Professional Documents
Culture Documents
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Established Goals:
GLO:
Mathematics 10-3: Develop spatial sense.
Understandings:
Students will understand that
Essential Questions:
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Resources Needed:
Teacher
Alberta Education Program of Studies
Alberta Education Achievement Indicators
Learn Everywhere 10 : Geometry
Math Works 10 Teachers Resource
Youtube
Learn Alberta
Apprenticeship and Workshop Mathematics 10 https://yukon-education-math-grade10.wikispaces.com/file/view/AWM+10+Unit+6.pdf
Student
Math Works 10
Assessment
Learnin
g
Outcom
es
Title
Type
(Formati
ve/Summ
ative)
Weig
ht
3. Demonstrate an
understanding of
similarity of convex
polygons, including
regular and irregular
polygons.
[C, CN, PS, V]
6. Demonstrate an
understanding of
angles, including
acute, right, obtuse,
straight and reflex,
by:
drawing
replicating and
constructing
bisecting
solving problems.
[C, ME, PS, T, V]
[ICT: C64.1]
Fray
er
Mod
el
Observatio
n
Conversati
on
Quiz
Quiz
Trad
e
Exit
Ticket
or Slip
Checkl
ist
Qui
z
Workshee
t/
Assignme
nts
Project
SelfAssessme
nt
Unit
Test
F/
S
F/S
10
20
30
40
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
Assessment
Tool Title
Frayer Model
Outcomes
SLO 3
Observation
SLO 3
Conversation
SLO 3, 6
Brief Description
A Frayer model is a simple chart with four
quadrants which requires students to fill
in each quadrant. Typical quadrants are
labeled as definition, example, nonexample, and illustrate or
characteristics. This model will be used
twice to formatively assess foundational
concepts of the unit. Shortcomings in
these models need to be addressed
immediately if and when they occur. This
will be done in the first five lessons to
assess their knowledge of similar regular
and similar irregular polygons.
This assessment is very self-explanatory.
Throughout the unit I will continuously
wander and monitor the class instead of
staying at my desk. In this process, I will
also ask thoughtful questions to all
students. This will inform me of students
learning on an individual scale while they
are learning, before they learn a new
concept (pre-assessment), and after they
have learnt.
This Kegan Structure puts students in
control of formulating small quizzes for
their peers. It allows students to become
the master of the subject by testing their
skills to create questions accurately
which will then test their peers
knowledge. After a students has
created a quiz they find a friend and quiz
them on their knowledge. This strategy
will be used several times in the unit in
order to solidify key concepts. It will also
be a great time and tool to assess
students as they are learning. I am going
to use this at the beginning of the unit to
show their knowledge of similar
rectangles.
Fo
r
AS
OF
Exit Ticket or
Slip
SLO 3
Checklist
SLO 3
Quiz
SLO 3
Assignment /
Worksheet
SLO 3, 6
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
1
0
2
0
Project / SelfAssessment
SLO 3, 6
Test
SLO 3
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
10-3
Similar Figures
10
3
0
4
0