Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
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Teacher: Ms. Meek and Mrs. Valentine/ Ms. Betts
Date(s): May 4 - 8, 2015
Content or Unit:
Remediation
Monday 6.13 The student will describe and identify
properties of quadrilaterals.
Tuesday 6.16 The student will
a) describe mean as balance point; and
b) decide which measure of center is appropriate for a
given purpose.
Grade Level or Course:06 Mathematics
Wednesday 6.11 The student will
a) identify the coordinates of a point in a coordinate
plane; and
b) graph ordered pairs in a coordinate plane.
New skills: (Monday only)
6.12 The student will determine congruence of
segments, angles, and polygons.
6.19 The student will investigate and recognize
a) the identity properties for addition and
multiplication;
b) the multiplicative property of zero; and
c) the inverse property for multiplication.
STAGE 1: Desired Results ~ What will students be learning?
Geometry
Remediation: SOL 6.13 The student will use problem solving, mathematical
communication, mathematical reasoning,
connections, and representations to
• Sort and classify polygons as quadrilaterals,
parallelograms, rectangles, trapezoids, kites,
SOL/Learning Objective
rhombi, and squares based on their properties.
Specify the behaviors,
conditions, and criteria. Indicate Properties include number of parallel sides, angle
the verbs used in the Curriculum measures and number of congruent sides.
• Identify the sum of the measures of the angles of a
Framework.
quadrilateral as 360°.
6 Create
5 Evaluate
New skills: (Monday)SOL 6.12 The student will use problem solving,
4 Analyze
mathematical
3 Apply
communication, mathematical reasoning,
2 Understand
connections, and representations to
1 Remember
• Characterize polygons as congruent and
noncongruent according to the measures of their
sides and angles.
• Determine the congruence of segments, angles, and
polygons given their attributes.
• Draw polygons in the coordinate plane given
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Richmond Public Schools 2014-15
Explanations version
Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first
coordinate or the same second coordinate. Apply
these techniques in the context of solving practical
and mathematical problems.†
Tuesday - Wednesday)New skills SOL 6.19
The student will use problem solving, mathematical
communication, mathematical reasoning,
connections, and representations to
• Identify a real number equation that represents each
property of operations with real numbers, when
given several real number equations.
• Test the validity of properties by using examples of
the properties of operations on real numbers.
• Identify the property of operations with real
numbers that is illustrated by a real number
equation.
Essential Questions &
Understandings/Big Ideas
Look for Essential Questions
that are overarching or topical
and help guide the unit plan.
These questions promote
conceptual thinking and add
coherence to a series of lessons.
An idea is “big” if it helps make
sense of seemingly isolated facts.
Remediation (Monday)SOL 6.13 Can a figure belong to more than one
subset of
quadrilaterals?
Any figure that has the attributes of more than one
subset of quadrilaterals can belong to more than one
subset. For example, rectangles have opposite sides
of equal length. Squares have all 4 sides of equal
length thereby meeting the attributes of both subsets.
New skill- (Monday only) SOL 6.12 • Given two congruent figures, what
inferences can be
drawn about how the figures are related?
The congruent figures will have exactly the same
size and shape.
• Given two congruent polygons, what inferences can
be drawn about how the polygons are related?
Corresponding angles of congruent polygons will
have the same measure. Corresponding sides of
congruent polygons will have the same measure.
6.13: quadrilateral, parallelogram, rectangle, square, rhombus, bisect, trapeqoid,
kite, parallel, 90 degrees, 360 degrees, congruent, sum attributes/characteristics
6.11 x-axis, y-axis, origin (0), negative, positive, ordered pairs, quadrants,
counterclockwise, +, -, Quadrant I, Quadrant II, Quadrant III, Quadrant IV
Key Vocabulary
6.12 congruent, noncongruent, congruent symbol, correponding angles,
Look for in the Curriculum
Framework and other adopted
polygons, vertices,
resources.
6.19 additive identify is zero, multiplicative identity is one,
additive identity property, multiplicative identify property, inverse,
multiplicative inverse property, reciprocal, multiplicative property of zero,
division by zero is undefined.
