Mathematics Unit Plan: Geometry

Section 1: Big Ideas, Learning Goals, and Related Skills

Big Ideas Data collection, organization, and interpretation can be used to

make predictions and make decisions. Angles are categorized based on their degree measure and angle

measures are related circles. Angles can be drawn and measured using a protractor.

Polygons have different geometric properties and these properties are used to determine what kind of polygon it is.

Sides and angles have important relationships in regular tessellations.

Related Skills and Learning GoalsGLCEs:G.TR.05.01 Associate an angle with a certain amount of turning; know that angles aremeasured in degrees; understand that 90°, 180°, 270°, and 360° are associated respectively,with ¼, ½, ¾, and full turns.G.GS.05.02 Measure angles with a protractor and classify them as acute, right, obtuse,or straight.G.GS.05.03 Identify and name angles on a straight line and vertical angles.G.GS.05.04 Find unknown angles in problems involving angles on a straight line, anglessurrounding a point, and vertical angles.G.GS.05.05 Know that angles on a straight line add up to 180° and angles surrounding apoint add up to 360°; justify informally by “surrounding” a point with angles.G.GS.05.06 Understand why the sum of the interior angles of a triangle is 180° and the sumof the interior angles of a quadrilateral is 360°, and use these properties to solve problems.G.GS.05.07 Find unknown angles and sides using the properties of: triangles, including right,

isosceles, and equilateral triangles; parallelograms, including rectangles and rhombuses;and trapezoids.D.RE.05.01 Read and interpret line graphs, and solve problems based on line graphs, e.g.,distance-time graphs, and problems with two or three line graphs on same axes, comparing differentdata.

Specific Objectives/Learning Goals Students will be able to relate circles and relationships among

angles to the degree measures of angles. Students will be able to use their knowledge of angles measures

of polygons to determine unknown angles measures. Students will develop a geometric vocabulary.

Process Goals Communication: Students will communicate their mathematical

thinking clearly to their peers and analyze the ideas of others. Reasoning and Proof: Students will make conjectures through

their exploration of angles and polygons recognizing the necessity of concrete mathematical arguments to prove their point.

Section 2: AssessmentsPart A: Assessment PlanCopy of my pre-assessment:Name_____________________________________Date____________

Answer the following questions the best you can.

1. What is the measure of ?

Measure of _____________

Explain:

2. Find the perimeter of the polygon.

A

3. How many degrees are in a circle?________________________

4. How many degrees are in a triangle?_________________________

5. Circle the acute angles

6. What is the difference between an isosceles triangle and a scalene triangle?

7. What is a regular polygon?

8. What is the measure of the missing angle?

_______________________9. Draw a quadrilateral.

Pre-assessment Results: Students did not understand that angles are measured in

degrees Students were familiar with some geometric vocabulary, but had

trouble recalling it Students did not understand how to use known facts about side

length and angle measures to determine unknown side lengths and angle measures

Students had some prior knowledge of geometric ideas but the gaps in their knowledge prevented them from completing the tasks on the pre-assessment

Explanation of how pre-assessment results helped plan my unit:

When thinking about my unit, I used the most common misconceptions the students had to determine what I would focus on or highlight during the unit. Since no students, with the exception of four, identified that angles are measured in degrees, one specific learning goal for the unit is that students will be able to relate circles and relationships among angles to the degree measures of angles. The majority of students thought a circle had zero degrees, so by incorporating how angle measures can relate to circles reveals that circles definitely do no have zero degrees, but 360 degrees. Second, looking at their relationship and practice measuring angles will further enforce that angles are measured in degrees. Further, students were not able to use known facts to determine unknown side and angle

measures. Another one of my main goals is for students to use the knowledge they gain about angle sums of polygons to determine unknown angle measures. Finally, the majority of students wrote that they knew the vocabulary used on the pre-assessment from previous years but had since forgotten it. This prevented them from completing the assigned tasks. My last main learning goal for the unit is therefore for students to immerse themselves in the vocabulary, use the terminology, and apply it to given tasks.

Summative AssessmentI am planning on using the summative assessment provided in

the math curriculum. The assessment contains problems that ask students to draw the different types of triangles (requiring that they know the vocabulary and can apply it), list similarities and differences between these triangles (articulate their knowledge, deep understanding of vocabulary and properties of these triangles), and decide which properties listed are true for certain polygons. Students also have to use protractors to find angle measures (recognizing that they are measured in degrees) as well as determine what kind of angle it is. Students have to use their knowledge of polygons and angle measures to determine unknown angle measures. They also have to use their data interpretation skills to answer questions on a table. Finally, they must use their knowledge of tessellations to make a pattern that tessellates and then explain why it works. As the unit goes on, if I find that some topics were not adequately covered because more time was needed on other areas, then those will be removed from the assessment. Further, for areas that we went more in depth on than I had originally envisioned more problems will be added.

