Download Lesson Plan 1. Lesson Plan Information Subject/Course

Lesson Plan
1. Lesson Plan Information
Subject/Course: Mathematics
Grade Level: 8
Topic: Geometry
Name: Matthew Setchell
Date: 10/18/2010
Time: 12:45PM
Length of Period: 60 minutes
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
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Determine, through investigation using a variety of tools (e.g., dynamic geometry software, concrete
materials, protractor) and strategies (e.g., paper folding), the angle relationships for intersecting lines and
for parallel lines and transversals, and the sum of the angles of a triangle;
Learning Skills (Where applicable):
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Problem solving
Accepts responsibility for completing tasks
Works willingly and cooperatively with others
3. Content
What do I want the learners to know and/or be able to do?
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Identify and calculate complementary, supplementary, and opposite angles
Use ideas presented in the previous class to demonstrate an understanding of lines and how we represent
them
Today learners will:
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Identify terms relating to intersecting lines
Complete an activity investigating the properties of intersecting lines
Develop an understanding of calculating angles in intersecting lines
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
Assessment to collect data via:
- Checklist
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Knowledge of:
- Grade 7 geometry
- Definitions of the various forms of lines
Skills in:
- Determining angles
Lesson Plan Template
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Schulich School of Education – Practice Teaching Handbook 2010-2011
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
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For students with IEP’s, an oral checklist for further support
Notes
B. Learning Environment
- Groups of 3-4 students
- Chalkboard notes
C. Resources/Materials
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Whiteboards and markers
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Quizzes
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Protractors
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Rulers
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Chalk board
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Chalk
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6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)
(12:45 - 1:00)
- Students will be given a quiz on terms involving a line
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
(1:00 – 1:30)
- Show students the correct notation for angles ABC, where the center is the point where the angle is being
measured
- In groups students complete the following activity:
“On a whiteboard, construct two intersecting lines using a ruler. Measure the four angles that the
intersecting lines have created. What do you notice about the measures of the angles? Do this a second
time with a new set of lines. What do you notice about the measures of the angles?”
Have students mark each pair of angles, one with x and one with y
- Ask the students: “What general rule can we write about opposite angles of two intersecting lines?”
- Write the rule for the students as Opposite Angle Theory (OCT)
- Ask the students what happens when they add the x angle and y angle together. The students should
notice that the two angles, when put together, form a straight line. How many degrees is the angle of a
straight line?
- Supplementary angles are angles where two adjacent angles add up to 180
- Have students draw the following image:
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Schulich School of Education – Practice Teaching Handbook 2010-2011
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“Given what you know about the measure of a right angle, what is the measure of HAT? Support your
position with what you know about right angle measurement. If I told you that NAH and HAT were
complementary angles, what could you tell me about measures of such angles?”
Complementary angles are adjacent angles whose sum equals 90
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
(1:30 – 1:35)
- Questions as students are completing the exercises
- Quiz
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
(1:35 – 1:45)
- Students complete an exercise in their groups solving a problem given on the board
- Problem should contain all three elements of intersecting lines if possible, otherwise do two separate
problems
CONCLUSION: How will I conclude the lesson?
(1:45 – 1:50)
- Tell the students they are responsible for studying a quiz tomorrow on the material presented in today’s
lesson
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
Groups:
Lesson Time:
Other:
Lesson Plan Template
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Schulich School of Education – Practice Teaching Handbook 2010-2011
Lesson Plan Template
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Schulich School of Education – Practice Teaching Handbook 2010-2011