Direct Instruction Lesson Plan

GENERAL INFORMATION
Grade: 10th Grade
Subject: Geometry
Teacher: Ms. Emily Petkus
and Ms. Lisa Gutierrez
Unit: Extending Perimeter, Lesson: Chapter 9 Review Approximate time: 50
Circumference, and Area
minutes
Number of students taught: 26
Date of lesson: 3/14/16
Standards/Indicators: (Common Core, ISTE, GLEC*s, HSCS, CEC)
CCSS.Math.Content.HSG.GPE.B.7
Use coordinates to compute perimeters of polygons and areas of triangles and
rectangles, e.g., using the distance formula.
CCSS.Math.Content.8.G.B.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles
in real-world and mathematical problems in two and three dimensions.
Materials needed:
Note Cards (questions on front, answers on back)
Document camera
Pen
Colored Pencils
Individual white boards
White board markers
White board erasers
Candy
Technology needed:
Document camera
Calculator
Calculator projector (provided by teacher)
Calculator projector cord (provided by teacher)

OBJECTIVES AND USING DATA TO MEASURE OUTCOMES:

The student will be able to:

Use the proper area and perimeter formulas to solve for the area and
perimeter of a range of different circles, polygons, and irregularly shaped
regions.
Recognize when it is necessary to use the Pythagorean Theorem and
trigonometric functions when solving for area or perimeter of a shape.

DIRECTION INSTRUCTION LESSON OUTLINE

INTRODUCTION OF LESSON
Anticipatory Set:
For the first five minutes of class, students will be asked to grab an individual white
board/white board marker and to make a T-chart. On the left side of the chart,
students will write down things that they have learned and feel confident in about
Chapter 9. On the right side of the chart, students will write down parts of the unit that
were confusing and that they want practice in. They will then share these with their
shoulder partner and then share them with the whole class.
Stating the Objective in student language:
Today we will be playing a review game for our Chapter 9 test on Wednesday. We
will be practicing using our formulas for area and perimeter of different circles,
polygons, irregular figures, and composite figures. This will be the last time before the
test to ask questions about the material for this chapter, so it is important that you
engage in the review game and ask questions when necessary.
Rationale of lesson in student language:
We will be reviewing this material so that you will feel confident for your test on
Wednesday. You will also need to know how to solve for these different areas and
perimeters on tests such as the ACT and SAT, so this will prepare you to take those
and be successful on those standardized tests when you are juniors/seniors.
Stating behavioral expectations in student language:

It is extremely important that you follow along as we do the test review that is
planned for today. If at any time you need clarification, please raise your hand! There
are three teachers in the room that are more than willing to help you out. When you
are working as a team, remember to work as a team and to be respectful of your
classmates!

BODY OF LESSON: (I do or Teacher Does)

Input: How is teacher going to teach the lesson?
To begin the lesson, the teacher will divide the students into groups of four
students. Each student will have their own individual white board and white
board marker/eraser. She will explain to students that these are their teams for
the white board review game. During this time, she will also how the game will
work: Students are team members, but must first solve the given problem
individually on their white boards. When the teacher calls time the students
will stop and collaborate with one another about the answer. If the table group
does not all agree on the answer, they will have to talk through it and all come
to a conclusion of what the answer is. Once the students come to a conclusion
as a table group, they will raise their hands. The teacher will reward the first
group with candy, but only if the answer is correct. The first table group will
then send a representative to the board to solve the problem for the class on
the white board, showing their steps. The game will continue in the same way
with new problems. The teacher will prepare the problems written on one side
of a notecard and the answers on the other side of the notecard. These
problems will then be displayed on the board with the document camera.
Modeling: Show examples to students and talk through the examples
During the game, if students have questions about any of the problems, the teacher
will be walking around the room to check on student work/progress. If the whole class
is having a hard time understanding a problem, the teacher will walk through the
problem on the board for the whole class.
Checking for understanding: Ask the student to show/demonstrate his/her
understanding of the instruction. Reteach if student does not understand