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
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Richmond Public Schools 2014-15
Explanations version
Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Assessment Part 1
Start with the end in mind!
Consider here a sample question
or performance task students
will need to do as evidence of
mastery of this objective.
Review Questions (handouts)
6.13 Students are able to identify the shapes but are unable to put them in groups
according to attritutes. Also, they need additional practice in finding the missing
angles when give three or two.
Possible misconceptions or
learning gaps
Complete the above task
yourself; think about what might
be hardest for students to grasp?
6.12 Students know what “congruent” means but have problems finding
congruent (corresponding) congruent angles. They have problems drawing
polygons in the coordinate plane given
coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first
coordinate or the same second coordinate.
6.19 Students might get the various properties confused.
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Snapshot / Warm-up
Activate prior knowledge and get
students thinking about &
motivated for today’s lesson.
Instructional Strategies
Think in term of high yield
strategies, such as:
● Identifying similarities and
differences
● Summarizing and note
taking
● Reinforcing effort and
providing recognition
● Homework and practice
● Nonlinguistic
representations
● Cooperative learning
● Setting objectives and
providing feedback
● Generating and testing
hypothesis
● Questions, cues, and
advance organizers
(handout or written on the board or shown on the overhead)
Provided by the team and Ms. Smith. Provided on request
Teaching Format has changed due to remediation.
10 minutes - Snapshot
20 minutes - Remediation
25 minutes - New Skill
5 - 7 minutes - Exit ticket/Question
5 - 8 minutes - Give instructions for homework
Monday: Remediate 6.13
Complete lesson on 6.12
Practice Questions
Tuesday: Remediate 6.16 Probability
New skill Properties 6.19 (Ms. Smith will demonstrate/teach)
Vocabulary will be displayed
Practice Questions
Wednesday: Remediate 6.11 Cordinate Planes
New skill Properties (groups) Hands-on-activities
Practice Questions
Thursday: SOL 06 Mock Math Assessment on Iinteractive Achievement (IA)
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Richmond Public Schools 2014-15
Explanations version
Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Friday: complete Mock Assessment if time allows review latest released and
older released tests by VDOE.
Teaching and Learning
Activities
Plan for modeling, small or
whole group instruction, and
work stations. Include your
examples, guided practice,
problems or questions to pose,
independent activities. It may
help to think in terms of:
“I do …”
“We do…”
“Students do …”
6.19 (properties) New skill: Activity A: Identity Properties for Addition and
Multiplication
1. Write the word identity on the board. Ask students to think about what it
means to have an identity. Allow students time to talk this over with partners,
and have students share their responses.
2. Explain that the identity properties are numbers that when combined with
other numbers do not change the other numbers. Ask students to think about
how this idea relates to what they just discussed. Display the chart papers with
the two identity properties labeled.
Point out that there is an identity property for addition and an identity property
for multiplication.
3. Ask students what number could be used for the identity property for
addition—that is, what number, when added to any other number, does not
change the value of the original
number. Have students test different numbers to find which number fits the
identity property for addition. Have a discussion of student responses. If they
do not identify zero as the number, tell them that when zero is added to any
number, the number remains the
same. Have them revisit their work and test using zero to see whether they
agree. Write a description of the identity property for addition on the chart
paper along with some
examples: “The sum of any real number and zero is equal to the given real
number (e.g., 5 + 0 = 5).”
4. Ask students what number could be used for the identity property for
multiplication—that is, what number, when multiplied by any other number,
does not change the value of the
original number. Have students test different numbers to find which number fits
the identity property for multiplication. Have a discussion of student responses.
If they do not identify 1 as the number, tell them that when 1 is multiplied by
any number, the number remains the same. Have them revisit their work and
test using 1 to see whether they agree. Write a description of the identity
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Richmond Public Schools 2014-15
Explanations version
Lesson Plan Template
Differentiation
Some ideas include:
● Flexible grouping
● Tiered instruction
● Interest-based activities
● Varied products
● Task cards
● Personal agendas
● Graphic Organizers
(Stages adapted from the UBD model by McTighe and Wiggins)
property for multiplication on the chart paper along with some examples: “The
product of any real number and one is equal to the given real number (e.g., 8 ∙ 1
= 8).” As you write examples, use the symbol (∙) for multiplication throughout
the lesson.
