Week 22 Lesson Plans Geometry Wheeler

Content Focus : ___Day 77: Arc Length, Area of Arcs, and Intro to Radians Pt. 2 01/23/17
HSG-C.B.5 Derive using similarity P.D. Strategy Used & P.D. Session Info (Topic)
the fact that the length of the arc Informal Assessment: Cold calling students (M)
intercepted by an angle is to contribute answers for the bellringer and guided practice on deriving arc length, sector area, and radians as the
proportional to the radius, and define constant of proportionality (C)
the radian measure of the angle as Cultural relevance is brought up by asking students to relate (M) what theyve learned on deriving arc length, sector
the constant of proportionality; area, and radians as the constant of proportionality (C)
derive the formula for the area of a Informal Assessment: Popcorn (M) around the room during the guided practice on deriving arc length, sector area,
sector. and radians as the constant of proportionality (C) to experiences, things,
and phenomena theyve encountered around Clarksdale
TSW derive that the length of the arc Informal Assessment: Call and response (M) around the room during the guided practice on deriving arc length, sector
intercepted by an angle is area, and radians as the constant of proportionality (C) to experiences,
proportional to the radius, define things, and phenomena theyve encountered around Clarksdale
radians as the constant of
proportionality, and derive the No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are
formula for the area of a sector. engaged and held accountable for knowing the subject material
Guided/Critical Thinking Questions
Lesson Vocabulary: radian, arc, How can we convert from degrees to radians and vice versa?
area, sector, radius, diameter, circle, What is a radian?
circumference How does it differ from a degree?
How are a circles arcs and radii related?
How does radian measure affect the area of a sector of a circle?

Lesson OutlineWhat learning activities will students do?

Time Sequence Description of Learning Activity
5 mins :5 mins Get TSW solve
[5] Started/Engagem
ent (Bellringer)

3 mins Introduction/Mot TTW ask students what the difference between metric and imperial units is. TSW explain that theyre different
[8] ivation: Tell how Ways for measuring the same thing. Likewise, radians is just another way for measuring distance travelled
you will introduce Around a circle without having to use degrees.
the lesson and
motivate the
students to want to
learn the new skill.
Teacher Content TTW model and do the step-by-step approach for 1-4 problems on deriving arc length, sector
(Input): area, and radians as the constant of proportionality (shown below)
Describe what you
will do to present
the content
students will learn.
including
vocabulary,
procedures,
directions, etc.
15 mins Guided Practice: TTW present the word wall words: radians (essential vocabulary)
[23] Provide TSW write down all notes on deriving arc length, sector
opportunities to area, and radians as the constant of proportionality
practice TSW, with the help of the teacher, do 6 problems on deriving arc length, sector
independently or area, and radians as the constant of proportionality
in groups with the
assistance of the
teacher.

25 min Independent TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:
[48] Practice: The TSW be assigned various links of the teachers discretion based off the students mastery of objectives
teacher will TSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the
monitor what is foundational steps needed to ultimately master the objectives. These videos contain problems which students
being learned; will complete step-by-step as the video progresses.
students are https://www.khanacademy.org/math/geometry/hs-geo-circles/hs-geo-sec
demonstrating
their
central-angle
understanding of https://www.khanacademy.org/math/geometry/hs-geo-circles/hs-geo-arc-
the lesson. fraction-of-circumference
https://www.ixl.com/math/geometry/area-of-sectors
https://www.ixl.com/math/geometry/arc-measure-and-arc-length
https://www.ixl.com/math/algebra-2/radians-and-arc-length
http://www.onlinemathlearning.com/area-sector.html
http://www.showme.com/sh/?h=ZYvKH1E
https://www.mathsisfun.com/geometry/circle-sector-segment.html
http://www.regentsprep.org/regents/math/geometry/gp16/PracCircleSect
http://www.bbc.co.uk/schools/gcsebitesize/maths/geometry/circles2hirev
TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheet
TTW model, and then TSW do 14 problems on deriving arc length, sector
area, and radians as the constant of proportionality

[48] Culmination: TSW recap the days lesson on deriving arc length, sector
Summarize, check, area, and radians as the constant of proportionality
and answer
questions Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on deriving arc length,
Sector, area, and radians as the constant of proportionality (C) and the grade will be
recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) on deriving arc length, sector
area, and radians as the constant of proportionality (C) at the end of the week and the grade will be
recorded as a test grade (D)
Materials and ResourcesWhat do you need to assemble and prepare before the lesson?
Promethean board, Powerpoint, guided notes
 https://www.khanacademy.org/math/geometry/hs-geo-circles/hs-geo-sectors/v/area-of-a-sector-given-
https://www.khanacademy.org/math/geometry/hs-geo-circles/hs-geo-arc-length-rad/v/arc-length-as-fra
https://www.ixl.com/math/geometry/area-of-sectors
https://www.ixl.com/math/geometry/arc-measure-and-arc-length
https://www.ixl.com/math/algebra-2/radians-and-arc-length
http://www.onlinemathlearning.com/area-sector.html
http://www.showme.com/sh/?h=ZYvKH1E
https://www.mathsisfun.com/geometry/circle-sector-segment.html
http://www.regentsprep.org/regents/math/geometry/gp16/PracCircleSectorsSegments.htm
http://www.bbc.co.uk/schools/gcsebitesize/maths/geometry/circles2hirev2.shtml

Technology Usage
Promethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and Enrichment

Remediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on deriving arc length, sector
area, and radians as the constant of proportionality
All independent practice problems are scaffolded by difficulty.
Struggling students will be prompted to focus on the first few problems.
Students will be placed in groups based off of prior objective mastery.
Students will continue working on online/computer problems before moving onto guided notes if they require additional help.
These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to try to derive the relationship between degrees and radians on their own
All independent practice problems are scaffolded by difficulty.
High-performing students will be prompted to move on to the later problems.
Students will be placed in groups based off of prior objective
Teacher ReflectionDid the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)

Content Focus : ___Day 78: Equations of Circles using Pythagorean Theorem and Completing the Square 01/24/17
HSG-GPE.A.1 Derive the equation P.D. Strategy Used & P.D. Session Info (Topic)
of a circle of given center and radius Informal Assessment: Cold calling students (M)
using the Pythagorean Theorem; to contribute answers for the bellringer and guided practice on finding the equations of circles using the Pythagorean
complete the square to find the Theorem and completing the square (C)
center and radius of a circle given by Cultural relevance is brought up by asking students to relate (M) what theyve learned on finding the equations of
an equation. circles using the Pythagorean Theorem and completing the square (C)
Informal Assessment: Popcorn (M) around the room during the guided practice on finding the equations of circles
HSGGPE. using the Pythagorean Theorem and completing the square (C) to experiences, things,
B.4 Use coordinates to prove simple and phenomena theyve encountered around Clarksdale
geometric theorems algebraically. Informal Assessment: Call and response (M) around the room during the guided practice on finding the equations of
circles using the Pythagorean Theorem and completing the square (C) to experiences,
things, and phenomena theyve encountered around Clarksdale
TSW derive the equation of a circle
using the Pythagorean Theorem and No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are
complete the square to find the engaged and held accountable for knowing the subject material
center and radius of a circle given by Guided/Critical Thinking Questions
an equation. How can we use the Pythagorean Theorem to find the equation of a circle? How are the two related?
What does completing the square enable us to do? When should it be used?
Lesson Vocabulary: Pythagorean
Theorem, completing the square,
radius, diameter, radian, arc, area,
sector, radius, diameter, circle,
 circumference
Lesson OutlineWhat learning activities will students do?
Time Sequence Description of Learning Activity
5 mins :5 mins Get TSW solve for arc length and sector area
[5] Started/Engagem
ent (Bellringer)

TSW do Word Gen 1.16: Teen Smoking: Who is Responsible

TSW answer options 1 and 2 and define all 5 words

3 mins Introduction/Mot TTW show the video on the conversion from the Pythagorean Theorem to deriving the equation of a circle
[8] ivation: Tell how https://www.youtube.com/watch?v=Wmz8itUVgPk
you will introduce
the lesson and
motivate the
 students to want to
learn the new skill.
Teacher Content TTW model and do the step-by-step approach for the construction of a Pythagorean Theorem (shown below)
(Input):
Describe what you
will do to present
the content
students will learn.
including
vocabulary,
procedures,
directions, etc.

