Download 3-Day Plan - Grounded Math

Work Sample Title
Your name:
Lesson Title
Date of Lesson
Topic
Grade Level
Lesson Length
Purpose of Lesson
All About Angles: A Lesson Using Geometer’s Sketchpad
2/21/06, 2/22/06, 2/23/06
Using Geometers Sketchpad to study the properties of angles and triangles
Pre-Algebra, Grades 6-8
120 min
The students become familiar with Geometers Sketchpad as a tool for examining properties of angles and triangles
while coming to agreement on properties of angles formed by intersecting lines in the Euclidean plane.
The students will be able to…
 Use Geometers Sketchpad to analyze geometric properties of angles, triangles, parallel, and intersecting lines
 Identify complimentary, supplementary, corresponding, alternate interior, and alternate exterior angles
appropriately
 Solve for unknown angles using triangles, intersecting lines, and given angles in a linear system
Lesson Objectives
Corresponding
Standards
Context of Lesson
Materials
National Standards
State Standards
Grades 6-8
Grade 8
Geometry
Geometry-Properties and Relationships
 Analyze characteristics and properties of
 Investigate triangles and their component parts and draw
two- and three-dimensional geometric
conclusions about their properties
shapes and develop mathematical
 Determine defining properties that characterize classes of
arguments about geometric relationships
triangles including side and angle measurements and their
Connections
component parts
 Recognize and use connections among
mathematical ideas
Representation
 Create and use representations to organize,
record, and communicate mathematical
ideas
This lesson is meant as an entire unit on properties of angles, angles formed by intersecting lines, and triangle
properties and classifications. The students are expected to be at least introduced to Geometers Sketchpad prior to this
unit, but they need not be overly familiar with the program.
Teachers
Students (for each student, or pair of students)
 Computer with Geometers Sketchpad with
 A computer with the Geometers Sketchpad program
display capabilities (optional)
 Paper
 Pencil
 Worksheets (for each student)
Work Sample Title
Assumptions
Resources Used
Marzano Strategies
Pre-Assessment
Formative
Assessment
Lesson Plan Details
Section
Time
3-Day Lesson
5 min
Your name:
 Copy of a pre-made Geometers Sketchpad file
 Students should be acquainted with Geometers Sketchpad and computers in general.
 Students have been working with geometry terms such as right angle, line, angle, point, circle, triangle, and
parallel.
 Students are familiar with angle measure and two angles being the same measure
 Students can identify an acute, an obtuse, and a right triangle
Geometers Sketchpad, www.keypress.com/catalogue/products/software/sampleActivities/GeometryActivities.html,
http://Teacherlink.org/content/math/interactive/geoweb/lessons/angles/home.html
Non-Linguistic Representations; Cooperative Learning; Generating and Testing Hypotheses; Cues, Questions, and
Advance Organizers
Students, prior to this unit (or at the beginning), should be given an assessment similar to the final assessment. Each
will start with a review of the information covered in the previous lessons.
Formative assessment for this lesson will consist of questioning, review, and the worksheets the students fill out as
they progress through the lessons.
Teacher Activity
DAY 1 (40 min)
1) The two teachers will introduce
themselves and explain how the classes
will be run.
* Students will file into the computer lab
and take their seats at the computers.
(If there are not enough computers,
students need to share)
* The class will talk about what they
learned thus far on the lesson, asking the
students to volunteer information
* The worksheets will be handed out and
the students will follow the instructions
and fill out the worksheets accordingly
* When the class is almost over (5 min
left), the students will rally again as a
class and summarize what they learned
that day
* Students will turn in their worksheets
Student Activity
DAY 1 (40 min)
1) The students are listening and following
instructions.
Teacher Notes
Try to keep the
students off of the
computers, reminding
them of what
responsible computer
use looks like.
Work Sample Title
Your name:
whether they have completed them or not
and be dismissed
5 min
2) Teachers instruct students to find a
computer and open the Geometers
Sketchpad program. The Day 1
worksheet (All About Angles…) is
handed out, one for each student
2) Students find a computer, log in, and
open Geometers Sketchpad
10 min
3) The class, as a class, goes through the
first construction on the worksheet, with
the teachers displaying how-to on a
projection screen.
3) Students follow along with the teachers
and the class on the construction
7 min
4) The class turns to their computers and
answers the discussion questions that
follow
4) Students work on their own to answer the
associated questions
8 min
5) Students attempt to finish and complete
the directions on the worksheet. The class
can work on the second set of directions
as a class if need be.
