Digital Harbor High School Subject: Geometry Date:

Lesson Plan Grade/Level: 10 2/13/18

Teacher: Borkowski
Common Core Standards: Module 3
CCSS.MATH.CONTENT.HSG.SRT.C.8 Lesson Title: Striving for Accuracy

Objective:
SWBAT define the characteristics of “striving for accuracy”
and demonstrate these qualities.
SWBAT: solving for missing sides using trigonometric ratios.
Materials/Resources Needed: Lesson Summary
Opener, Professionalism Tracker, Checklist, Y-Chart, Chart Students will begin this lesson by completing an opener that
paper will allow them to analyze the degree to which they
demonstrate accuracy. Students will then complete a checklist
analysis activity and share their
Model of Mathematics
Procedures/Instructional Activities: Instruction
Exploration: Students receive an opener on their way into class. Review
(Opener)
Time: 10 min
Students find their seat and begin working on the opener. Automaticity

The opener consists of 2 basic problems that contain decimals.

Students will complete the opener and solve for the missing side
of the triangle. (Do not remind students to check their rounding to
enable them to reflect on how they independently solve for
accuracy.)
Engagement: Students should trade papers with a peer. Ask for student Automaticity
(Lesson volunteers to put their solutions on the board. Go over the opener,
preview)
Time: 10 min
paying special attention to the units.
Ask students for raised the amount of fingers that correspond to
the statement most true for their work:
1 Rounded accurately for both questions.
2 Rounded one question accurately or attempted to round both
incorrectly.
3Forgot to round on all questions.

Review the objective, and connect the Do-Now activity to striving

for accuracy.

Explanation: Students will complete a brief questionnaire to assess their current Teaching New
(Core Activity) levels of this Habit of Mind. This will be more accurate because Concepts
(Homework)
Time: 30 min
students have not yet defined the Habits of Mind. Emphasize that
there are no correct answers. Automaticity

Ask students to define what is means to strive for accuracy. Share/Summarize

Display the definition from Costa and Kallick (2000) and ask a
student volunteer to read it aloud. Ongoing Learning &
Practice
Break students into groups and ask them to complete a Y-chart to
get students to more deeply examine what this should look like in
the classroom (Boys & Watts, 2009, p. 14). Each group should
share out one item for each category. One student volunteer
should transcribe these on to chart paper, which will be displayed
as a visual reminder.
 Students should return to their groups and complete a group
brainstorm. The worksheet should be split into 2 columns, one for
jobs and one for consequences (Johnson, Rutledge, Poppe &
Vermont Consultants for Language and Learning, 2005). Provide
students with 4 minutes to list what jobs or careers need to strive
for accuracy in their work (Johnson et al., 2005). Provide students
with an additional 6 minutes to focus on the consequences of
inaccuracy (Johnson et al, 2005). Circulate and prompt students if
necessary.

Each group should select one representative to share out one

profession and consequence.

Extension: Provide students with an opportunity to practice this Habit within Teaching New
(Consolidation the curriculum. Students will complete a practice problem again Concepts
activity)
Time: 10 min
focusing on solving for a missing side. The teacher should
circulate the room and note students who are striving for accuracy. Share/Summarize
Shout out the students who are demonstrating the Habit of Mind.
Evaluation: Students grade themselves and reflect on their daily learning on Assessments
(Wrap up, their weekly professionalism tracker.
Introduce
homework, exit
Review
ticket)
Time: 5 min
Reflections: Other Notes: