9-20-18 Lesson Plan

Dakota State University College of Education LESSON PLAN FORMAT Name: Audrey Kosman______ Grade Level: __8th Grade Algebra _______ School: __Blackhawk Middle School_____ Date: ___September 20th, 2018______ Time: __Block 3 - 1:24 to 2:55_(91 minutes)_____

Reflection from prior lesson: Students will have just finished their assessment on the four transformations: translations, reflections, rotations, and dilations. Looking at their SGAs (Student Growth Assessment) the districts pre-assessment data, states that 25/25 students scored at the beginning level on the task related to parallel lines cut by a transversal. Students demonstrated that they knew that angles that form a straight angle add up to 180 degrees, but did not demonstrate a knowledge on how to apply that. This is a kinesthetic lesson in an effort to encourage hands on experiences, their own inferences, and give them the opportunity to manipulate materials to discover relationships.

Lesson Goal(s) / Standards: CCSS.MATH.CONTENT.8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. Math Practice Standard: MP3 English Language Arts Standards: Speaking & Listening 1 SL.8.1 Objectives: Students will identify parallel lines and a transversal. Students will describe what it means for angles to be complementary/supplementary. Students will recognize relationships of angles created when a transversal line cuts two parallel lines. “I can with 90% accuracy identify a parallel line and a transversal and name it” “I can with 90% accuracy describe complementary and supplementary angles to my peers and teacher.” “I can with 90% accuracy recognize the relationships of the angles created with a transversal intersects with a pair of parallel lines.

Materials Needed: 2 pieces of paper

Scissors Writing Utensil Computer

Contextual Factors/ Learner Characteristics: This is the last block of the day, so students tend to be a little bit more fatigued, so it is important to keep students engaged. There are 17 males in the class and 8 females, 15 students are Hispanic and 10 are White (non-Hispanic) students. 9 of these students are receive free lunches and 3 students receive reduced lunches. There are no students on IEP’s. but there are two students on 504’s for hearing loss and Asperger’s. Taylor Siekierski is the student who has hearing loss and so to aid to him, there are frequent checks for understanding. Chris Aylward is the student with Asperger’s and to help him be successful, it is important to keep him on task because he struggles with staying focused. Two students are bilingual with Spanish as their native language and have been out of the LEP program for 3 and 4 years, so to ensure their success it is important to repeat directions and check in frequently for understanding of the material and tasks. Also, factors of the students in this Block is one of the students Oscar Gagala who very recently and unexpected lost his mother. A table of four females is fairly chatty, overall, it is on task discussion. Donald Lux is primarily a task avoider and works best when he is able to move to back table. I have a solid relationship with this class and these students because I have been in the classroom for a fairly significant amount of time and I have instructed this group of students before and had positive experiences. Brain Activity Allotted time (10 -12 minutes): The brain activity is a reflection piece and more work on solving two step equations with both positive and negative integers. The students will be rating themselves on a 1-4 scale with 1 as beginner level and 4 as exemplary. Also, they will be asked to write a short reflection on how they felt overall about the summative assessment and how they prepared for it. Then there will be two 2 step algebraic expressions given to them that they will work through. Then after their 5 minutes of independently working, they will be given 1 minute and 30 seconds to talk to their groups and see what each other came up with. Then we will come back together as a whole group and I will show them my work for problem #2 and ask them to analyze my work and give me feedback. Then for problem 3, I will ask a students to walk me through step by step to solve it. Students will provide visual feedback and give explanation through steps. I will expect student participation and utilize the cubes to recognize when students participate in whole group discussion or collaboration in small groups.

Learning Targets / Expectations / Introduction to Speaking Listening Standard for Collaboration (10 – 15minutes) Utilizing the cubes, students will read the learning targets after the brain activity. This is a routine that the students are accustomed to. The learning targets connect to the past, present, and future. The students will read aloud: “In the past, we identified complementary and supplementary angles. Today: I can discover patterns about the angles created when parallel lines are cut by a transversal. (8.G.5) I can engage effectively in a collaborative discussion and critique the reasoning of others. (SL.8.1 and MP3) Tomorrow, we will use angle relationships to identify and calculate angles created when parallel lines are cut by a transversal.” After the learning targets are read, we will continue on to read aloud the Expectations for us in our class and every class. Students will read this below: Today, in our class, we will… ...use language of opportunity. ...come to class prepared to learn and help others. ...follow instructions the 1st time given. ...be brave by asking questions, advocating for ourselves and collaborating with other mathematicians. ...demonstrate respect by actively participating. The standards are stated in student friendly terms to make them more relative to their learning. *Discuss the quote of the week and how it refers to collaboration and critiquing the reasoning of others as stated in the Learning Target* QUOTE OF THE WEEK: The true strength of our class lies in the collaboration of learners, not in the knowledge of one expert. Highlight the 3 and 4 Categories of Engaging effectively in collaboration. Go through about the top 6 bullet points in Category 4.

