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You are on page 1of 11

Date: March 23rd, 2015

School: Hurricane High School

Grade/Subject: 9-12 Resource Math

Lesson Topic: Spectrum Geometry (Circles)

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will Name Circles

Students will be able to identify and implement how to find the

circumference of a circle.

WV CSOs

M.O.G.3.1: Represent geometric figures, such as points, lines, planes, segments, rays and

angles pictorially with proper identification and distinguish between

undefined and defined terms.

NATIONAL STANDARDS

CCSS.Math.Content.HSG.C.A.2

Identify and describe relationships among inscribed angles, radii, and chords. Include the

relationship between central, inscribed, and circumscribed angles; inscribed angles on a

diameter are right angles; the radius of a circle is perpendicular to the tangent where the

radius intersects the circle.

CCSS.Math.Content.HSG.C.A.3

Construct the inscribed and circumscribed circles of a triangle, and prove properties of

angles for a quadrilateral inscribed in a circle.

MANAGEMENT FRAMEWORK

Overall Time: 90 minutes

Time Frame:

20 Min Lesson

20 Min Post Knowledge Quiz

30 minute Recap and Discussion of Quiz/ Activity

STRATEGIES

Teacher modeling/demonstration

Guided Instruction

Scaffolding

Learning Differences: Students with learning

differences will be provided additional

instruction during the worksheet and activity.

done step-by-step as a whole class. We will be

able to stay on task during this teacher led

activity.

Motivational Differences: I will use different

types of motivational strategies to keep each

student motivated during the activity such as

questions, discussion, and individual

assessment.

Physical Differences: I will use any different

techniques necessary for students with a

physical difference. Students with a physical

difference will be paired with someone that can

help them complete the lesson. They will

receive any additional time needed.

Communication Differences: Students will be

seated while I demonstrate the activity for all

to see so no one will become confused during

the lesson. Students will be participating by

writing answers on the board.

Multiple Intelligence (check all that apply):

_X_ Verbal/Linguistic

__ Spatial

_X_ Logical Mathematical

X Body/Kinesthetic

__ Musical

__ Naturalistic:

_X_ Interpersonal

X Intrapersonal

__ Existential

__ Others (explain)

with a sensory difference to sit closer to the

SMARTBoard. I will allow them any

additional time needed on the worksheet if

necessary. The activity will be done step-bystep so students do not get behind.

Behavioral Differences: I will reinforce

proper behavior to display during the lesson.

difference will be given additional time and

help if needed.

to complete this lesson.

more challenging worksheet if necessary.

Students will be asked questions throughout

the lesson to assess knowledge of the content.

Students will participate with explanation of

answers.

PROCEDURES

Introduction

Students will be given a pre-test to assess knowledge they have learned, and what

they may already know about the current lesson.

Body & Transitions

Students will be taught a lesson on Circles.

Students will gain information about circle points, origin, radius, chord, and

diameter.

Students will learn to name circles

Students will learn the formula for finding the circumference of a circle.

Closure

Students will complete the lesson with teacher guidance.

Lesson will be reviewed and any questions answered.

Students will be given the same quiz as the beginning of class to do again.

We will go over the quiz and assess the knowledge students gained they did not

have prior to the lesson being taught.

Students will be asked to share their work and come to board to show work.

ASSESSMENT

Diagnostic:

Students will receive a pre-assessment to complete. This will test students prior

knowledge to compare later.

Formative:

Students will be asked questions during the activity to make sure that they

understand and are keeping up with the information that is being provided.

Students will fill in a worksheet with the teacher as the lesson progresses.

Summative:

Students will be given the same quiz as the beginning of the class. This will allow

us to assess the students gained knowledge. Students will be able to see the

difference in knowledge prior to the lesson being taught, and knowledge gained

after the lesson.

MATERIALS

Worksheet

Circle diagram

EXTENTED ACTIVITIES

If Student Finishes Early

If the lesson finishes early students will be asked what they have learned that

they did not already know from the lesson. Students will work on makeup work or

homework.

If Technology Fails

The lesson will be taught on the white board if technology would fail.

Lesson Plan for Mrs. Collins 9-12th grade math resource room.

# of students: 9

Subject: Math

Assessing:

Pre-Algebra

331 Instructor: Dr. B. Wilson

School:

Date: May 1, 2015

Date of Pretest:

Average pre-test score: 7%

Date of Posttest: November 12, 2010

Average post-test score: 90%

Decision about Who, What and How to tutor/teach and How to assess:

Mrs. Collins and I sat down and decided that since she had 9 students in the class

she would prefer me to reach all of the students. We decided since they had been

working on Algebra and would soon be going into Geometry I would teach a lesson

on circles. Mrs. Collins wanted me to introduce this lesson to see how the students

would respond the beginning stages of geometry.