15 mins Guided Practice: TTW present the word wall words: Pythagorean Theorem (essential vocabulary)
[23] Provide TSW write down all notes on finding the equations of circles using the Pythagorean
opportunities to Theorem and completing the square
practice TSW, with the help of the teacher, do 1 problem on finding the equations of circles using
independently or completing the square
in groups with the
assistance of the
teacher.
25 min Independent TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:
[48] Practice: The TSW be assigned various links of the teachers discretion based off the students mastery of objectives
teacher will TSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the
monitor what is foundational steps needed to ultimately master the objectives. These videos contain problems which students
being learned; will complete step-by-step as the video progresses.
students are https://www.mangahigh.com/en-
demonstrating
their
us/math_games/algebra/completing_the_square/completing_the_square
https://www.youtube.com/watch?v=xGOQYTo9AKY
 understanding of https://www.youtube.com/watch?v=bclm1tJB-3g
the lesson.
http://www.mesacc.edu/~scotz47781/mat120/notes/quadratics/comp_sq
http://www.mathopolis.com/questions/q.php?id=364
http://www.coolmath.com/crunchers/algebra-problems-completing-the-sq
http://www.sploder.com/games/members/parallellength/play/completing
http://www.mathopenref.com/coordbasiccircle.html
https://www.khanacademy.org/math/geometry-home/analytic-geometry-
circle/v/equation-for-a-circle-using-the-pythagorean-theorem (complete t
https://learnzillion.com/lesson_plans/7637-derive-the-equation-of-a-circle
theorem
TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheet
TTW model, and then TSW do 6 problems on finding the equations of circles using
completing the square

[48] Culmination: TSW recap the days lesson on finding the equations of circles using the Pythagorean
Summarize, check, Theorem and completing the square
and answer
questions TSW take the mini test on Circle Properties

Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on finding the
equations of circles using the Pythagorean Theorem and completing the square (C) and the grade will be
recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) on finding the equations of circles using the Pythagorean
Theorem and completing the square (C) at the end of the week and the grade will be
recorded as a test grade (D)
Materials and ResourcesWhat do you need to assemble and prepare before the lesson?
Promethean board, Powerpoint, guided notes

https://www.mangahigh.com/en-us/math_games/algebra/completing_the_square/completing_the_square

https://www.youtube.com/watch?v=xGOQYTo9AKY
https://www.youtube.com/watch?v=bclm1tJB-3g
http://www.mesacc.edu/~scotz47781/mat120/notes/quadratics/comp_square_practice_problems.html
http://www.mathopolis.com/questions/q.php?id=364
http://www.coolmath.com/crunchers/algebra-problems-completing-the-square-2
http://www.sploder.com/games/members/parallellength/play/completing-the-square /
http://www.mathopenref.com/coordbasiccircle.html
https://www.khanacademy.org/math/geometry-home/analytic-geometry-topic/equation-of-a-circle/v/equation-for-a-circle-using-the-pythagorean-theorem (c
https://learnzillion.com/lesson_plans/7637-derive-the-equation-of-a-circle-using-the-pythagorean-theorem

Technology Usage
Promethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and Enrichment

Remediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on finding the equations of circles using the Pythagore
Theorem and completing the square
All independent practice problems are scaffolded by difficulty.
Struggling students will be prompted to focus on the first few problems.
Students will be placed in groups based off of prior objective mastery.
Students will continue working on online/computer problems before moving onto guided notes if they require additional help.
These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to do a second and third circle on graph paper using the Pytahgorean Theorem
All independent practice problems are scaffolded by difficulty.
High-performing students will be prompted to move on to the later problems.
Students will be placed in groups based off of prior objective
Teacher ReflectionDid the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)

Content Focus : ___Day 79: 2-D Cross Sections of 3-D Objects 01/25/17
HSGGMD.B.4 P.D. Strategy Used & P.D. Session Info (Topic)
Identify the shapes of two- Informal Assessment: Cold calling students (M)
dimensional cross-sections of three- to contribute answers for the bellringer and guided practice on identifying the shapes of 2-D cross sections of
dimensional objects, and identify 3-D objects (C)
three-dimensional objects generated Cultural relevance is brought up by asking students to relate (M) what theyve learned on identifying the shapes of
by rotations of two-dimensional 2-D cross sections of 3-D objects (C)
objects. Informal Assessment: Popcorn (M) around the room during the guided practice on identifying the shapes of 2-D
cross sections of 3-D objects (C) to experiences, things,
TSW identify the shapes of two- and phenomena theyve encountered around Clarksdale
dimensional cross-sections of three- Informal Assessment: Call and response (M) around the room during the guided practice on identifying the shapes of
dimensional objects. 2-D cross sections of 3-D objects (C) to experiences,
things, and phenomena theyve encountered around Clarksdale
Lesson Vocabulary: 2-D, 3-D, cross
section, point of view, dimension, No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are
rotation, properties, face engaged and held accountable for knowing the subject material
Guided/Critical Thinking Questions
How can we obtain a cross section from a 3-D object?
What patterns can we derive for inferring the cross sections produced from 3-D objects?
What kind of cuts can we make in a 3-D object to make a 2-D cross section?

Lesson OutlineWhat learning activities will students do?

Time Sequence Description of Learning Activity
5 mins :5 mins Get TSW rearrange into standard form the equation of the circle
[5] Started/Engagem
ent (Bellringer)

3 mins Introduction/Mot TTW show the video Australian V8 Chainsaw http://youtube.com/watch?v=T5WO9nulOXc

[8] ivation: Tell how This video shows how we can make slices, like the chainsaw, and go from a 3-D tree trunk to a 2-D cross section
you will introduce After the slicing
the lesson and
motivate the
students to want to
learn the new skill.
Teacher Content TTW model and do the step-by-step approach for 1-5 problems on identifying the shapes of 2-D
(Input): cross sections of 3-D objects (shown below)
Describe what you Steps 1) For the given 3-D object, a vertical, and/or horizontal, and/or diagonal slice will be produced 2) The resulting
will do to present Cross section will be shown and the results will be analyzed and patterns will be deduced
 the content
students will learn.
including
vocabulary,
procedures,
directions, etc.

15 mins Guided Practice: TTW present the word wall words: face (essential vocabulary)
[23] Provide TSW write down all notes on identifying the shapes of 2-D
opportunities to cross sections of 3-D objects
practice TSW, with the help of the teacher, do 7 problems on identifying the shapes of 2-D
independently or cross sections of 3-D objects
in groups with the
assistance of the
teacher.

25 min Independent TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:
[48] Practice: The TSW be assigned various links of the teachers discretion based off the students mastery of objectives
teacher will TSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the
monitor what is foundational steps needed to ultimately master the objectives. These videos contain problems which students
being learned; will complete step-by-step as the video progresses.
students are http://aetn.pbslearningmedia.org/resource/muen-math-g-slicing3dfigures
demonstrating
their
figures/
understanding of https://www.youtube.com/watch?v=1wllI4blY9U
the lesson. http://www.mathsisfun.com/geometry/cross-sections.html
http://www.learner.org/courses/learningmath/geometry/session9/part_c/
https://www.khanacademy.org/math/geometry/hs-geo-solids/hs-geo-2d-v
rectangular-pyramid
https://www.ixl.com/math/geometry/cross-sections-of-three-dimensional-
TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheet
TTW model, and then TSW do 10 problems on identifying the shapes of 2-D
cross sections of 3-D objects
[48] Culmination: TSW recap the days lesson on identifying the shapes of 2-D
Summarize, check, cross sections of 3-D objects
and answer Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on identifying the
questions shapes of 2-D cross sections of 3-D objects (C) and the grade will be
recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) on identifying the shapes of 2-D
cross sections of 3-D objects (C) at the end of the week and the grade will be recorded as a test grade (D)
Materials and ResourcesWhat do you need to assemble and prepare before the lesson?
Promethean board, Powerpoint, guided notes

http://aetn.pbslearningmedia.org/resource/muen-math-g-slicing3dfigures/slicing-three-dimensional-figures /

https://www.youtube.com/watch?v=1wllI4blY9U
http://www.mathsisfun.com/geometry/cross-sections.html
http://www.learner.org/courses/learningmath/geometry/session9/part_c/
https://www.khanacademy.org/math/geometry/hs-geo-solids/hs-geo-2d-vs-3d/v/vertical-slice-of-rectangular-pyramid
https://www.ixl.com/math/geometry/cross-sections-of-three-dimensional-figures