5) Students work through the rest of the
sheet including the second set of directions
and questions that follow.
5 min
6) The class closes out the Geometers
Sketchpad programs and discusses some
questions.
* What is a vertical angle?
* What can we say about the angles
formed by intersecting lines?
* What do you call a pair of angles that
sums up to 180 degrees?
* What is another word for an angle
measuring 180 degrees? Hint: It’s
straight!
6) The class closes out the Geometers
Sketchpad programs and discusses some
questions.
DAY 2 (40 min)
DAY 2 (40 min)
All teachers in the
room should be
monitoring and
assisting students
Work Sample Title
Your name:
5 min
1) Students talk as a class about the
important information from DAY 1. The
class can review the questions addressed
at the closing of the previous day.
1) Students talk as a class about the
important information from DAY 1. The
class can review the questions addressed at
the closing of the previous day.
3 min
2) Teachers instruct students to find a
computer and open the Geometers
Sketchpad program. The Day 2
worksheet (All About Angles (Cont)) is
handed out, one for each student.
2) Students find a computer, log in, and
open Geometers Sketchpad
2 min
3) The students are instructed to open a
pre-made file called Day2.gsp
3) Students open the correct program on
their computers
10 min
4) Depending on the class comfortibility
with Geometers Sketchpad at this point,
the students can either go through the first
set of instructions on the worksheet as a
class or individually.
4) Students work through the first set of
instructions on the worksheet as a class or
individually.
15 min
5) The students work through the
remainder of the worksheet, getting as far
as they can.
5) The students work through the remainder
of the worksheet, getting as far as they can.
5 min
6) The class closes Geometers Sketchpad
and logs off of their computers. The class
discusses the important aspects of the
lesson.
* Two Complimentary angles add up to
how many degrees?
* What are alternate interior angles?
* What is the sum of the three interior
angles of a triangle?
6) Students participate in discussion,
volunteering answers and answering when
called upon.
Students take home their worksheets for
the homework assignment at the end.
Work Sample Title
7 min
3 min
Your name:
DAY 3 (40 min)
1) Students talk as a class about the
important information from DAY 2. The
class can review the questions addressed
at the closing of the previous day.
2) Students go to their computers, open up
Geometers Sketchpad, and worksheets are
handed out (Exploring Types of
Triangles).
20 min
3) The class works through the
constructions and associated questions.
Again, if the students are having difficulty
with the directions for the constructions,
the teachers can go through them for the
class to follow along.
5 min
4) The class wraps up with some
discussion questions for DAY 3.
This time, the teachers call on students for
their answers to various critical thinking
questions from the worksheet, focusing on
the topics that were least understood in
class.
5 min
5) The class goes over the main points of
the last three days working with
Geometers Sketchpad. Some terms to
revisit are complimentary, supplementary,
vertical angles, alternate interior angles,
alternate exterior angles, corresponding
angles, degrees in a triangle, scalene,
1) Students talk as a class about the
important information from DAY 2. The
class can review the questions addressed at
the closing of the previous day. Students
also turn in their worksheets and associated
homework pages from DAY 2.
2) Students go to their computers, open up
Geometers Sketchpad, and worksheets are
handed out.
3) Students follow the instructions on the
worksheets and ask questions of the
wandering teachers if needed.
4) Students participate in discussion, asking
questions and providing answers.
5) Students give answers and clear up any
misconceptions or questions they may have
at the end of this unit.
Work Sample Title
Your name:
isosceles, and equilateral
Homework
Evaluation Plan
Students also hand in their third
worksheet, completed or not.
DAY 1 - None
DAY 2 - End of Worksheet
Day 3 - None
Most of the evaluation will be formative, unless the teacher does a formal summative assessment after the unit is
completed. The worksheets, questions, and homework act as assessment for this class.
Notes:
Lesson Objectives: Write out the lesson objectives completely; don’t just refer to them by number.
Context of Lesson: How does this lesson fit in with the previous lesson? How does it lead up to the next lesson?
Pre- and Formative Assessments: Some lessons may not include these.
Lesson Plan Details: Include questions you plan to ask along with acceptable answers in the Teacher Activity section.
Teacher notes: Include organization and management strategies. May also include background notes on content.
Extensions: How will you extend the lesson for students who finish early or need further challenges?
Homework: Describe the homework assignment AND its purpose.
Evaluation Plan: How will you know which students met the objectives? How will you help those who didn’t get ready for the next lesson?