Download Common Core Math LESSON Design Template Class/Grade

Common Core Math LESSON Design Template
Class/Grade: Geometry/10th Grade
Teacher(s): Sam DiSalvo
1. Cluster:
Previous Lesson
Use trigonometric ratios and the
Pythagorean Theorem to solve
right triangles in applied
problems.
Grade Level Standard(s)
Central to Lesson
Teach SohCahToa and review
how trig functions function
within a triangle in relation to
sides.
Upcoming Concept
HSG.SRT.D.9
High School Geometry;
Similarity, Right Triangles,
Trigonometry; standard 9.
Derive the formula A =
1/2 ab sin(C) for the area of a
triangle by drawing an auxiliary
line from a vertex perpendicular
to the opposite side.
2. Relevance/Rationale: (The following are process questions to help you decide the appropriate lesson type.)
a) Why are the outcomes of this lesson important and applicable in the real world?
When later combined with calculus, this can be helpful in finding changing lengths, angles, and speeds
of objects.
b) Why are these outcomes essential for future learning?
The Trig functions are used in all higher math. Trig functions can be used to find lengths and angles in
triangles, which makes trig functions a basis for working with triangles.
Learning how to find area of triangles continues into high ed math.
c) What level of rigor is appropriate?
• Conceptual Understanding • Procedural skill & fluency • Application
d) How is conceptual understanding going to be developed?
1
ℎ
What is the area of a triangle? Area = 2 ℎ𝑏, where h = height. Then sin(C) = 𝑎 ⇒ h = a sin(C).
3. What lesson type best meets the learning target?
 Debate / Open-ended discussion
 Discovery
 Developmental
 Modeling-Real World
 Direct Instruction
 Skill Application
 Drill and Practice
 Reinforcement
 Other:__________________________
*see appendix A for descriptions/examples
Common Core Math LESSON Design Template
Common Core Standard(s) for Mathematical Practice Addressed:
 1. Make sense of problems and persevere in
solving them.
 2. Reason abstractly and quantitatively.
 3. Construct viable arguments and critique the
reasoning of others.
 4. Model with mathematics.




5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
4. Learning Target(s):
Lesson Concept(s): Students will understand…
There are multiple ways to arrive at the same
answer. Trigonometry and geometry are
connected.
Lesson Skills(s): Students will be able to…
Find the area of a triangle using a formula other
1
than the standard Area = ℎ𝑏.
2
5. Formative Assessment Criteria for Success:
What types of formative assessments will you use and at which points in your lesson will you check for
understanding?
Have the exit question for this day be a question about strictly trig.
I will include what we learn on my weekly Friday quizzes and I will include these in the Unit test at the end of
the Unit (this may be in a standard test if students choose to take that form of test, or with a video they can
create and teach back to me).
6. Timeline / Lesson Sequence:
Opener: How will you engage the students?
I will ask them to find the area of a triangle that is not a right triangle to see how they think to go about it,
then they will talk about their methods.
Activities/Tasks: What activities or tasks support your learning target?
Review SohCahToa
1
Give them examples of triangles whose areas are found using Area = 2 ℎ𝑏, and this new equation.
A proof of the formula and how it is derived to show that the formula doesn’t come from nowhere.
Key Questions: What questions will you use to promote mathematical thinking?
Why did I give them an angle measure.
If there is an angle measure, what do you think we should incorporate?
Closure: How will you summarize the learning target?
You can relate multiple areas of math to find different methods of arriving at answers.
7. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
The picture of the triangle in the square pictured above.
Common Core Math LESSON Design Template
There will be multiple triangles presented on slides on a SmartBoard for them to reference and use.
8. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in
this lesson? Consider all aspects of student diversity.)
EL LearnersSpecial Needs- Provide stick materials of different length that can act as the borders of triangles that students
can adjust to create new triangles.
1
Low Performing- Spend extra time reviewing the traditional formula for a right triangle Area = 2 ℎ𝑏.
Advanced- Give them problems where they have to bring in the Pythagorean theorem before applying an area
formula.
9. Reflection: (The following are process questions to help with reflect and reteach) (completed after lesson).
How did the student perform on tasks?
What evidence did you collect?
What are you going to do with it?
Were students participating and engaged?
Do you need to reteach? If so, what parts?
How will you reteach?
Common Core Math LESSON Design Template
Appendix A Lesson Descriptions/examples
Debate: Students are able to analyze situations by breaking them into cases, and can recognize and use
counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments
of others. Students at all grades can listen or read the arguments of others, decide whether they make sense,
and ask useful questions to clarify or improve the arguments.
Direct Instruction: A systematic method of instruction wherein the teacher leads the students in a carefully
constructed step-by-step lesson.
Discovery: Students will grapple with a math task that requires them to discover or uncover mathematics that
has not been presented directly. This will position students to necessitate the mathematics the teacher
intends to draw out through the lesson. Students will personalize the mathematical ideas which will in turn
create a deeper independent understanding.
Drill and Practice: Students will acquire rote skills through repetitive practice. These are small tasks such as
memorizing or practicing facts and procedures. Practice does not necessarily make perfect, but does make
permanent.
Modeling: Students will apply the mathematics they know to solve problems arising in everyday life. Students
make assumptions and approximations, and then analyze those relationships mathematically to draw
conclusions. Students interpret their mathematical results in the context of the situation and reflect on
whether the results make sense.
Reinforcement: A lesson that encompasses several mathematical concepts that have been previously taught.
This new lesson would present or repackage them in an integrated format. This is different from direct
instruction or drill and practice is that students are applying multiple skill sets simultaneously.