Technology Usage
Promethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and Enrichment

Remediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on identifying the shapes of 2-D
cross sections of 3-D objects
All independent practice problems are scaffolded by difficulty.
Struggling students will be prompted to focus on the first few problems.
Students will be placed in groups based off of prior objective mastery.
Students will continue working on online/computer problems before moving onto guided notes if they require additional help.
These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to go in the opposite direction by predicting the 3-D object and slicing direction capable of producing a given cross section
All independent practice problems are scaffolded by difficulty.
High-performing students will be prompted to move on to the later problems.
Students will be placed in groups based off of prior objective
Teacher ReflectionDid the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)

Content Focus : ___Day 80: 3D Objects from Rotating 2D Objects 01/26/17

HSGGMD.B.4
Identify the shapes of two-
dimensional cross-sections of three-
dimensional objects, and identify
three-dimensional objects generated
by rotations of two-dimensional
objects.
TSW identify three-dimensional
objects generated by rotations of
two-dimensional objects
Lesson Vocabulary: axis of
rotation, 2-D, 3-D, cross section,
point of view, dimension, rotation,
properties, face
P.D. Strategy Used & P.D. Session Info (Topic)
Informal Assessment: Cold calling students (M)
to contribute answers for the bellringer and guided practice on identifying three-dimensional objects generated
by rotations of two-dimensional objects (C)
Cultural relevance is brought up by asking students to relate (M) what theyve learned on identifying three-dimensional
objects generated by rotations of two-dimensional objects (C)
Informal Assessment: Popcorn (M) around the room during the guided practice on identifying three-dimensional objects ge
by rotations of two-dimensional objects (C) to experiences, things,
and phenomena theyve encountered around Clarksdale
Informal Assessment: Call and response (M) around the room during the guided practice on identifying
three-dimensional objects generated by rotations of two-dimensional objects (C) to experiences,
things, and phenomena theyve encountered around Clarksdale
No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are
engaged and held accountable for knowing the subject material
Guided/Critical Thinking Questions
What patterns can we use to predict the object formed by the rotation of a 2-D object around an axis of rotations?
How does changing the axis of rotation radically alter the 3-D object produced after the 2-D object is rotated?
Lesson OutlineWhat learning activities will students do?
Time Sequence Description of Learning Activity
5 mins :5 mins Get TSW solve
[5] Started/Engagem
ent (Bellringer)

3 mins Introduction/Mot TTW show the video Khan Academy: Rotating Figures around Axes
[8] ivation: Tell how http://youtube.com/watch?v=vdpyWeiHXmU
you will introduce
the lesson and
motivate the
students to want to
learn the new skill.
Teacher Content TTW model and do the step-by-step approach for 1-4 problems on identifying
(Input): three-dimensional objects generated by rotations of two-dimensional objects (shown below)
Describe what you Steps 1) For the given 2-D object, the object will be rotated around the given axis 2) This is done by visualization
will do to present as well as a combination of seeing what side lengths are preserved when the rotation is performed
the content
students will learn.
including
vocabulary,
procedures,
directions, etc.
15 mins Guided Practice: TTW present the word wall words: axis of rotation (essential vocabulary)
[23] Provide TSW write down all notes on identifying
opportunities to three-dimensional objects generated by rotations of two-dimensional objects
practice TSW, with the help of the teacher, do 6 problems on identifying
independently or three-dimensional objects generated by rotations of two-dimensional objects
in groups with the
assistance of the
teacher.

