LESSON PLAN EXAMPLE: GEOMETRY, GRADE 10

DATE: April 3, 2017

TEACHER(S) NAME: Mr. Taskin

GRADE: 10, Geometry

LESSON: Areas of Parallelograms and Triangles

CONTENT AREA: Mathematics Geometry

TIMELINE OF LESSON:

90 min. Additional time will be needed if you have students present their work.

TEKS OBJECTIVES:

Determine the area of composite two-dimensional figures comprised of a combination of

triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve
problems using appropriate units of measure.

LESSON OBJECTIVES:

Students will be able to find the areas of parallelograms and triangles.

MATERIALS:

Notebook, pencil, ruler, projector, mimio pad, eraser, worksheets

INTRODUCTION:

LESSON OVERVIEW

Students will use what they know about the area of a square to find the area of
rectangles, then find the area of a figure comprised of triangles. Ultimately, students will
find the area of a parallelogram.

The area of a parallelogram is the product of the height and the length of the base. The
height of a parallelogram is any segment perpendicular to the line containing the base
drawn from the side opposite the base. Students will learn the formula for the area of a
triangle: A = bh. They will also use these formulas to find the area of composite figures
made of parallelograms and triangles.
 Students may have difficulty understanding the relationship between the lengths of a
rectangles sides and its area. The following model can help students understand this
relationship.Take four strips of cardboard and tape them together to make a flexible
parallelogram. By decreasing the size of the angle between the two sides, students will
see that the area inside the parallelogram will be much less than when the sides form
right angles.

INSTRUCTIONAL ACTIVITIES AND PROCEDURES:

LESSON COMPONENTS

1) INSTRUCTIONAL DELIVERY (WHOLE GROUP INSTRUCTION)

Problem 1 - Finding the Area of a Parallelogram (10 minutes):

Show students how to solve the problem. Ask the following questions to help build students'
understanding. The answers are in the Teachers Guide. Have students complete the Got It in the
Student Companion.

Questioning Strategies:

Why arent the sides of the parallelogram considered altitudes?

For 1A, what segment represents the height? Justify your answer.

In 2B, what information is extraneous? Explain.

GOT IT: How many parallelograms are there with those measurements?

2) GUIDED PRACTICE ( GUIDED/SMALL GROUP INSTRUCTION)

Problem 2 - Finding a Missing Dimension (10 minutes):

Show students how to solve the problem. Ask the following questions to help build students'
understanding. The answers are in the Teachers Guide. Have students complete the Got It in the
Student Companion.

RTI: For students needing additional support, have them draw and label a diagram of the
parallelogram. Make sure they correctly identify the corresponding altitude for a side with length
15 cm. You might suggest that students redraw the parallelogram so that the side length of 15 cm
is at the bottom.
Questioning Strategies:

What does CF represent?

What is CF?

Can you find the area of the parallelogram using AB as the base? Explain.

Which measurements are used to calculate the area of the parallelogram?

What would the relationship between the base and the height of ABCD be if it were a square?

GOT IT: What is the area of the parallelogram?

3) INDEPENDENT PRACTICE ( MONITORED INDEPENDENT WORK TIME)

Problem 4 - Finding the Area of a Composite Figure (15 minutes):

Show students how to solve the problem. Ask the following questions to help build
students' understanding. The answers are in the Teachers Guide. Have students complete
the Got It in the Student Companion.

Questioning Strategies:
Could you divide the composite figure differently and still use the Area Addition
Postulate?

What figures can you identify in the diagram?

Why is it helpful to separate the composite figure into two triangles and a
parallelogram?

When would you choose a technique other than mental math for problems of this type?
What technique(s) might you choose?

How would your technique have been different if the measurements had included
fractions?

GOT IT: What figures make up the composite figure?

MODIFICATIONS/DIFFERENTIATED INSTRUCTION:

ELL/ESL students will receive an alternate packet, along with the actual packet, that is printed in
Spanish. This will merely be supplemental to help reinforce Spanish to English vocabulary, as
well as reinforcing the similarities of cognates and identifying any false cognates. This will not
be taken for a grade. However, during any point during the grading period, if these students
complete a vocabulary list for the words in the current lesson, extra credit will be considered.
Also, ESL students will demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken messages, responding to
questions and requests, collaborating with peers, and taking notes commensurate with content
and grade-level needs and will speak using learning strategies such as requesting assistance,
employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by
defining or describing when exact English words are not known). SPED students will
receive general accommodations as well as specific accommodations. These include, but are not
limited to: math manipulatives and charts, visual/reading aids, modified tests/worksheets, oral
test administration, inclusion teacher assistance, specified seating arrangements, and small group
settings.
EVALUATION (FORMATIVE AND/OR SUMMATIVE ASSESSMENT):

Formative assesments:

After lecturing time, Teacher will give independent practice. The students will solve any 20
question in 35 minutes.

CLOSURE :

Last 10 min.- Teacher will give exit ticket question (4 question)

WORKSHEET