Differentiated Instruction Lesson Plan

Instruction specific for General math Math 7 = _______ Differentiated Instruction specific for Math Foundations = ______ Instruction for both sections = No Highlight Lesson Title: Introduction to Geometry Lesson Date: 3/1/2012 Time: 50 minutes Materials Needed: Geometry Powerpoint Whiteboard and markers ELMO YouTube video Homework Assignments: Practice 10-1 and Practice 10-2 Lesson Objectives: 1. Students will be able to identify and create acute, right, obtuse angles 2. Students will be able to name the angles using the 4 different ways. 3. Students will understand supplementary and complementary angles, and use the information to solve for a missing angle x if one angle is given. Lesson Outline: 1. Math Minute (5 minutes) Students work on their math minute as they enter the room, and they turn in their Homework from yesterday while teacher takes attendance. Math Minute on PowerPoint: Where might you use geometry in real life? Math Minute on PowerPoint: What do you think of when you hear the word geometry? We go over the math minute together (I write down their responses on the board while we are having classroom discussion and I eventually write down my ideas) 2. Introduction (2 minutes) I formally introduce the geometry unit by explaining what geometry is and I briefly explain what we will be learning about and how the unit will end with a cumulative project that will put on display all their new geometry knowledge. 3. YouTube Video (3 minutes) Before the video I have the students make a chart for 5 vocabulary words that they feel like they know what they mean and 5 vocab words that they have never heard of or know very little of. As an introduction to the geometry unit, I show the students a YouTube video of a high school teacher's choreographed geometry vocabulary dance (in this video there are about 45 vocabulary words many of which we will learn about)

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I model how to make a chart for the Math Foundations students Things I know Things I dont know 1. 2. 3. 4. 5.

Pre-assessment Discussion (5 minutes) As a large group we talk about what they do know and what they dont know. Fill in chart on the white board to help aid discussion with students to aid discussion. (5 minutes) Teacher talks about what they will learn. 5. Vocabulary Chart (2 minutes) Give them their vocabulary chart. Teacher explains how we will use this chart throughout the geometry unit and we will reference back to it every day. Stress the fact that they must bring this to class every day so they can fill in the definitions and example pictures. 6. PowerPoint Lesson (20 minutes) Students open their notebooks to their math notes sections. Teacher goes through PowerPoint topics Stress memory tools for Math Foundations o Right angel (memory tool: upright) o Acute angle (memory tool: A cute little angle) o Obtuse angle (memory tool: Obtuse = an obese angle) o Straight angle (straight line) o Complimentary angles (starts with letter c like corner reminder for right angle) o Supplementary angles (starts with s reminder for the straight angle) o Model how to find complimentary and supplementary angles. 7. Activity (3 minutes) Math Foundations Activity: Have students look around the room for 2 minutes. Have them write examples of each of the following and share with class:

an acute angle an obtuse angle a right angle complementary angle supplementary angle Math 7 Activity: Have the students draw different objects in their daily life that have these sorts of angles.

Questions for students (5 minutes) Ask some Higher Order Thinking Question that go beyond what is being assessed in the homework. o How many supplementary angles can I have for one straight angle o Where in life do we see supplementary and complimentary angles Take more time to focus on the process of finding the missing angle for supplementary and complementary angles o Practice problems that have pictures of complimentary and supplementary angles and a missing angle x 9. Independent Practice (5 minutes Math 7 may have a little more time for homework) Hand out Practice 10-1 and Practice 10-2 (odd problems) Work through the first problem with the students using the ELMO
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