A. The Lesson - DISCOVERY 1. Introduction (15 mins) https://tapintoteenminds.com/3act-math/railing-reconstruction/ Show students Act 1 and ask them to think about what they notice and wonder during video. 1 minute collaboration with small group. Ask student to share what their group talked about. Show students the Act 1 video again, this time look at it through a mathematical lens and every group will share. This will be written on the back on a poster board.  To past experience and/or knowledge – All students are familiar with a railing, so asking for students to state what they noticed on a stairwell and observing a railing relates to their everyday lives.  Creating a need to know – They see the video on how it would be useful when they are in real life situations and doing the work  Sharing objective, in general terms – discover how parallel lines intersected by a transversal create angles with congruent relationships. Also, encourages out of the box thoughts and collaboration with students. 2.Content

Delivery (include time allotment & instructional methodologies) (35 MINS) Act 2 Question: “Find the value of X” will be proposed and students will be able to independently work on their blank sheet that they used earlier for brainstorming. Then after 3 minutes, students will write down their best guesses and put it off to the side. Students will be instructed to grab a new sheet of lined paper and a pair of scissors. Fold that paper to form 2 parallel lines (model) Fold paper so it has a single cut to form the transversal. Label angles (start anywhere) and label clockwise 1 – 8. Then with group scissors, cut out each of the angles. Once all of the angles are cut out and the scissors are returned to the box or a fellow teammate you may stand up. After I see the work, I will instruct students to sit and to play with them and write any findings or discoveries about them that you saw. Expected answers: That they are congruent, that they are supplementary, that they are the same, that they equal 180. Whole Group Discussion of Discoveries 1 more minute to check original work and find the answer of X. Act 3 – Show the answer. Compare their work to their tablemates. Celebrations.

Closure (include time allotment) (20 MINS)

B. Assessments Used EXIT SLIP Rating themselves on their collaboration on a 1 – 4 scale. Finding Congruent angles on Parallel lines cut by the transversal. Given an Angle Measurement, find the missing angles. Observation - I will be able to see their reflection of their collaborating, also I can see the depth of their understanding of being able to recognize congruent angles and how that relates to finding unknown angle measurements.

Remind Students of Homework W.8, W.9, W.10 30 minutes. Whole group closure: Review learning targets and ask students to summarize what we did today. Expected Answers: Parallel lines never touch, transversals intersects parallel lines, transversal and parallel lines make angels, certain angles are congruent, supplementary is the sum of angles to equal 180 degrees, complementary angles add up to 90 degrees. C. Differentiated Instruction Remediation – Students will be working in groups or areas that they have proved to be helpful and useful when collaborating. If I see a student is not engaging because they do not understand the material then I will select their exit slip and review it and check on the student the following class period. If someone is not as secure in the exit slip, I would advise them to work on W.7 Also, the homework assigned is W.8, W.9, W.10 where students who are struggling to grasp the content can work on W.8 to build up their skills. This demonstrates student choice and differentiation. Enrichment – To keep students engaged, they are given a variety of content with different difficulty for their homework, so if they find and prove that they have mastered a topic, they are then allowed to move onto the next area of content. This demonstrates student choice and differentiation. W.9 W.10 Language Support – For language support, there is not a lot of written notes for this discovery aspect. More frequent check-in’s for listening. Also, Exit Slip I will read aloud the directions and will be available to help during the brain activity if they do need more assistance. D. Resources https://tapintoteenminds.com/3act-math/railing-reconstruction/ - 3ActMath http://www.corestandards.org/Math/Content/8/G/ - CommonCoreStandards https://www.ixl.com/math/ - Homework