Area+of+a+Triangle+Lesson+Plan

= Area of a Triangle Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 27 || **Date / Time ** March 8 11:45 am || Math |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students have been learning about find area of several different quadrilaterals. || Students will learn how to find the perimeter of a polygon. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Standard: 3.0 Knowledge of Measurement <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Topic: C. Applications in measurement <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Indicator: 1. Estimate and apply measurement formulas <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Objective: b.Determine area || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">HCPS Geometry unit assessment || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be able to find the area of a triangle. || <span style="font-family: Arial,Helvetica,sans-serif;">Language Function: calculating area by using a formula <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary:base and height <span style="font-family: Arial,Helvetica,sans-serif;">Connecting words: temporal (first, next, then) || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will find the area of a triangle and then incorporate it in to a drawing. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Intern's Name **
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 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pre-assessment: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Purpose and relevance: **
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 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Summative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (towards which the students are working: unit assessment, benchmark assessment...) ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Academic Language Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // = <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Data-based Information – Pretest <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">and/or Formative Assessment) **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Anticipated Misconceptions or Areas of Confusion ** |||||| **Instructional Decisions based on** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**the Data** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students’ Prior Knowledge **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Students know how to find the area of a parallelogram. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">The formula for a triangle is just like the formula to find the area of a parallelogram but you multiply 1/2 x base x height. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Madison has a harder time grasping the concepts and needs more instruction. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">I will walk around while the studnets work on their assignment. I will sit down with Madison to make sure she has an understanding of how to find the area of a triangle. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // =
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Diversity / Multicultural Factors **
 * <  |||| Students will create a masterpiece inspired by themselves using the triangle given to them. ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Scott Foresman and Addison Wesley Mathematics Grade 5 Volume 3 Teacher's Guide, Mathematics Grade 5 Workbook ||
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Materials ==

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">document camera, projector ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology Integration **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(If applicable) //

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Teacher must measure triangles and cut them out for the students. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher Preparation and Resources **


 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Management Considerations **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Motivation, Procedures, Transitions, Materials, Behavior)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Materials will be supplied to students who may need th ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">For students who finish early they will be given problems to work on independently. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Possible Modification of Plans **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time ** || ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Procedure == || · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Warm-up · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Motivation · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Bridge || 10 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">.Warm-Up: Determine the area of the patallelogram. 5 diagrams of paralellograms.
 * = <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Sequence = || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Approximate **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Planned Beginning//**

Take a tally of which students did their homework and take note of which students did not. Ask students if they had any questions about the homework and go over any questions students may have. || //(Clearly explain instructional activities in sequence.)// || 10 min
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Development of the New Learning//**

35 min || Procedure: 1. Students will be introduced the formula for finding the area of a paralleogram. A= 1/2 x b x h A= area b = base h= height 2. Ask the students how the formula for parallelograms is similar to the formula for triangles. 3. Have the students work with the person next tom them to draw a paralleogram. Have the students find the area of the parallelogram. 4. Instruct students to draw a diagonal from the upper right corner down to the bottom left corner. Then have students figure out the area of one of the triangle. (Notice it is half of the area of the parallelogram.) 5. Draw three triangles and ask the students to independently solve for the volume. After a few minutes call on students to come up and solve the problems. 6. Ask students if they have any questions. 7. Tell the students that each one of them will be given a triangle. They will be required to find the area of the triangle by measuring the height and the base. One a piece of paper they will show their work. One the other side of the paper they will glue the triangle and make a picture out of the triangle and include at least two more triangles where they will find the area of also. || <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; font-style: normal; font-weight: normal; margin: 0in 0in 0pt;">(As appropriate to lesson) ||  || N/A || **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Closure) //** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Summary · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Homework || 5 min || Debriefing: Students will be asked to clean up their materials and hand in their artwork. Students will then be given the homework and go over the directions with them. || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // = // What does the data from the formative assessment indicate about student learning? // // To what extent did the students acquire the intended learning? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">During instruction, students seemed a little lost with the formula for triangles. They did not understand that you need to multiply by one half. After I gave them the problems to work with a partner, I began to walk around and check students work. I noticed that students had an understanding. A few students at first forgot to divide by 2 but eventually got it. All students completed the problems correctly before moving on to the measuring and drawing activity. If students got a problem wrong I would send them back to their seats and remind them of the formula. || // Address a minimum of three of the following questions: // // What is working? What is not? For whom? Why? // // How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? // // What changes would you make to your instructional procedure that would improve student learning? // // How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? // // How did the feedback you gave students help address their needs in relation to the instructional objectives? // // Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? // // Based on the results of this lesson, what are your next steps? // // What big ideas or insights are you developing about teaching? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt; tabstops: right 6.5in;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">I believe the activity with dividing the parallelogram in half worked well for many students. The students were able to see that just taking base times height was not enough because that would be a parallelogram. The students saw that a triangle was half of a parallelogram. The formula did not work for some students. I did not realize that students did not know how to multiply by a fraction. I had to change my instruction and tell students to divide the product of the base and height by two. When I explained it this way students were able to understand. For the students who answered the problems wrong, I gave them reminders of how to find area of a triangle. I would point out what they did wrong so they could go back and fix the other problems. This helped all the students to meet the objective because they were all able to correctly answer questions that involved area. Based on the result of this lesson, I believe the students have an understanding of two dimensional figures. I will continue to bring this up and review so students remember that the area of a triangle is ½ the base multiplied by the height. I believe the students are now ready to move on to more complex figures like 3 dimensional figures. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Enrichment or Remediation//**
 * === //Planned Ending// ===
 * ** Analysis: **
 * **<span style="font-family: 'Arial','sans-serif';">Reflection: **