Lesson+Plan+2

The classroom is designed for students to work in groups and thus the desks are situated in small groups of three or four. The arrangement of the desks is in such a way that all students have clear view of the whiteboard. Each group of desks is spaced out so that the instructor has access to each student. The classroom is composed of mostly 11th graders with one 10th grader and one 12th grader. There are 21 students in the class, 15 are male and 6 are female. These students live in the area and are all English first language students. None of the students have an IEP or a 504 plan. Assessment will be largely student based for this individual lesson. The student will complete their in class activity and homework and be ready to ask questions the following day. Any in class work that is not finished will be part of the homework and due the next day. The teacher will circulate while the class is working and informally assess student learning. Grading will be on completion of homework. The students will be asked if they understand the material and if not what help do they need. A quiz over the cumulative material will be given prior to the test to assess student progress. The students will then be able to work on any weaknesses they may have on the material. Students are already arranged in cooperative groups from the seating arrangement. Students are encouraged to work together during in class problems. The group arrangement allows for students to participate in classroom discussion and gives students as well as the teacher the opportunity to answer questions and address any misconceptions. The learning targets are selected from the current __Washington State Mathematics Standards__ adopted by the OSPI. The learning targets require the student to use their previous mathematical knowledge in the areas of **Inductive** and **Deductive** reasoning. Students will be gaining an understanding of **Congruence** and **similarity** properties in geometry and when to apply them. These targets will prepare students for life outside of their K-12 experience as well as standardized tests such as the WASL and college entrance exams. The learning targets contain the necessary concepts for the student to be successful in subsequent lessons. Assessment will be largely student based for this lesson. The student will be responsible for conveying any difficulty in understanding through the homework and in class examples. The following day homework will be stamped according to completeness and understanding. Students will use their groups as an assessment of their individual understanding and determine if they require additional help from the teacher. The teacher will use a formative assessment evaluation through random questioning and group questioning. Also the teacher will circulate during group work and assess student understanding and reasoning. Students will have the opportunity to create experience learning through a variety of strategies. Students will have the support of their cooperative learning groups as well as extending their support to other groups as necessary. The teacher will provide guided instruction as well as stimulating critical thinking. Students will understand that the classroom environment is one of teamwork where each student may be successful and each student has something to contribute. Thus all thoughts and ideas will be respected and students will not feel apprehensive in participation with the entire class. Core plus and the teaching strategy behind it is one the **NCTM** (National Council of Teachers of Mathematics) standards based High School Mathematics curriculum. The research base behind core plus is funded by the **NSF** (National Science Foundation). More information on both of these entities may be found at: for the NCTM (www.nctm.org) and for the NSF (www.nsf.gov). Parents have been sent home a letter containing the teachers contact information, grading procedures, course outline, student and teacher expectations, and web access information. Also parents are encouraged to actively participate in their child’s school experience through two way communication with their child and the child’s teacher in appropriate situations. **Reflection 2:** This lesson was much better than lesson 1, and in fact was probably my most successful lesson to date. I was able to keep the students on task, interested and I was very prepared for all of their questions. They didn’t ask any questions that I was not anticipating. The questions they did ask I went over on the board or individually. Unlike the previous lesson the material was new so the students were much more on task. I feel that the goals for this lesson were met and that the students had a good understanding of the concepts. Even the students that sometimes do not give a good effort seemed to be motivated. In this class the lessons are drawn from the book (Core Plus) and thus are very easy to follow. Also all the lessons in the book that the teacher guides the students through are very student oriented. This is the nature of this particular class and the Core Plus mathematics approach. This was a great lesson for me in every aspect.  J
 * Daniel Schmidt **
 * High School **
 * Date Taught: October 21, 2008 **
 * Classroom and Student Characteristics Plan: **
 * Instructional Plan: **
 * **// Learning Targets //**
 * **//G.1.B//** //Use inductive reasoning to make conjectures, to test the plausibility of a geometric statement, and to help find a counterexample.//
 * **//G.1.C//** //Use deductive reasoning to prove that a valid geometric statement is true.//
 * **//G.2.A//** //Know, prove, and apply theorems about parallel and perpendicular lines.//
 * **//G.2.B//** //Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal.//
 * **//G.3.B//** //Determine and prove triangle congruence, triangle similarity, and other properties of triangles.//
 * // Assessment Strategies //**
 * // Grouping of Students for Instruction //**
 * // Learning Experiences //**
 * //Introduction://
 * An opener provided by the master teacher (Travis Antons) will be placed on the board.
 * The teacher will ask if there are any questions on work from the previous day.
 * Any questions will be addressed using an appropriate time frame.
 * // Guiding Questions: //
 * If so something seems true does that make it true? For example: If two lines look parallel does that mean they are parallel? Or If a triangle looks like a right triangle does that mean that it is a right triangle?
 * What assumptions can we use when proving congruency or similarity?
 * What assumptions can’t we use to prove congruence or similarity?
 * // Class work: //
 * The teacher will discuss properties of a rectangle.
 * The teacher will have students read and then the class will work together through each question. The teacher will then answer any questions and explain any misconceptions the students may have.
 * Questions 1-5 as time allows on pages 316-317. The teacher will go through each question provoking responses from the students.
 * Students will continue on as the teacher circulates through the class.
 * // Closure: //
 * Students will be asked if they have any questions on the in-class work or on the homework that is due the following day.
 * Students will be reminded that Congruent Parts of Congruent Triangles are Congruent and that we can write that as CPCTC.
 * // Homework: //
 * Students will be expected to complete any in-class work that was not finished during class.
 * Problem M-2 (Proof under given conditions) on page 311 will be assigned as homework.
 * // Instructional Materials //**
 * White board
 * Markers
 * Overhead Projector
 * Transparencies
 * Textbook: Contemporary Mathematics in Context; Course 3 Part A, Teachers Guide
 * Instructional Plan Rationale **
 * // Learning Targets //**
 * // Assessment Strategies //**
 * // Learning Experiences //**
 * // Research Base //**
 * // Family Interactions //**