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# Alissa Zalewski EDI 331-01 Winter 2014 Lesson Plan: 3.3 Whats the Area? I. Benchmark/Standard: CCSS.Math.Content.6.G.A.

1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Behavioral/Objective: The learner will continue to compare triangles to rectangles and continue to calculate the area of triangles. The learner will explore how triangles with the same base and height can look different but have the same area. The learner will be able to define a triangle family. The learner will create different types of triangles with the same height. Anticipatory Set: Marker board review activity. Each student will have a marker board and marker. The teacher will display one question at a time on the Elmo and students will individually write their answers on the marker board and turn it to face teacher when complete. Students will tally their own scores and students that do well will receive tickets. There should not be much discussion on the answers; the whole activity should take 10 minutes. Objective/Purpose: Today we will continue to learn about the areas of triangles. We will continue practicing how to find the area of triangles using the formula we learned last week and explore more on the base and height of triangles. We will learn about triangle families and will create our own. Input: a. Task Analysis: i. Marker board review activity. ii. State objective. iii. Review right, isosceles, and scalene triangles; have students recall definitions. Write definitions on board. iv. Sort students into two groups. Students will sort different triangles cut-outs into each category: right, isosceles, and scalene. v. Introduce family. Read page 42. vi. Problem 3.3. Pass out worksheets. 1. Students can work independently or in pairs. 2. Teacher will circulate classroom for help and get an idea of where students are at in meeting objective.

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3. Students will finish for homework. vii. Exit pass. Teacher will hand out an exit pass to each student with 5 minutes left of class. The exit pass asks for at least 2 things the student learned and at least 1 thing the student does not understand. This will help direct the next lesson. b. Thinking Levels: i. Knowledge- Recall formula for triangle. Define the definitions of right, isosceles, and scalene triangles. ii. Comprehension- Sort triangles into correct category. iii. Application- Calculate area of triangles. Find the perimeter of triangles. iv. Synthesis- Construct different triangles of a height of 4 cm. Create a triangle family. c. Learning Styles and/or Accommodations: i. Remediation: The lesson will incorporate the following learning styles: audio, visual, and kinesthetic. ii. Intrapersonal: Students can work on assigned worksheet alone if they choose. iii. Interpersonal: Students can work on assigned worksheet with other students if they choose. d. Method and Materials: i. Ways of presenting: Hands-on activities, discussion, demonstration, and independent/group work. ii. Materials needed: Worksheet, warm-up questions, Elmo, calculator, centimeter rulers, textbook, triangle cut-outs, exit passes. e. VI. Modeling: a. The teacher can model problems from warm up or worksheets if students are struggling. Check for Understanding: a. Marker board review activity. b. Sorting triangles activity. c. Circulating room while students are working. d. Exit passes. Guided Practice: a. Students will work on worksheet on problem 3.3. b. The teacher will circulate classroom to help students. Independent Practice: The students will take home the unfinished worksheet to have completed for the next class session. Closure: With 5 minutes left of class, students will receive an exit pass.

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