Teacher: Gustavo Munoz

Date:3/4/18
School: Thompson Valley High School Grade Level: 10th
Content Area: Geometry
Title: Test review Team Challenge
Lesson #:_8_ of _8_

Lesson Idea/Topic and Students will review for the test by completing a number
Rational/Relevance: of problems as a team and compete with one another

Student Profile: Students will work with one another and compete with
other teams by reviewing for the test

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
Standard: 4 Shape, Dimension and Geometric Relationship
a. Define trigonometric ratios and solve problems involving right triangles. (CCSS: G-SRT)
i. Explain that by similarity, side ratios in right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric ratios for acute angles. (CCSS: G-SRT.6)
ii. Explain and use the relationship between the sine and cosine of complementary angles.
(CCSS: G-SRT.7)
iii. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
★
problems. (CCSS: G-SRT.8)

Understandings: (Big Ideas)

Students should be able to review for the test and will be able to identify their strengths
in the material and where they need to grow
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
1. How can you determine the measure of something that you cannot measure physically?
2. Do the students understand how SOHCAHTOA, the law of sines, the law of cosines and
to simplify a radical?
3. What do I need to do to prepare for the test, how can Mr. Munoz help me understand this
better?
Evidence Outcomes: (Learning Targets)
Every student will be able to: Find the relationships between the sine, cosine, and tangent
ratios to determine side lengths and angle measures. They will also be able to simplify radicals,
apply the law of sines and cosines and solve for any triangle that is given to them.
I can: give the students the challenge and give them extra credit for the test, this way it
encourages them to solve as many problems as they can and make entertaining.
This means: students will be given extra credit by solving the challenge problems and
will also be given an opportunity to receive more extra credit by shooting a basketball.
List of Assessments: sine, cosine, tangent, the law of sines, the law of cosines, simplify a
radical

Planned Lesson Activities

Name and Purpose Team challenge (basketball edition)
of Lesson

Co-Teaching Which model(s) will be used?

Will co-teaching Test review in groups
models be utilized in Why did you choose this model(s) and what are the teachers’
this lesson? Yes roles?
___ No _x__ Students will be able to review with one another and see how
their peers solve certain problems and how they think about
solving a problem

Approx. Time and Review rules: 5 minutes

Materials Team challenge 40 minutes

Anticipatory Set The strategy I intend to use is: to review for the test and use what we
learned in this unit by making it competitive, engaging and fun.
I am using this strategy here because: this way students can review for
the test that they will be having and make it so that it is not solely math
related.

Procedures The strategy I intend to use is: group work and make sure the students
know their roles in the team
I am using this strategy here because: this way students can work well
with one another and are able to use each other’s strengths and solve
the challenge and receive extra credit

Teacher Actions Student Actions Data Collected

 Will pass out the poker Will work together in I will be able to see
cards to the students, their groups, shoot how well students
the materials for the basketballs and work in random
challenge and host the review for the test groups, how they use
game each other’s
strengths and how
they encourage each
other

Closure The strategy I intend to use is: remind them about the test and to make
sure that they bring their notes and homework
I am using this strategy here because: I want them to be ready for the
test and not worry about anything because I know that they are ready

Differentiation Content Process Product Environment

Modifications: Students will
work in
groups and
there will be a
basketball in
the front of
the class.
Students will
be able to
work
anywhere
they want
with their
group

Extensions:
Assessment Students will work on the team challenge problems and will be able to
turn their work in for extra credit. All of the challenges are review from
the unit.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment
data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you

make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)

4. If you used co-teaching, would you use the same co-teaching

strategy for this lesson if you were to teach it again? Were there additional
co-teaching strategies used during the lesson not planned for initially?
Please explain.
 Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this
lesson of importance to your students? How is it relevant to students of this age and
background?

Student Profile: Write a narrative about your learners. What are their special needs?
Exceptionalities? Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?
Name and Purpose of Lesson: Should be a creative title for you and the students to associate
with the activity. Think of the purpose as the mini-rationale for what you are trying to accomplish
through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching,
Parallel teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials
will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by
the teacher to relate the experiences of the students to the objectives of the lesson, To put
students into a receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the
minute they arrive to the minute they leave your classroom. Indicate the length of each segment
of the lesson. List actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
○ whole-class practice
○ group practice
○ individual practice
● check for understanding
● other

Closure: Those actions or statements by a teacher that are designed to bring a lesson
presentation to an appropriate conclusion. Used to help students bring things together in their
own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s
move on” is not closure. Closure is used:
· To cue students to the fact that they have arrived at an important point in the lesson or the
end of a lesson.
· To help organize student learning
· To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so
that they can be successful? To extend: If the activity is too easy for a child, how will you extend
it to develop their emerging skills? What observational assessment data did you collect to
support differentiated instruction?
Assessment (data analysis): How will you know if students met the learning targets? Write a
description of what you were looking for in each assessment. How do you anticipate
assessment data will inform your instruction?