Formative AssessmentMy formative assessment will consist of informal observations,

taking notes on students’ abilities to communicate their mathematical ideas and defend them. Students are also assigned homework to complete throughout the unit and this will be a good way for me to know what students are understanding and what they may need extra support in. I will also have students complete a short survey or quiz that requires them to individually perform a geometric task and then provide an explanation of their answer. My idea is to put students in groups with each student in a group having a different task. After they complete the task with their explanation, they will then meet with their group and explain their solution, ask for help, or defend their response.

Part B – Assessment Plan Analysis

I think that my assessment plan closely matches the objectives I have set out. My specific learning goals for the class were determined based on my findings on the pre-assessment. My formative assessments require that students communicate and explain their mathematical ideas which matches one of my process goals. In this communication and task completion, a deep knowledge of the vocabulary will be necessary. My formative assessment does not really match up with the data and interpretation objective of the unit. However, this only is two lessons of the entire unit compared to the nine lessons that address the other objectives so I did not find it completely significant. The summative assessment covers everything that was taught throughout the unit. Like I said before, if I find towards the end of the unit that we went in a different direction than I had envisioned, the summative assessment will be modified to reflect this change.

The assessments require students to provide an explanation for their ideas so students will have to know how to articulate their ideas and provide some sort of defense for their answer. The class discussions I have seen the class have this year as well as the discussions I plan to have train students to logically back up their responses.

I expect the students to have the most difficult time applying their knowledge of polygons and angle measures to determine missing angle measures because it requires application of known facts and algebra. Further, the majority of students struggled with both these topics on the pre-assessment. I expect students to easily pick up on the vocabulary (isosceles, scalene, obtuse, etc) because they are familiar with it from previous years.

The homework is generally done on the students own time and will give me a direct idea of what they understood from the day’s lesson and what may need more work. I only plan on doing the short survey/quiz twice during the unit. It will not take up too much time but will give me an idea of how they communicate/explain their ideas. Further, observations of the class is ongoing and can guide my daily instruction as I go. If a majority of students are lost on a topic, sometimes a short mini-lesson can be enough to review the ideas and deepen understanding without taking up too much time. Further, if it is just a small portion of students that do not understand a topic, I will have time at the end of the day to meet with them in a small group.

Students will need to be able to read and write in order to determine what the task is asking them to do and to explain their reasoning. They will also need fine motor skills to use the protractor and compass to draw and measure angles. Students

will need to use addition and subtraction to determine unknown measures. I think that informal observation will help me see what particular secondary skills they are struggling with if any. Also, looking on their previous unit assessment which was simple arithmetic will help me see how well they add and subtract. I am also with these students for Language Arts and know which students are struggling readers and writers. In terms of struggling readers, I can read the directions and tasks aloud for them. Since some students may struggle with writing, there is also time allotted for them to orally share their ideas. My first thought for students who struggle with addition and subtraction would be to let them use a calculator but I am not sure how acceptable that would be. Giving them credit for using the correct process despite the “correct answer” could be another option for accommodating them. I think many students will struggle using a protractor and compass. I think that understanding the coordination needed to use a protractor and compass and not being extremely meticulous about the perfection of the angle rays is important.

The assessments seem to emphasize writing. I think that by incorporating discussion and really observing what these students who may struggle in writing contribute to oral discussion can help them to succeed.

Section 3: Differentiating Instruction Providing visual, oral, and written explanation of what we are

talking about can help me meet each learner. Further, giving students a chance to discuss ideas with a partner or small group before whole class discussion can help shyer students to contribute and struggling students to grasp some of the concepts.

At the end of each school day, there is time allotted where I can work with a group of students. Depending on how the lessons are going, some days will be dedicated to working with a group of struggling students and providing a mini lesson and more practice that we can work through together. On other days, I will be able to work with a group of more advanced students offering them more complex, extension problems that they can work though and solve together.

No students in either class have IEPs but many students have ADHD. For them, incorporating them into the lesson (even just saying their name) and being near them where I can tap them on the shoulder when necessary helps keep them engaged and attentive to the lesson.

