology to graph equations similar to the ones that they have derived in this unit. I will prepare students for the next unit by showing them how to graph the algebraic equation that they had write on their CYU quiz. This will show them how to connect what we did in this unit to what is coming up next.
LESSON PLAN
SINGLE SUBJECT LESSON TEMPLATE
1. TITLE OF LESSON: Deriving Geometric Formulas
2. CURRICULUM AREA & GRADE LEVEL: Integrated Math 1/ 9 th grade/ second lesson of a three lesson unit
3. DATE OF LESSON/TIME NEEDED: End of November/ Period 5/6 @ 12:30/ 2 hours
4. RESOURCES: math song video https://www.youtube.com/watch?v=aa8U0nL- KXg&list=PL9A5B5E8F7B633651&index=3 , rulers, textbooks, geometry formulas graphic organizer
5. CA CONTENT STANDARD(S): Address the content area and/or common core standards CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context.
6. CA ELD STANDARD(S): Address how this lesson helps develop language ELD standard 10b Expanding- Write increasingly concise summaries of text and experiences using complete sentences and key words.
7. BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Student will understand that they can solve many real world problems by deriving and using formulas that represent them. They will be able write equations to solve given problems. Deriving formulas to solve problems helps to develop students critical thinking skills, which they will need for the rest of their lives. This unit will also prepares them for the next unit which involves graphing equations that they derive.
8. ESSENTIAL QUESTIONS: How can deriving formulas help us solve problems in our everyday life? Why is it important to derive formulas instead of being given them? What types of problems can formulas help us solve? Can they help us solve every type of problem?
9. OBJECTIVE(S) OR LEARNING GOAL(S): Cognitive: After exploring how to use measurement to derive the formulas for area and perimeter of a parallelogram, triangle, and rectangle, students will be able to determine an explicit expression or steps for calculation for any given shape. Language: After finding the perimeter and area formula of a few shapes by measuring given samples of these shapes, students will be able to write a concise summary of the steps of how to derive the formula for the area and perimeter of any given shape.
10. ASSESSMENT(S): Circle Formulas o Objectives: After exploring how to use measurement to derive the formulas for area and perimeter of a parallelogram, triangle, and rectangle, students will be able to determine an explicit expression or steps for calculation for any given shape. o Standards: Content Standard: CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context o Type: informal/ formative/ solution write-up o Purpose: Assess skills o I mplementation: written o Feedback strategies: written from teacher o I dentify how assessment informs instruction: Determines what needs to be reviewed Summary o Objectives: After finding the perimeter and area formula of a few shapes by measuring given samples of these shapes, students will be able to write a concise summary of the steps of how to derive the formula for the area and perimeter of any given shape. o Standards: ELD Standard: ELD standard 10b Expanding- Write increasingly concise summaries of text and experiences using complete sentences and key words. o Type: formal/ summative/ written paragraph o Purpose: Assess knowledge/ concepts o I mplementation: written o Feedback strategies: written from teacher o I dentify how assessment informs instruction: Determines who has learned that material
11. INSTRUCTIONAL STRATEGIES: What the teacher does 12. STUDENT ACTIVITIES: What the students do 1. Anticipatory Set Teacher shows students the math video. Teacher tells students that they will be learning about geometric formulas today.
2. State Objective Teacher tells students that after finding the perimeter and area formula of a few shapes by measuring given samples of these shapes, they will be able to write a concise summary of the steps of how to derive the formula for the area and perimeter of any given shape. 1. Anticipatory Set Students watch video and listen to teachers description of what they will be learning.
2. State Objective Students listen to the objective
3. Input - Modeling Teacher completes textbook problem 5 with students. They measure the rectangle in the text under the document camera. Then they ask students how many measurements they need to find the area and perimeter of the rectangle. Students should answer 2 measurements. The teacher then asks the students which of the two measurements on the shape should they use? The students should answer length and width.
4. Check for Understanding Next the teacher asks students what they think the area and perimeter formulas are for a rectangle? The students should answer P=2l+2w and A=lw.
5. Guided Practice The teacher tell the students to explore problems 6 and 7 with their group members (already seated at tables of 4). In problem 6 they find the area and perimeter formulas for a parallelogram. While students are working, the teacher walks around the room to monitor students progress and answer any questions. Once most groups have finished problem 6, the teacher initiates a class discussion about their solutions. The teacher asks for a group to volunteer to share their answers. The teacher asks the volunteers to share and explain their work using the document camera. The teacher elaborates on their explanation and clarifies any misconceptions if necessary.
The teacher tells the students to continue working on problem 7. In problem 7 they use the Pythagorean Theorem to find the area and perimeter
3. Input - Modeling Students watch the teacher model how to measure the rectangle. They answer the teachers questions when prompted.