25 min Independent TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:
[48] Practice: The TSW be assigned various links of the teachers discretion based off the students mastery of objectives
teacher will TSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the
monitor what is foundational steps needed to ultimately master the objectives. These videos contain problems which students
being learned; will complete step-by-step as the video progresses.
students are https://www.khanacademy.org/math/geometry/hs-geo-solids/hs-geo-2d-v
demonstrating
their
3d
understanding of https://www.youtube.com/watch?v=vdpyWeiHXmU
the lesson. https://learnzillion.com/lesson_plans/7269-predict-3d-results-of-rotating-s
http://www.onlinemathlearning.com/cross-section-3d-shapes-hsg-gmd4.h
TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheet
TTW model, and then TSW do 10 problems on identifying
three-dimensional objects generated by rotations of two-dimensional objects

[48] Culmination: TSW recap the days lesson on identifying

Summarize, check, three-dimensional objects generated by rotations of two-dimensional objects
and answer
questions Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on identifying
three-dimensional objects generated by rotations of two-dimensional objects
(C) and the grade will be
recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) on identifying

three-dimensional objects generated by rotations of two-dimensional objects
(C) at the end of the week and the grade will be recorded as a test grade (D)
Materials and ResourcesWhat do you need to assemble and prepare before the lesson?
Promethean board, Powerpoint, guided notes

https://www.khanacademy.org/math/geometry/hs-geo-solids/hs-geo-2d-vs-3d/v/rotating-2d-shapes-in-3d

https://www.youtube.com/watch?v=vdpyWeiHXmU
https://learnzillion.com/lesson_plans/7269-predict-3d-results-of-rotating-simple-figures
http://www.onlinemathlearning.com/cross-section-3d-shapes-hsg-gmd4.html

Technology Usage
Promethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus
Remediation and Enrichment
Remediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on identifying
three-dimensional objects generated by rotations of two-dimensional objects
All independent practice problems are scaffolded by difficulty.
Struggling students will be prompted to focus on the first few problems.
Students will be placed in groups based off of prior objective mastery.
Students will continue working on online/computer problems before moving onto guided notes if they require additional help.
These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to go in the opposite direction by predicting the 2-D Object that could have produced the given 3-D object after it was rotated about
an axis
All independent practice problems are scaffolded by difficulty.
High-performing students will be prompted to move on to the later problems.
Students will be placed in groups based off of prior objective
Teacher ReflectionDid the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)

Content Focus : ___Day 81: Describing Real World Objects using Geometry and Mini Test on Circle Properties and Modeling 01/27/17
HSGMG.
A.1 Use geometric shapes, their
measures, and their properties to
describe objects (e.g., modeling a
tree trunk or a human torso as a
cylinder).
TSW identify geometric shapes in
real-world objects and will
formulate formulas related to those
real-world objects
Lesson Vocabulary: area, volume,
square, cube, triangle, triangular
prism, circle, cylinder, sphere
P.D. Strategy Used & P.D. Session Info (Topic)
Informal Assessment: Cold calling students (M)
to contribute answers for the bellringer and guided practice on identifying geometric shapes in real-world objects and
formulating formulas related to those real-world objects (C)
Cultural relevance is brought up by asking students to relate (M) what theyve learned on identifying geometric shapes
in real-world objects and formulating formulas related to those real-world objects (C)
Informal Assessment: Popcorn (M) around the room during the guided practice on identifying geometric shapes in
real-world objects and formulating formulas related to those real-world objects (C) to experiences, things,
and phenomena theyve encountered around Clarksdale
Informal Assessment: Call and response (M) around the room during the guided practice on identifying geometric
shapes in real-world objects and formulating formulas related to those real-world objects (C) to experiences,
things, and phenomena theyve encountered around Clarksdale
No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic, are
engaged and held accountable for knowing the subject material
Guided/Critical Thinking Questions
Where in this classroom can you identify geometric shapes and figures? How might we go about finding their
Measurements? What formulas would we need to solve for their areas or volumes? What tools would we need to
Take the measurements?

Lesson OutlineWhat learning activities will students do?