This part of the lesson/review game will be when the winning table group sends their
representative to the board to explain how they worked through the problem. The
teacher will help a student explain a problem, when necessary.
PRACTICE
Guided Practice (we do it together)
1.) Give a problem. See if student can do problem while the teacher watches.
Reteach if the student does not do the problems correctly.
Since the lesson is a review lesson, students will be doing guided/independent
practice for most of the lesson. They will be working with a group of four
students to solve for the problem given on the board. They will first work on
the problem individually, and the teacher will be walking around the room to
make sure that every student is giving the problem a try. She will also be
looking to see if the students are using the correct formulas to solve for the
area or the perimeter of the shapes. If she sees a student that does not know
where to start or does not have the correct formula, she will re-guide them.
The guided portion of the lesson will also be done while students review the
problem with their table groups. In order to raise their hand to get candy, the
students must first all have the same conclusion of the problems solution.
They will work together before raising their hand to review the problem and
teach each other the correct way to solve the solution, if necessary.

Independent Practice (student does it by himself)

(This can become the evaluation or you can give another activity as the final
evaluation)
As the students solve the problem on their own, they will come to a solution for
the problem. The teacher will evaluate their success in solving the problem
when a group finishes and raises their hand, with an agreed-upon solution.
After 35-40 minutes of the review game, students will be given time to work on
their review packets. During this time, the teacher will roam the classroom in

order to observe students work. She will stop and re-teach students if
necessary.

CLOSURE: Summarize what was learned today:

Today, you all reviewed Chapter 9. You are all able to solve for the area and
perimeter of different circles, polygons, irregular shapes, and composite figures. We
spent some time preparing for the test on Wednesday, but continue to fill out your
review packet to turn in before the test. Great work today, geometry students!

EVALUATION: (Can use Independent Practice or do another evaluation. How will

the teacher measure the mastery of the objectiveNEEDS TO USE DATA, needs to
match the objective.)
The teacher will measure the mastery of the objective by formatively assessing the
students as they present of the solutions to the whole class. She will also be walking
around during the class time to see student progress with the review problems and
the review packet.
REFLECTION ON TEACHING & MANAGEMENT:
1.) What does the data show about the student(s) learning?
All of the different groups were able to come to the correct solution for each of the
review problems. I think that it helped to work in groups because they were able to
check one anothers work and talk about the correct answer. There were a couple of
questions that all of the groups struggled with, so it showed me that I needed to
reteach them about how to solve for the length of the apothem. During the review
game, we stopped to reteach this to them. It also proved to me that they were ready
for the test!
2.) Were my behavioral expectations stated in a clear fashion?
My behavioral expectations were stated very clearly, and the students followed the
directions very well and they were very respectful of their other classmates work
time. I think that it helps that this is their first class of the day because they are
always on-task and the noise of the classroom was very controlled.
3.) Cite examples of proactive behavior management.
I used a thumbs-up, thumbs-down method to formatively assess the students
understanding of the review problems and the agenda of the day. Almost all of the
students responded well to that, and if any of the students gave me a thumbs-down, I
was able to re-teach some of the questions that they were struggling with. I also
asked them to work together, which helped them stay accountable to their teams so
that they could win the review game.
4.) Cite examples (if appropriate) of how behavioral issues were addressed.
N/A

5.) What would I repeat if I were to teach this lesson again?

I think that this lesson went really well as a whole. I would definitely make it a game
because it gives students more of an incentive to participate. I also think I would keep
a prize at the end because it gives them a goal to work toward. I also thought that the
number of review cards that I made was just the right amount for the given time.
6.) What would I change if I were to teach this lesson again?
If I were to change this lesson, I would extend the anticipatory set and allow students
more time to discuss and help one another understand the parts of the chapter that
they were confused about. I would also ask them to work with a partner to recall any
equations that they might need to have memorized for the test.
Revised October 24, 2014

Date that this lesson was taught: ______3/11/16___________________

Mentor Teachers Signature: ________(Emily Petkus)_______________
Hope College Students Signature: _____(Jessie Hermann)__________
Hope College Professors Signature: _____(Susan Cherup)__________