Activity B: Inverse Property for Multiplication
1. Write the word inverse on the board. Talk to students about the meaning of
this word,
reviewing the meaning of inverse operations from the “Balanced” lesson. Tell
students that
inverses are numbers that combine with other numbers and result in identity
elements.
2. Display the chart paper with the inverse property labeled. Point out that
students will be
exploring the inverse property for multiplication.
3. Have students brainstorm what numbers could be used as factors with other
numbers to have a product of 1. Provide students with a few examples, such as
4 ∙ = 1 and 1 3 ∙ = 1.
Have students generate ideas as to how to find the multiplicative inverse of a
number.
Have a discussion of student responses. Explain that the multiplicative inverse
of a number
is also referred to as the reciprocal of the number. Note that zero has no
multiplicative inverse. Write a description of the inverse property for
multiplication on the chart paper along with some examples: “The product of a
number and its multiplicative inverse (or
reciprocal) always equals one (e.g., 4 1 4 = 1).”
Activity C: Multiplicative Property of Zero
1. Display the chart paper with the multiplicative property of zero labeled. Ask
students to
make predictions about what the multiplicative property of zero might be.
Discuss student
responses.
2. Explain that any real number multiplied by zero is equal to zero. Have
students come up with examples to support this property. Write a description of
the multiplicative property of zero on the chart paper along with some
examples: “The product of any real number and zero is zero (e.g., 4 ∙ 0 = 0).”
Higher Level
Technology Use
Connections to other subject
How
will
you
be
Thinking
areas and/or authentic
incorporating
Plan for a
applications
challenging cognitive
level, such as apply,
analyze, evaluate, or
create
technology
Practice SOL test
online including CAT
training test online
Account / Bookkeeper / Cafetria
manager
.
Powerpoints
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Richmond Public Schools 2014-15
Explanations version
Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
The teacher will walk around the room to ensure students are engaged and
understanding.
Questions will be asked of ALL students. No student will be allowed to pass.
(additional assistance we be given if needed) The discovery approach will be
used.
Checking for
Understanding
Check throughout the lesson
using:
● Question and Answer
● Class discussions
● Group Response
● Demonstrations
● Practice sheets
● Quick Quizzes
• How are the identity properties for multiplication
and addition the same? Different?
For each operation the identity elements are
numbers that combine with other numbers without
changing the value of the other numbers. The
additive identity is zero (0). The multiplicative
identity is one (1).
• What is the result of multiplying any real number by
zero?
The product is always zero.
• Do all real numbers have a multiplicative inverse?
No. Zero has no multiplicative inverse because there
is no real number that can be multiplied by zero
resulting in a product of one.
*Additional activities will be available:
AAA math activities, practice sheets, hands-on-activities, etc.
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure & Student
Summarizing of their
Learning
Exit questions provided by team and Mrs. Smith.
Review what students learned or
should have learned. Recognize
gaps and allow them to help you
plan for the next lesson(s).
Assessment Part 2
Revisit Assessment Part 1. Plan
a formative assessment which
shows concretely what students
mastered today. This might be:
● Exit card
● Short Quiz
● Seatwork/Practice Sheet
collected
● Written response to a prompt
● Oral responses/participation
● Exit card
● Short Quiz
● Seatwork/Practice Sheet collected
● Written response to a prompt
● Oral responses/participation
Teacher Reflection / Effectiveness of Learning
The students are learning new skills and being remediated on weak skills (based on data). It is taking them a
longer length of time to complete the mock assessments therefore, there is limited time to teach new skills and
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Richmond Public Schools 2014-15
Explanations version
Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
remediate. Ms. Smith is very helpful in providing hands-on-activities to assist with instruction and remediation.
Kudos to Ms. Smith for being a team player.
KN and LB have been sick and absent. Subsequently, they are behind on remediation and instruction. They are
both staying after school for remediation. This will help.
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Richmond Public Schools 2014-15
Explanations version