Time Sequence Description of Learning Activity
5 mins :5 mins Get TSW solve
[5] Started/Engagem
ent (Bellringer)

3 mins Introduction/Mot TTW show the picture of Wheres Waldo? to introduce the concept of having to search hard to find certain geometric
[8] ivation: Tell how Figures amongst a very large world.
you will introduce TTW show the video Bear Basketball Distraction Test http://youtube.com/watch?v=Ahg6qcgoay4
the lesson and To introduce the concept of having to pay close attention to ones surroundings in order to be able to identify
motivate the Larger patterns in geometry
students to want to
learn the new skill.
Teacher Content TTW model and do the step-by-step approach for 1-2 problems on identifying geometric shapes in real-world
(Input): objects and formulating formulas related to those real-world objects (shown below)
Describe what you For each of the geometric objects below: 1) Identify all geometric figures/objects 2)
will do to present List all formulas we could use to find the areas/volumes of each figure (use your
the content Chromebook if necessary to look up any pertinent formulas) 3) Assign numbers to the
students will learn. lengths of each figure and solve for the area/volume of each figure
including
vocabulary,
procedures,
directions, etc.

15 mins Guided Practice: TTW present the word wall words: area (essential vocabulary)
[23] Provide TSW write down all notes on identifying geometric shapes in real-world
opportunities to objects and formulating formulas related to those real-world objects
practice TSW, with the help of the teacher, do 4 problems on identifying geometric shapes in real-world
independently or objects and formulating formulas related to those real-world objects
in groups with the
assistance of the
teacher.

25 min Independent TSW do tutorials and 10 sample problems on a sheet of paper from any of the following:
[48] Practice: The TSW be assigned various links of the teachers discretion based off the students mastery of objectives
teacher will TSW assign Youtube tutorial videos (linked below, if applicable) to those students who need help with the
monitor what is foundational steps needed to ultimately master the objectives. These videos contain problems which students
being learned; will complete step-by-step as the video progresses.
students are https://www.khanacademy.org/math/geometry-home/geometry-volume-s
demonstrating
their
tutorial/e/volume-word-problems-with-cones--cylinders--and-spheres
understanding of http://study.com/academy/lesson/area-real-world-geometry-problems.htm
the lesson. http://study.com/academy/lesson/volume-real-world-geometry-problems
TSW do these tutorials and sample problems until they feel ready to move onto the guided notes sheet
TTW model, and then TSW do 4 problems on identifying
 three-dimensional objects generated by rotations of two-dimensional objects (see below)
Now, follow all instructions from above for four objects found in this classroom.
1.
2.
3.
4.

[48] Culmination: TSW recap the days lesson on identifying

Summarize, check, three-dimensional objects generated by rotations of two-dimensional objects
and answer
questions Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on identifying
three-dimensional objects generated by rotations of two-dimensional objects (C) and the grade will be recorded in the
gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) on identifying

three-dimensional objects generated by rotations of two-dimensional objects (C) at the end of the week and the grade
will be recorded as a test grade (D)
Materials and ResourcesWhat do you need to assemble and prepare before the lesson?
Promethean board, Powerpoint, guided notes

https://www.khanacademy.org/math/geometry-home/geometry-volume-surface-area/volume-tutorial/e/volume-word-problems-with-cones--cylinders-- and-s

http://study.com/academy/lesson/area-real-world-geometry-problems.html
http://study.com/academy/lesson/volume-real-world-geometry-problems.html

Technology Usage
Promethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and Enrichment

Remediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on identifying
three-dimensional objects generated by rotations of two-dimensional objects
All independent practice problems are scaffolded by difficulty.
Struggling students will be prompted to focus on the first few problems.
Students will be placed in groups based off of prior objective mastery.
Students will continue working on online/computer problems before moving onto guided notes if they require additional help.
These students will receive the teacher's help individually or in small groups in order to address areas of weakness.

Enrichment: TSW be asked to identify 5 objects around Clarksdale and find their geometric measures as done before while assigning them numbers so as to
Calculate their volume and/or area
All independent practice problems are scaffolded by difficulty.
High-performing students will be prompted to move on to the later problems.
Students will be placed in groups based off of prior objective
Teacher ReflectionDid the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)