For students who are English Language Learners, I will provide them with a list of any vocabulary words or a math word bank of

words we talked about that day along with their definition and an example (picture if appropriate). Also, reading directions and tasks orally and restating them in different ways may be beneficial for them. During the lessons, I will write the words and definition on the board for them.

Geometry: Projected Sequence of Lessons/Unit OverviewPart A:

Day GLCETeaching Objective

Activity and Rationale

Materials Big Idea

110/25

D.RE.05.01To explore data collection, organization, and interpretation

-Students interpret data found on tables, graphs, maps, and in text. They will then answer questions about the data they have found. Then the class will do a census.-Students will gain experience interpreting data and take part in gathering data

Math Journal Pg. 60, sticky notes, probability meter, Student Reference Book pg 338-395

Understanding how data is organized (graph, table, map, text, etc) is essential for an accurate interpretation of the data.

210/26

D.RE.05.01To have experience with interpreting data

-Students will use census data to discuss data organization and answer questions. Students practice

Math Journal Pg. 62 and 63. Student Reference book pg. 370 and 371

It is important to read any titles, headlines, or captions of a table to correctly interpret the data.

reading large numbers and review place value.-Students gain more practice reading and writing large numbers, evaluating exact numbers versus estimated numbers, and have to read information on a table to answer questions.

310/27

G.GS.05.05, G.TR.05.01Students will relate circles and relationships among angles to the degree measures of angles

-Students will identify the measure of angles by using what they know about the degrees in a circle and the relationship among angles-This requires students to recognize that a circle has 360 degrees and that angles are measured in degrees.

Math Journal pg. 66, Student reference book, pattern blocks, study link 3-2

A circle around a point has 360 degrees. A circle can be drawn around any given point, so we can find the measure of angles in a polygon.

410/28

G.GS.05.02G.TR.05.01Students will review types of angles, geometric figures, and the use of the

-Students will write definitions of acute and obtuse angles, and discuss other types of

Math journal pg. 68-69, student reference book pg 162-163,

Angle measure determines the type of angle and protractors can be used

Geometry Template to measure and draw angles

angles. Students will explore the Geometry template, measure angles using a protactor, and draw angles using a protractor. -Students have practice using a protractor and will be able to identify different types of angles and their relationships

geometry template

to measure angles and draw angles with exact measures.

511/1

G.GS.05.03, G.GS.05.04Students will review compass skills and explore angles formed by intersecting lines

-Students will draw circles, copy line segments, and estimate lengths using a compass. They will also measure angles formed from intersecting lines and identify relationships between pairs of vertical angles and adjacent angles.-Students have practice using a compass and looking for

Math journal pg 72 and 73, compass, ruler

Compasses can be used to draw circles and copy line segments. Vertical angles and adjacent angles have relationships that are helpful in determining angle measures.

relationships among angles.

610/2

G.GS.05.07Students will explore triangle types and experiment with methods for copying triangles

-Students define equilateral, isosceles, and scalene triangles. Students practice copying a triangle with a compass, ruler, and protractor and then with only a compass and straight edge.-By defining the different triangles students will be able to classify them. Students can have practice constructing congruent triangles and measuring angles with a protractor.

Math journal pg 75-78, geometry template, compass and protractor

The length of the sides of a triangle determine the type of triangle it is and if the triangles are congruent.

710/3

G.GS.05.07, G.GS.05.06Students will explore geometric properties of polygons

-Students sort geometric shapes into sets according to their properties. Students identify geometric properties of polygons by playing Polygon

Math journal pg 80 and activity sheets 3 and 4, student reference book pg 142 and 328, game masters

Polygons can be categorized based on several different geometric properties.

Capture. -This requires students to demonstrate their understanding of differences and properties of polygons.

810/4

G.GS.05.05Students will explore side and angle relationships in regular tessellations

Discuss the history and concept of tessellations. Students will explore regular tessellations and decide which regular polygons tessellate and which do not, based on the sum of angle measures around a point.-This requires students to use angle relationships to determine angle measures and to describe properties of regular polygons while identifying, describing, and creating tessellations.

Math journal pg 82-83, geometry template, scissors

In order for polygons to tessellate, the measure of the polygons angles around a point must be exactly 360 degrees.

