Teacher: Pollock Room #: 237
Lesson # in Unit: 8.6
Date(s) 2/6-2/7
Academic Standard for Mathematics
Period (s):5,7,6 Lesson Topic:Similarity of Triangles
Type of Mathematical Knowledge Objective is seeking
to measure
https://learningconnection.doe.in.gov/Standards/PrintL
ibrary.aspx
Lesson Objective
By the end of the lesson, students will be able to:
Declarative
Procedural
Conceptual
Find lengths of segments in figures using similarity
theorems.
Standards:
G.4.4 Use properties of congruent and similar triangles to
solve problems involving lengths and areas.
G.4.5 Prove and apply theorems involving segments divided
proportionally.
Standards for Mathematical Practices
Make sense of problems and persevere
in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique
the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in
repeated reasoning.
Mathematic Conceptual Categories
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
Common Core Literacy Standards: https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx
Reading/Writing for Technical Subjects:
G-SRT.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain
using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and
proportionality of all corresponding pairs of sides.
G-SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
Supporting Diverse Learners
Student Assets: Students know how to solve proportions but will need some help seeing visualizing similar triangles in certain pictures
and situations. They will just be introduced to new theorems involving similarity and proportions.
Anticipated Challenges: The biggest challeng in this lesson will be moving outside for the activity with everyone knowing what to
do, how to do it, with the correct materials, and in a timely manner. I will need to be very explicit with the students to make sure
everyone understands the directions.
Considerations for IEP and/or ILP: This lesson is designed for students who do not necessarily understand material well from just
taking notes. It allows students to experience the material in a different way.
Checklist Overview: Use the checklist below to select your method(s) and your support strategies for this lesson. In the
agenda section that follows, be sure to name the strategies in the appropriate section.
Rationale for Method(s): Why are you approaching the lesson this way? I want to do this lesson in a way which will
spark student interest and then let them explore that interest while doing something unusual. During warm-up and
homework, students will have questions about the indirect measurement problems. Right after the problems that students
will have questions with, they will go do the mirror activity. The mirror activity allows students to experience the concept
hands on and work together in groups to socially construct understanding.
The notes taken will be very quick and will give students a lot of time to work through guided practice problems to apply the
theorems introduced. The last thing in class will be to go over quizzes over 8.1-8.4. We will need to address certain
problems that were missed by most problems.
Method(s) for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Lecture or Direct Instruction
Question/Answer
Learning Stations
Study Skills
Two column notes
Guided note taking
Opinion-proof chart
Problem-solution chart
Venn diagram
Cause and effect frames
MVP Most Valuable Point
Creating metaphors
Other
Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other
Reading Strategy
EQW
Experience/Questions/still
wondering
KWL (word problem
chart)
Five-Step Problem
solving
Reciprocal teaching
Graphic Organizer
Anticipation/Prediction
guides
Word Problem Roulette
Problematic Situation
Read-talk-write
Directed reading thinking
activity
Other
Use of Technology
Cell Phone
PollEverywhere.com
CPS Clickers
Elmo Document Camera
Software
Student Computers
Teacher Computer w/LCD
Video Clips/DVD
Website
Web 2.0 tool
Other
Writing Strategy
Learning Logs
Question/Answer
Relationship
Question the Author
RAFT
Writing to Learn
Social-academic
language translations
Graphic organizers
Outlining
Other:
Vocabulary Strategy
Frayer model
List-group-label
Semantic feature
analysis
Word Sorts
Number Cubes
Cue Cards
Vocabulary selfawareness activity
Creating metaphors
Concept Definition Maps
Other
Strategies Rationale: Why are you selecting these support strategies? What will these help you and your students
accomplish? I want the students to understand the mathematical vocabulary and language in a way that students can
understand.
Agenda:
Warm up - Review leading up to indirect measurement
Check HW - finish with #29 mirror problem. Leave them hanging a little then introduce Mirror activity.
Mirror Activity - Go outside and have students take measurements. Be sure to make the directions very clear and
straightforward.
Notes 8.6
Guided Practice - Pg 203 #310
Agenda
Anticipatory Set: How will you support students in accessing prior knowledge, personal, real world, and/or
cultural connections? The warm up and homework check will address problems that will directly relate to the
activity we'll do in class.
During: What support strategies will you use to scaffold students learning so they meet or exceed targeted
objective? The mirror activity will help kids to understand proportionality of similar triangles which is the topic
for this and the previous lessons. Notes and guided practice problems will get students more involved with
different shapes and forms of similarity.
Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts
taught? I'll have kids fill out exit slips. The question will be, "How did the mirror activity help you understand
the concept of similarity better?"
Formative:
Summative:
Class discussion
Test
CPS clickers
Project
Email teacher
Report
knowledge
Entrance/Exit slip
Presentation
comprehension
Teacher Observe
Final Exam
application
Other
Thumbs up, neutral, or down
analysis
Homework check
synthesis
Listened to conversations
evaluation
Math Journal
Quiz
Video quiz
Voting
Whiteboard Check
Other
Use of Materials
Additional Teacher Preparation:
Teacher’s Manual pg #
Copy: Warm up, Notes 8.6, mirror activity, WKST 8.6
Student Text pg # 203
Picture Books
Locate: HW Key, mirrors, tape measures
Handouts: warm up, notes, mirror activity, wkst 8.6
Manipulative:mirror, tape measure
Related Equipment:
Adapted materials:
Daily Assessment How do you know
your students met your lesson
objective(s)?
Additional Reference/Sources of Information:
Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What
worked well? What needs to be changed for next year? What are the next steps for the students and how will you get them
there?
Class went very well in blocks 7 and 5. But, in block 6, the students were moving very slowly and were unengaged. I
worked to get them back on track but they were still moving slowly so we didn't get through all the notes. I talked with
Amanda about how much I should involve students in the plan for the day and how I need to make sure everything
important has to get done.