4. Check for Understanding Students tell the teacher what the area and perimeter formulas are for a rectangle.
5. Guided Practice The students work on problems 6 and 7. They watch as students present their work. They continue to work on problem 7. They watch students present their work.
formulas for a right triangle. While students are working the teacher walks around the room to monitor students progress and answer any questions. After most students have finished this problem. The teacher asks for a different group to volunteer to present and explain their work. The teacher elaborates on their explanation and clarifies any misconception if necessary.
6. Independent Practice Teacher tells students to complete problem 8 in their groups. For this problem they will derive the area and circumference formulas for a circle. Students will turn in their formulas for area and circumference of a circle and an explanation of how they arrived at those formulas. These formulas will not be graded but teacher will provide written feedback (informal). The teacher tells students that they can work on this problem with their group members but they all must turn in their own write-up.
Next the teachers tell the students to individually write a summary of the steps necessary to find the area and perimeter of any shape. The teacher tells them to look back at problems 5-8 to give them ideas. They tell students that this assignment will be graded on the accuracy of their steps and the level of detail. Teacher collects the circle formulas and summary when students are finished.
7. Closure The teacher gives each student a geometry formula graphic organizer. The teacher tells the students to complete the graphic organizer by writing the area formula, perimeter formula, and a picture of each
6. Independent Practice Students complete problem 8 with their group members. They each write the area and circumference formulas for a circle. Along with an explanation of how they arrived at those formulas. They then individually list the steps necessary to find the area and perimeter of any shape. Students turn in their work when they are finished.
7. Closure Students fill in the graphic organizer. They make sure to label their pictures with the variables from the formulas. shape that they have explored today. They tell students that they will label the picture with the variables from the formulas. For example, to find both the area and perimeter of a rectangle students must know its length and the width; so they will label the length and width on their picture of the rectangle.
7. MATERIALS/RESOURCES Students will need a pencil, paper, textbooks, rulers, colored paper, and colored pencils for the word wall. As well as the following items: Videos: This video will be used in the Anticipatory set. It converts diagrams and equations into real life situations. http://vimeo.com/77330591
This a math song video that will be used to launch day 2 https://www.youtube.com/watch?v=aa8U0nL-KXg&list=PL9A5B5E8F7B633651&index=3
Check Your Understanding Rubric:
Check Your Understanding Rubric 1 2 3 4 Part a (algebra rule) Wrote something, but incorrect. Correct formula, but no explanation Correct formula, brief explanation Correct formula, in depth explanation Part Bii (nalyzing measurements) Wrote something, but incorrect Correct number of measurements, incorrect list of measurements Correct number of measurements and correct list of measurements Correct number of measurements and correct list of measurements. Plus an explanation of why these measurements meet these conditions. Part Biii (formulas) Wrote something, but both formulas incorrect One formula is correct Both formulas are correct Both formulas are correct. Plus an explanation of how you derived those formulas.
Vocabulary Terms
Term Your Definition Class Definition symbolic involving the use of symbols, using, or exhibiting a symbol
algebraic relating to or involving algebra. in which a finite number of symbols is combined using only the operations of addition, subtraction, multiplication, division, and exponentiation with constant rational exponents.
expressions Numbers, symbols and operators (such as + and ) grouped together that show the value of something rules one of a set of explicit or understood regulations or principles governing conduct within a particular activity
relationship between variables an existing connection; a significant association between or among things
effective successful in producing a desired or intended result
Geometry Graphic Organizer: Geometry Formulas Figure Name Perimeter Formula Area Formula Picture Rectangle Triangle Parallelogram Circle
8. REFLECTION By creating this unit plan I have learned about different needs that my students have.I have differentiated my instruction by giving students options on which assessment they do, giving some students extra assistance on assessments, strategically grouping students, giving students rubrics, giving advanced students more challenging problems, giving students graphic organizers and worksheets, and having different types of assessments. One strength I see in my unit plan is that I give students multiple assessments each class so I will know what they are understanding and what I need to review. Another strength is that I teach students vocabulary on the first day so they will be prepared to used that vocabulary throughout the unit. A limitation is that students who do not like group work may not like this unit because most of my activities involve group work. After every unit all of the Integrated 1 Math teachers bring their data on how many of their students scored a four, three, two, or one on the Check Your Understanding quiz. Teachers whose classes did very well share some of the strategies they used that they thought helped their students learn the material. From this assignment I have learned that it is important to plan with the varying abilities of my students in mind. That way during the lesson I am not struggling to help the students who need more assistance and challenge the advanced students. I also learned that I feel more comfortable teaching a lesson when I have thoroughly planned for it. Next time I will make sure that I review the material from the previous unit before beginning the next unit. The next unit directly builds upon this one so students must understand the material in their unit in order to be successful in the next.