910/5

G.GS.05.05Students will develop an approach for

-Students measure to find angle sums for

Math journal pg. 85-89, geometry

The number of triangles in a polygon can be used to

finding the angle measurement sum for polygons

triangles, quadrangles, pentagons, and hexagons. Students will then find a pattern in these sums to come up with a method for finding the angle sum of any polygon.-By having students find angle sums of these different geometric shapes, they can form their own conjecture of finding the angle sums for any polygon.

template (protractor and straightedge)

determine the sum of the angles in the polygon.

1010/8

G.GS.05.07Students will review polygon attributes and vocabulary

-Students use the Geometry Template to draw circles and explore geometric concepts by solving a variety of problems.-This activity allows for an overall review of the unit and how the Geometry Template can be used before the summative assessment.

Math journal pg 92-96, geometry template, scrap paper

The Geometry Template can be used to solve problems.

1110/9

To assess students understanding of the unit

-Students will take the test individually.-Requires students to demonstrate their knowledge of the unit. Allows the teacher to see what the students have learned.

Pencils, Geometry Template, Assessments

Summative Assessment

Part B:Activities for Extra Time: Students can work on their assigned homework, students can play Polygon Capture, or students can play factor captor or the product game to review previous concepts.Additional Teaching: If students need more teaching, I would do a quick mini-lesson addressing where they are struggling. I would also have them work through some of the homework problems as a small group and then share out as a class.Related Activities for Students Who Finish Early: Students can work on their assigned homework, students can play Polygon Capture, or students can explore more tessellations that are possible.

Section 5: 2 Detailed Lessons

Date: Nov 8, 2010Discussion Based Lesson

Overall lesson topic/title and purpose (What do I want students to learn?) Using a compass, protractor, and straight edge to construct congruent triangles and to recognize congruency criterions for triangles

Rationale (Why is it worthwhile? How does it link to Standards, Benchmarks, GLCE, Curriculum Guidelines, or to other key principles?)

Having students experiment with different ways to construct congruent triangles indirectly reveals to the students the different criterion for congruency in triangles. Instead of being told these criterion, students are able to discover them themselves by actually using and applying them to construct congruent triangles

Goals/Objectives for today’s lesson:Students will explore triangle types and experiment with methods for copying triangles

G.GS.05.07 Find unknown angles and sides using the properties of: triangles, including right, isosceles, and equilateral triangles; parallelograms, including rectangles and rhombuses; and trapezoids.

Materials & supplies needed: Math journal pg 75-78, geometry template, compass and protractor, pencils

Procedures and approximate time allocated for each event • Introduction to the lesson (What will I say to help children understand the

purpose of the lesson? How will I help them make connections to prior lessons or experiences? How will I motivate them to become engaged in the lesson?)

(about 5 minutes)

As students come into class, they will complete pg. 75 in their math journal that allows them to have practice defining equilateral, isosceles, and scalene triangles. As a class, we will conclude on proper definitions for each.

Then I will ask students what we call two figures that are exact copies- same size and same shape. Conclude these are called congruent figures.

Students will independently find methods to construct congruent triangles.

• OUTLINE of key events during the lesson (Include specific details about how I will begin and end activities; what discussion questions I will use; how I will help children understand behavior expectations during the lesson; when/how I will distribute supplies and materials) (40 minutes)

Students will make a copy of the triangle BIG located on page 76 of their math journal.

I will tell students they can use any of their measuring tools to construct a congruent triangle. I will tell them they are not allowed to trace it. Students will construct the congruent triangle on a separate piece of paper.

I will remind students that for it to be a correct congruent construction, the copy should have the same measures as the sides and angles of the original triangle.

I will tell students they can validate they

Academic, Social and Linguistic Support during each event (see Planning for Diverse Learners on LAET website):

I will write definitions on the board for ELL students

For students with ADD/ADHD, I will be sure to incorporate their name into the lesson to get their attention and make eye contact/use body language to keep them on task and engaged

I will ask if students have questions.

have made the correct construction by laying the copy on top of the original. I will demonstrate with my own.

Students will have 10 to 15 minutes to work independently

Whole Class Discussion Students will put supplies on the floor. I will invite students to share their strategies.

These may include:o Using a protractor to copy an angle,

then using a ruler to copy two of the other sides

What parts of the triangle do we then know for sure are congruent without measuring again? This tells us for sure that one angle and two sides are congruent and thus the triangles are congruent

SAS o Using a ruler to copy one of the sides,

then using a protractor to copy the base angles on this line segment

What parts of the triangle do we then know for sure are congruent without measuring again? This tells us that one side and the base angles are definitely congruent

ASAo Using a ruler to copy a line segment,

then use a protractor for one of the base angles, then use a ruler for another line segment

Remind students that regardless of their solution paths, all sides and angles of both triangles should be measured to make sure that they have copied correctly/made congruent triangles.

