G
E
O
M
E
T
R
Y
Welcome
© Prepared by the LAUSD Secondary Math Unit, 2008
Outcomes
Participants will:
• Deepen their understanding of important
geometrical ideas through their experience in
solving a student concept task and its extension
activity
• Increase their understanding of research-based
strategies to meet the needs of ALL students,
including EL, SEL, and SWD and Gifted
• Experience using elements of the Thinking
Through a Lesson Protocol to facilitate the
planning of the implementation of the Unit 3
Concept Task
Agenda: Unit 3
Concept Task: The Chocolate Factory
Extension Task: Perimeter and Area
------------------------------Debriefing the Task: Mathematics and Strategies
Academic Vocabulary Development:
3x3 Sentence Builder
------------------------------Planning: Addressing student misconceptions
Feedback & Close
G
E
O
M
E
T
R
Y
Fold the following Shapes
A cylinder
A square prism
A triangular prism
with an equilateral
triangle for a base
What kind of questions could we ask
about these shapes and the process?
© Prepared by the LAUSD Secondary Math Unit, 2008
G
E
O
M
E
T
R
Y
What’s your favorite type of
chocolate?
© Prepared by the LAUSD Secondary Math Unit, 2008
G
E
O
M
E
T
R
Y
Concept Task: The Chocolate
Factory
© Prepared by the LAUSD Secondary Math Unit, 2008
G
E
O
M
E
T
R
Y
Extension Task: Perimeter and
Area
Find a formula for the area of a regular
polygon with n sides and perimeter p
© Prepared by the LAUSD Secondary Math Unit, 2008
G
E
O
M
E
T
R
Y
Lesson Debrief: Mathematics
• What mathematical understandings would
we want students to walk away with as a
result of engaging with this task?
• What would you see or hear that may let
you know that the students are meeting the
overall mathematical objectives when they
engage in this task?
© Prepared by the LAUSD Secondary Math Unit, 2008
G
E
O
M
E
T
R
Y
Lesson Debrief: Strategies
• In our engagement with this task today,
what instructional strategies did you see
modeled in the task?
• How would the use of these strategies
contribute to increased access to the
mathematics for all students, EL, SEL,
SWD, & gifted?
© Prepared by the LAUSD Secondary Math Unit, 2008
G
E
O
M
E
T
R
Y
• 3x3 Sentence Builder
Use the paper provided which has 9 squares.
Pick 9 words from the target vocabulary list.
Place a word into each of the 9 squares.
Create a sentence using the 3 words on each
vertical column, each horizontal row, and
both diagonals for a total of 8 sentences.
Be prepared to share your sentences.
© Prepared by the LAUSD Secondary Math Unit, 2008
G
E
O
M
E
T
R
Y
Thinking Through a Lesson Protocol
© Prepared by the LAUSD Secondary Math Unit, 2008
G
E
O
M
E
T
R
Y
TTLP: Student Misconceptions
© Prepared by the LAUSD Secondary Math Unit, 2008
G
E
O
M
E
T
R
Y
TTLP: Student Misconceptions
• In your groups, come up with four
misconceptions you think students will
make.
• Discuss:
– Where in the task would this be evident?
– What strategy(ies) would you use to address
this misconception
– Describe how this/these strategy(ies) will
address this misconception
© Prepared by the LAUSD Secondary Math Unit, 2008
Thank you for your investment in raising
student achievement!
G
E
O
M
E
T
R
Y
Secondary Mathematics
Los Angeles Unified School District
333 South Beaudry
Los Angeles, CA 90017
Tel: (213) 241-2465
Fax: (213) 241-8450
Jeanne Ramos
Director
© Prepared by the LAUSD Secondary Math Unit, 2007
2008