L3+Haney,+Maxwell

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * UNIVERSITY OF MAINE AT FARMINGTON**

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Mr. Haney **__Date of Lesson__:**
 * __Grade Level__****:** 9-Diploma **__Topic__: Geometry**

Students will understand that using the appropriate formulas can be used to solve for missing dimensions. Students will realize when to use certain formulas. //**Students justify statements about polygons and solve problems.**//
 * __Objectives__**

Maine Learning Results: Mathematics - C. Geometry Geometric Figures Grade 9 - Diploma Students justify statements about polygons and solve problems
 * __Maine Learning Results Alignment__**


 * Rationale:** This lesson will incorporate finding missing sides and angles of different shapes.


 * __Assessment__**

Students will answer questions in the lessons to show for understanding. I will put example problems on the board and walk around and check for understanding.
 * Formative (Assessment for Learning)**

I will give them a quiz to check for understanding up to this point. The quiz will cover the material up to this point and will include lessons 1, 2, and 3.
 * Summative (Assessment of Learning)**

Students will work independently on Right Triangle Solver project to get some further understanding on the material. The Turtle Geometry activity will help them see shapes and formulas that will tie the last three lessons together before the quiz.
 * __Integration__**
 * Technology:**

Have students in groups play a memory games that matches shapes and equations.
 * Other Content Areas:**

Students will get into groups to understand how to use the Right Triangle Solver activity.
 * __Groupings__**


 * __Differentiated Instruction__**

**Strategies:**
 * Verbal:** The lesson the teacher will give is for verbal learners can hear about the lesson.
 * Logical:** Students can use logic to connect formaulas to situations.
 * Visual:** The Right-Triangle Solver will be a good visual aid for the Pythagorean Theorem.
 * Interpersonal:** Students will work in groups for the Right-Triangle Solver.
 * Intrapersonal:** Students will listen individually so they can learn easier.
 * Bodily:** The Right-Triangle Solver will be a good way to move things around to learn about them.


 * Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**


 * Absences: I will help the student to learn the material he missed and the big ideas after school or during a planning period. Then I will assign the Right Triangle Solver assignment for homework and they will have to individually create one verse that we will add to our song.**


 * (look at syllabus)**


 * Extensions:** Students will work independently on Right Triangle Solver project to get some further understanding on the material.


 * __Materials, Resources and Technology__**
 * **__Laptops__**
 * **__Right Triangle Solver__**
 * **__Paper and Pencil__**
 * **__Calculator (will be provided in class)__**
 * **__Quiz__**


 * __Source for Lesson Plan and Research__**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**


 * Absences: I will help the student to learn the material he missed and the big ideas after school or during a planning period. Then I will assign the Right Triangle Solver assignment for homework and they will have to individually create one verse that we will add to our song.**


 * (look at syllabus)**


 * Extensions:** Students will work independently on Right Triangle Solver project to get some further understanding on the material.
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**


 * Absences: I will help the student to learn the material he missed and the big ideas after school or during a planning period. Then I will assign the Right Triangle Solver assignment for homework and they will have to individually create one verse that we will add to our song.**


 * (look at syllabus)**


 * Extensions:** Students will work independently on Right Triangle Solver project to get some further understanding on the material.


 * __Source for Lesson Plan and Research__**
 * __[]__**

This is the link for the Right Triangle Solver activity.


 * __Maine Standards for Initial Teacher Certification and Rationale__**


 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * //Rationale://** Beach ball: Students will get a verity of material to get comfortable with the material. They will have personal freedom to explore on their own with the Turtle Geometry activity. Clipboard: The class will have a lot of structure and the students will know what is expected out of them. Microscope: We will really look at how the all the shapes and their formulas work to solver for missing dimension. and explore deeply using turtle geometry. Puppy: The students will always have a comfortable environment to learn in.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** Students will know formulas like the Pythagorean Theorem, distance formulas, and formulas for all the different shapes. Have students in groups play a memory games that matches shapes and equations. Students will have an assessment on understanding for the equations and shapes.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**
 * Verbal:** The lesson the teacher will give is for verbal learners can hear about the lesson.
 * Logical:** Students can use logic to connect formulas to situations.
 * Visual:** The Right-Triangle Solver will be a good visual aid for the Pythagorean Theorem.
 * Interpersonal:** Students will work in groups for the Right-Triangle Solver.
 * Intrapersonal:** Students will listen individually so they can learn easier.
 * Bodily:** The Right-Triangle Solver will be a good way to move things around to learn about them.

The students will have to follow a handout that goes along with turtle geometry activity that will allow them to look at formulas and apply the angles onto the turtle geometry activity. Also the students will be asked questions during the lesson to check for understanding. Last, the class with take a quiz that will show me how much information they have learned up to this point.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://**

//My classroom will have tables that fit 2-4 so that everyone is in groups. (Like Dr. Grace’s room) I will teach from front of the classroom.//
 * __Teaching and Learning Sequence__****:**

//Outline of Agenda:// //Day 1: (80 min)// //Day 2: (80 min)//
 * //We will start class by going over the homework from the previous day to check for understanding. (10 min)//
 * //Show [|video] to introduce the idea a of completely solving a right triangle. (5 min)//
 * //Then we will move onto new material that will not only show students how to find missing sides but we will do missing angles of right triangles. (20 min)//
 * //Then I will put examples on the board for the students to follow and try and I will give feedback for their answers. (20 min)//
 * //Students will have red and green circles on their desk. If they understand the question being asked they will keep the green side up and I can focus on the red circles.//
 * //Then the students will go on their laptops and get into groups and use the right triangle solver activity to understand the formulas of right triangles and equations. (10 min)//
 * //Students will write down the triangles they solve for and pass in to show they have completed at least five triangles. They must include all the sides and angles for the triangle. (15 min)//
 * //The students will come in and ask any questions they have on the right triangle solver activity and I will demonstrate how the formulas tie into the shape. (20 min)//
 * //We then will get into groups and the students will pay a game of memory that has a shape on one card and they will have to match it to the correct shape on the other card. (15 min)//
 * //We will ask any final questions over the last three lessons up to this point and review all the shapes and their equations. (15 min)//
 * //The remainder of the class the students will work on a quiz to test for understanding. (30 min)//

== Students will understand that using the appropriate formulas can be used to solve for missing dimensions. Students will realize when to use certain formulas. // Students justify statements about polygons and solve problems. // Students will use the Turtle Geometry project to practice using the Pythagorean Theorem. Students will watch a video for their hook called How Do You Find a Missing Angle in a Quadrilateral? ==

Where, Why, What, Hook, Tailors:
Students will know formulas like the Pythagorean Theorem, distance formulas, and formulas for all the different shapes. Have students in groups play a memory games that matches shapes and equations. Students will have an assessment on understanding for the equations and shapes. I will ask questions during the lesson to check for understanding and make sure they can identify the correct equations into the correct situation the problem is dealing with.
 * Equip, Explore Rethink, Revise Tailors:**

Have students in groups play a memory games that matches shapes and equations. Students will have an assessment on understanding for the equations and shapes. Students who are not following along will be asked to show teacher why the right equations go with the right situation.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:**

The students will have to follow a handout that goes along with turtle geometry activity that will allow them to look at formulas and apply the angles onto the right triangle solver activity. Also the students will be asked questions during the lesson to check for understanding. Last, the class with take a quiz that will show me how much information they have learned up to this point.
 * Evaluate, Tailors:**


 * __Content Notes__**



^video on solving for missing angles
 * __http://www.virtualnerd.com/pre-algebra/geometry/quadrilateral-missing-angles-example.php__**


 * __Handouts__**
 * Quiz