Follow up questions:o Why did you use the approach you

used?o Is there a way to copy triangles

without using a protractor?

Ask students if they have questions

Have a student rephrase the directions

While students are working I will circulate the room to make sure students are on task and offer help or guidance when necessary

Students have ample time to complete the activity before participating in the discussion

I will write the criterions on the board

o Could you complete this if you had a compass to use instead of a protractor? How?

o Would the triangles be congruent if we did not measure any angles but measured all the sides?

• Closing summary for the lesson (How will I bring closure to the lesson and help children reflect on their experiences? How will I help them make connections to prior lessons or prepare for future experiences? What kind of feedback do I want from them at this time?) (5 minutes)

Summarize the congruency criterion we have discovered and how it relates to how we copy triangles.

• Transition to next learning activityAssign homework and clear desks for science.

Assessment (How will I gauge the students’ learning as I implement the lesson plan and once the lesson is completed? Specifically, what will I look for? How will I use what I am learning to inform my next steps?

Participation in class discussionIndividual work creating copies

Academic, Social, and Linguistic Support during assessment

Allowing proper wait timeGive struggling students extra guidance when completing task

Date: Nov 10Group Based Lesson Plan

Overall lesson topic/title and purpose (What do I want students to learn?) In order for polygons to tessellate, the measure of the polygons angles around a point must be exactly 360 degrees.

Rationale (Why is it worthwhile? How does it link to Standards, Benchmarks, GLCE, Curriculum Guidelines, or to other key principles?)

This activity allows students to engage in a multi-step process. First they have to use their knowledge of tessellations to decide if the polygons tessellate, then they have to make a conjecture as to why. Making this conjecture requires a deep understanding of tessellations as well as angle measures and properties of a circle. Further, making a conjecture is a valuable lesson to learn in math that will be valuable to them in the future. It introduces students to a new way to think about math- instead of always just following “rules,” they get to create their own theories and rules. Goals/Objectives for today’s lesson:

Students will explore side and angle relationships in regular tessellations.

G.GS.05.05 Know that angles on a straight line add up to 180° and angles surrounding a point add up to 360°; justify informally by “surrounding” a point with angles.

Materials & supplies needed: Math journal pg 82-83, geometry template, scissors

TProcedures and approximate time allocated for each event • Introduction to the lesson (What will I say to help children understand the

purpose of the lesson? How will I help them make connections to prior lessons or experiences? How will I motivate them to become engaged in the lesson?)

(about 10 minutes)

While students are entering the room, they will be instructed to cut out the shapes on pg. 89 of math masters. Scissors will already be placed on desks when they enter.

We will then go over the names of the different polygons

o Students’ prior knowledge will have to include the names of geometric shapes

Students will check that each polygon’s sides are the same length and their angle measures are equal. Ask students if they know what kind of polygon it is. Conclude these are regular polygons.

As a class we will read and discuss pgs 160-161 that discusses tessellations.

o We will conclude that a tessellation is an arrangement of repeated, closed shapes that cover a surface so no shapes overlap and no gaps exist between shapes

Ask students for examples of tessellations in real life. Ex: kitchen tile, brick patterns, clothing designs, etc

o Some tessellations repeat only one shape. Some tessellations use two or more shapes

o A tessellation with shapes that are congruent regular polygons is called a regular tessellation

Students will have to understand what regular polygons are

Academic, Social and Linguistic Support during each event (see Planning for Diverse Learners on LAET website):

Supplies prepared to save time

Activating students’ prior knowledge

For ELLs, I will write “regular polygons” on the board with definition and picture examples

Connecting math to real life

Words and definitions on board for ELLs and visual learners

• OUTLINE of key events during the lesson (Include specific details about how I will begin and end activities; what discussion questions I will use; how I will help children understand behavior expectations during the lesson; when/how I will distribute supplies and materials) (25 minutes)

I will then tell students that now it is their turn to make tessellations. Students will use the shapes they previously cut out to decide if they can make tessellations. They will record their findings on pgs 82-83 (we will read these directions together). Students will be working in a small group of three because I want to make sure that each student has avid time to participate their thoughts and ideas.

Students will be in groups of three at their tables. They will be grouped according to ability level and personality. I want mixed levels of ability to help differentiate the instruction and each group to have a “leader” that will keep the group on task. I will tell students to stay in their seats while I read off the groups. When I am done, I will count back from 10 and tell students when I get to 1 they should all be with their group and beginning to work.