This class is a High School resource class and is very diverse. I have students who are

MI, BD and LD. Students have been working on Algebra and learning equations and have

completed the algebra portion of the year. I knew I needed to collect data for this class

and decided I would like to see if my students had learned from me this day and what the

results of pre and post would be. I gave the students their pre-assessment and assured

them to just do their best and answer to the best of their ability. I noticed as I was taking

up the assessments that majority of students only answered a couple of the questions and

some didnt even try to work out the problems that required solving. I then gave students

the lesson worksheet we would be working with. I taught the lesson, walking the students

through each step and working out the problems with the students. Surprisingly to me, the

students responded very well. I found myself really enjoying teaching Math something I

never thought would happen. When the lesson was finished, I gave the students the same

assignment I had given prior to the lesson. This time around, students were very

enthusiastic and excited and had a completely different outlook this time around. Students

completed the assessment and we went over the correct answers. Students were more

than happy to share their work and take turns going to the board and working out the

problems for the rest of the class to check their answers. I was so excited to see the

participation of this classroom. Students in this classroom are rarely open and sometimes

have a negative outlook on math just as I have before. I was so excited to see the

difference I had made and I was so happy that I had actually taught students and I got to

see the results instantly. At the end of the block, students expressed to me how much fun

they had and that they thought it was really cool to see how much they didnt know in

the beginning and then to take the same assessment and see how much they had learned.

They asked their teacher if they could please do this type of lesson again and reverse the

assessments to pre and post. I was asked by the teacher to teach a second lesson. I would

call this a very successful and rewarding lesson for not just the students but myself as

well.

Link to Standards:

WV CSOs

M.O.G.3.1: Represent geometric figures, such as points, lines, planes, segments, rays and

angles pictorially with proper identification and distinguish between

undefined and defined terms.

NATIONAL STANDARDS

CCSS.Math.Content.HSG.C.A.2

Identify and describe relationships among inscribed angles, radii, and chords. Include the

relationship between central, inscribed, and circumscribed angles; inscribed angles on a

diameter are right angles; the radius of a circle is perpendicular to the tangent where the

radius intersects the circle.

CCSS.Math.Content.HSG.C.A.3

Construct the inscribed and circumscribed circles of a triangle, and prove properties of

angles for a quadrilateral inscribed in a circle.

Results of Assessments:

The results of the assessments are listed in the table below.

Student

Pretest score

0%

70%

0%

100%

25%

100%

25%

90%

7%

60%

0%

100%

8%

80%

0%

100%

0%

100%

Overall Average

7.2%

89%

120

100

80

Pretest

60

Post test

40

20

0

A

As the table and the graph show, C, D, E and G had some prior knowledge of

circles and geometry. However, students A, B, F, H, and I either did not know the

content, or did not apply themselves to try. After the lesson was taught, as the graph

shows, all students grades jumped huge levels. Students applied themselves and were

excited to complete the post-assessment and see their results. Students were applying

themselves and participating in class. Students B, F, H, received 0% on their preassessment and after review of the material, they received 100%. All students did very

well on the post-assessment.

Disaggregated Data

If I disaggregate the data between the students who received a 0% on the preassessment to the grade they received on the post-assessment I could compare students

(A,B,F,H, and I) these students all received a 0% on the pre-test. Comparing their

previous scores with the score their post scores are graphed below. Students scores were

110% better than they were on the previous test. Students who received 0% passed the

post-assessment with most receiving an A. This shows me that the students applied

themselves more after the lesson was taught and some students didnt even try before I

taught the lesson. The reason I gave the pre-assessment was to compare knowledge prior

to the lesson and knowledge gained after the lesson was taught. Through this, it is also

clear that the students (B,F,H, and I) who had originally received 0% were the four who

received 100% on the post test. The majority of students who did the best on the postassessment were the students with the lowest pre-assessment scores.

120

100

80

Pretest

60

Post test

40

20

0

A

I gave the exact pre-assessment and post- assessment on the same day so that myself

and my students could see what they knew before the lesson and how much they haid

gained after the lesson was taught. I wanted students to get their results quickly so they

could understand how important teaching a lesson can be and how benificial it is to each

person. Just about every student failed the first pre-assessment. However, after I taught

the lesson, everyone passed the post-assessment. Students were very excited to compare

what they didnt know before to the knowledge they had gained trought the lesson and

class participation. I enjoyed this placement very much. I was so excited to see my

students gains just as they were. This was a very rewarding placement for me and

reasured to myself that I have chosen the right career path.

Questions 1

2

3

4

5

6

7

8

Correct

0

0

6

7

7

0

0

0

Incorrect

9

9

3

2

2

9

9

9

Pre-Assessment Results for 9 Students and 13 Questions

9

3

6

10

0

9

11

0

9

12

0

9

13

0

9

Questions 1

2

3

4

5

6

7

8

Correct

9

9

9

9

8

7

4

5

Incorrect

0

0

0

0

1

2

9

4

Post-Assessment Results for 9 Students and 13 Questions

9

7

2

10

7

2

11

6

3

12

7

2

13

7

2

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