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Miranda Becker
CT Observation #3 – March 28th
SIOP Lesson Plan Template - Reflection blog (click me!)
STANDARDS:
MAFS.4.MD.3.5
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and
understand concepts of angle measurement:
a.
b.
An angle is measured with reference to a circle with its center at the common endpoint of the rays, by
considering the fraction of the circular arc between the points where the two rays intersect the circle. An
angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
c.
MAFS.4.G.1.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify
these in two-dimensional figures.
MAFS.4.G.1.2
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the
presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right
triangles.
MAFS.4.G.1.3
Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be
folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
THEME:
Geometry Review for FSA
LESSON TOPIC:
How can we solve problems using our schema from geometry?
OBJECTIVES:
Content:
Students will be able to use the MathBoard to
explain their thinking. Students will be able to
teach other students how to find the area for both
rectangles when doing turn and talks.
Language:
Students will be able to use a diagram to explain
their thinking.
Students will be able to orally describe how to find
areas of two combined rectangles.
LEARNING STRATEGIES:
Students will be able to use mini whiteboards to help their understanding.
Students will be able to turn and talk with partners/group to understand each other’s thinking.
Students will experience repeated reasoning to understand how to multiply using the distributive property.
KEY VOCABULARY: Ray, Line, Line Segment, Obtuse, Acute, Straight, Right Angle
*Students know what these vocabulary words mean, but we are going to revisit it during this lesson.
MATERIALS:
MathBoard, math notebooks, ELMO, projector, pencil, whiteboard marker, index cards
MOTIVATION/ANTICIPATORY SET (Building Background):
Students will try and match definitions with their term using the vocabulary terms from above.
We will then go over whole group, to make sure everyone has the same answers.
Students will be able to quiz each other after using index cards, to prepare them for the FSA prep game.
PRESENTATION/INPUT/MODELING (Language & Content Objectives, comprehensible input, strategies,
interaction, feedback):
Students will start the FSA prep game. In order to hold all students accountable, each group has to participate
throughout the entire game, even when it is not their turn. The incentive of this would be allowing those groups
to “steal a point” if the two groups that are going against each other, do not answer the question correctly.
PRACTICE/APPLICATION (meaningful activities, interaction, strategies, feedback):
Strategy: Turn & talks
Interaction: Students will go through different geometry problems with different group members. The
questions are differentiated to meet students needs.
Feedback: I will be monitoring group discussion and taking notes of their conversations.
REVIEW/ASSESSMENT (review objectives and vocabulary, assess learning):
Field notes/Pictures of Student Work/Exit Slip
This will be collected to assess student learning.
EXTENSION:
To extend students’ thinking, students will have to explain their answer and then discuss it with their group
members using accountable talk.