Students will use their cut out regular polygons to concretely see if they tessellate or not.

I will tell the students that once they have determined if the regular polygons tessellate or not, they are to see if they can discover a pattern between polygons that tessellate and polygons do not.

Solutions for determining which polygons tessellate

o Correct solutions: the triangle, square, and hexagon tessellate; the pentagon and octagon do not

o Incorrect solutions: I anticipate students not be able to recognize how triangles tessellate because you have to rearrange the triangles in several different ways whereas with the square and hexagon, you can just set them next to each other.

Solutions for why certain polygons and others do not:

Clear directionsAsk for questions

Differentiated groups

o Gaps and overlaps are reasons why polygons do not tessellate

o Regular polygons that fit together like a puzzle, with no overlaps or gaps, tessellate

o *the measure of the angles meeting at the point of tessellation has to be 360 degrees for it to tessellate. If the measure is not 360 degrees it will not tessellate

o Regular polygons that tessellate make a circle at the point of tessellation while regular polygons that do not tessellate either make an incomplete circle or “more than” a circle.

While students are working, I will ask them how they knew that the regular polygons tessellated or did not tessellate. I will also ask students for patterns they see between regular polygons that tessellate or do not tessellate. I will ask students if the regular polygons can be arranged in any other ways and still tessellate.

Hints for students that struggleo What would happen if you arranged

the polygons in a different way (triangles)

o Since they are regular polygons, what do we know about each angle of the polygon? How can we use that to find a pattern?

Prior knowledge of angle measures of certain regular polygons

o Remind students of how many degrees are in a circle and how a circle can be drawn around any give point (activating prior knowledge).

What will I say or do when I see each of the incorrect solutions

o I will ask students to defend their answers, perhaps provoking them to see the misconception in their solution and also for me to see where the gaps in understanding are

Circulating while students work.

Prompting for struggling students

Setting students on the right track

Extension activity related to task for advanced students

o I will assure them that they are being mathematicians by sharing and defending their answers

o I will give them some previous hints and suggestions, but never tell them what to do or tell them the answer

For students who finish early, I want them to create tessellations with more than one shape

• Closing summary for the lesson (How will I bring closure to the lesson and help children reflect on their experiences? How will I help them make connections to prior lessons or prepare for future experiences? What kind of feedback do I want from them at this time?) (10 minutes)

Students will be directed to clear everything off their desks except for pg. 82 and 83. (Students tend to continue working if they pencil and scissors out).

I will start by showing a tessellation from a group that did one with more than one combination of shapes to get the class’ attention. If no group completed this, I will have my own ready.

I will ask students that knowing what we know about the angles of these shapes, how do we know that they will tessellate?

o Looking for students to say that their angle sums at the point of tessellation is 360 degrees. Also, explain to students that this point is called the tessellation vertex (I will write this on the board).

Enforce this concept by showing students tessellations that worked and did not work.

Recognize that all tessellations that did not work either have gaps or overlaps while tessellations that work have no overlaps or gaps.

I will then put two regular polygons on the document reader and have students turn to a partner to decide if they will tessellate or not. Students will share with the whole class.

I will do this with one other pair of regular polygons to reinforce the concept.

Small group work where students can prepare for whole class discussion

Wait time

Counterexamples to make the concepts more concrete

This time students will respond individually in their math journals providing a defense for their answer.

• Transition to next learning activityAssign homework and clear desks for science.

Assessment (How will I gauge the students’ learning as I implement the lesson plan and once the lesson is completed? Specifically, what will I look for? How will I use what I am learning to inform my next steps?

Students’ involvement in the groupStudents’ contribution to discussionStudents’ defense in their math journals

Academic, Social, and Linguistic Support during assessment

2 differing forms of assessment for different learners (written and oral)

Recognize quieter students may struggle in contributing to whole class.

Struggling readers and writers ideas may be less clear in their math journals.

Section 6: Parent InvolvementIn terms of parent involvement, I think it would be very beneficial

for parents to look over their child’s homework (at least to make sure it is completed since this is an issue with our class). Students will also be encouraged to take some of these games and play them at home with their parents. Further, since this is a geometry unit, while students are out with their parents they will be encouraged to look for examples of geometric shapes or properties they see outside of school and share them with the class. Parent-teacher conferences are occurring right before I teach my unit. I think this would be a great time for me to personally invite the parents to take part in the unit with their child.