5E Student Lesson Planning Template



|Teacher: Melvia Dillard |

|Date: June 14, 2013 |

|Subject area / course / grade level: Math / Geometry/ 10th Grade |

|Materials: Teacher laptop, projector, student laptops with Microsoft excel software |

|TEKS/SEs: |

|8.7 Geometry and Spatial reasoning. |

|The student uses geometry to model and describe the physical world. |

|(B) The student is expected to use geometric concepts and properties to solve problems in fields such as art and architecture |

|8.10 Measurement. |

|The student describes how changes in dimensions affect linear, area and volume measures. |

|(A) The student is expected to describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally. |

|8.14 Underlying processes and mathematical tools. |

|The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and |

|outside of school. |

|(A) The student is expected to identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and |

|with other mathematical topics. |

|8.15 Underlying processes and mathematical tools. |

|The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models. |

|(A) The student is expected to communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or |

|algebraic mathematical models. |

|Lesson objective(s): The students will be able to |

|Find Perimeter of Composite Figures |

|Create a graph from the data they enter in their spreadsheet |

|Differentiation strategies to meet diverse learner needs: |

|Students will work in groups, which will allow students to each contribute their individual strengths to the group effort. Additionally, they will be able to |

|use a variety of resources for their research. |

|ENGAGEMENT: Missing Measures Puzzle |

|The Engage phase of this lesson is designed to create student interest in perimeter by accessing prior knowledge. The students will determine reasonable side |

|lengths of a composite figure. |

|Students should work in groups of two to complete Missing Measure Puzzle (worksheet). Use your estimation skills to label the side lengths of the figure shown|

|using the measurements provided in the box. Each measure can be used more than once. |

|Once students have completed Missing Measure Puzzle, distribute a ruler to verify their solutions |

|Students will record data on the template provide for them. |

|Teacher will ask the following Facilitation Questions as needed. |

|What could you as a benchmark to estimate 1 inch? |

|Which line segment appears to be the longest? |

|What would be a reasonable choice for its length? |

|Which line segment appears to be the shortest? |

|What would be a reasonable choice for its length? |

|What is the relationship between these line segments? |

|EXPLORATION |

|The Explore phase is designed to allow students to investigate the perimeter of composite figures. The students will use rules, calculators, and the |

|Mathematics Chart to find the perimeter of several composite figures. |

|Place a Station Tent and four laminated copies of corresponding Activity Master: Design Job at each station |

|Assign each group of two to three students to a station. |

|Set the stopwatch or timer for approximately 10-15 minutes. |

|Students should follow the directions on the Station Tent and work with their groups to complete We Design worksheet. |

|When timer rings, students should wipe off the laminated pages and change stations. (Continue until all students groups have completed each station). |

|The Teacher will asked the following facilitation questions |

|What is the perimeter of a figure? |

|What figures comprise the composite figure? |

|Station A: Pizza Shop Design Job (What fraction of each circle’s circumference is part of the logo’s perimeter?) |

|Station B: Pyramids Inc. Design job (What do the tick mark mean?) |

|Station C: Straight Arrow Design Job (What fraction of each circle’s circumference is part of the logo’s perimeter?) |

|EXPLANATION |

|The Explain phase of this lesson helps students formalize their understanding of finding the perimeter of composite figures. |

|Vocabulary Focus: circumference, composite figures, perimeter |

|Debrief We Design using the Discussion Questions to lead a whole-class discussion. |

|Discussion Questions |

|1 What is the perimeter of a figure? What is a composite figure? |

|Station A: A Pizza Hop Design Job |

|What shapes are combined to create the Pizza Shop Design? How did you find the perimeter of the Pizza Shop design? What is the radius of the circle? Which |

|circumference formula did you choose to use? Why? What is the perimeter of the Pizza Shop Design? What expression could be used to find ¾ of the circumference|

|of 1 circle? What expression could be used to find the part of the logo’s perimeter that is formed by all 4 circles? |

|Station B: Pyramids, Inc. design Job |

|What shapes are combined to create the pyramids Inc. design? How was the Pyramids Inc. design job different from the Pizza Shop design job? How did you |

|determine the length of the sides marked with a single tick mark? How did you determine the length of the sides marked with a double tick mark? What is the |

|perimeter of the Pyramids Inc. design? |

|Station C: Straight Arrow Design Job |

|What shapes are combined to create the Straight Arrow Design? How was the Straight Arrow design job different from the Pizza Shop and the Pyramids Inc. design|

|job? How did you find the perimeter of the Straight Arrow design? What is the diameter of each circle? Which circumference formula did you choose to use? Why?|

|What is the perimeter of the Straight Arrow design |

|Teacher will teach students how to take data and put into in excel worksheet and make a graph. |

|Students will format cells to wrap text. Enter color headings, Add headings, Name and save document, |

|Students will enter data from pictures, first estimations, and then actual measurements |

|Make a graph comparing the data |

|Create the graph on excel |

|ELABORATION |

|The Elaborate phase of the lesson provides students the opportunity to apply their knowledge of composite figures in a variety of problem situations. |

|Students should work independently to complete Independent Practice (worksheet). |

|Students will use different composite figure, finding the perimeter and using the data to put into an excel spreadsheet. |

|Students will gather the data from the figures they will be working with to put into an excel spreadsheet. |

|The teacher should be actively monitoring student work by checking students’ progress and asking the Facilitation Questions as needed. |

|What shapes are combined to create the figure? |

|How could you determine the missing measures? |

|What part of each circle’s circumference is part of the figure’s perimeter? |

|EVALUATION |

|In the Evaluate phase, students will have the opportunity to assess what they have learned in this lesson. |

|Students should work independently to complete Evaluate: Perimeter of Composite figures (worksheet with 5 questions) |

|The teacher should use a rubric to assess student understanding of the concepts addressed in the lesson. |

|The students will also save their Microsoft spreadsheets and charts on the computer and print them. I will give each child/group the opportunity to present |

|his/her individual projects to the class. |

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