Stage 1-Desired Results
- Established Goals:
- NY Math 7.PS.6 -Represent problem situations verbally, numerically, algebraically, and graphically
- NY Math 7.PS.11-Work in collaboration with others to solve problems
- NY Math 7.PS.14- determine information required to solve the problem
- NY Math 7.RP.5- Develop, verify, and explain an argument, using appropriate mathematical ideas and language
- NY Math 7.CM.3- Organize and accurately label work
- NY Math 7.CM.10- Use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale
- NY Math 7.A.6- Evaluate formulas for given input values (surface area, rate, and density problems)
- Understandings:
Students will understand that...
- The perimeter of a trapezoid is the same as any other geometric shape
- That the area of a trapezoid though similar to other shapes is different and they must be careful when using the formula
- That plotting the points of a trapezoid is the same procedure as any other shape
2. Essential Questions:
- How can we compare the perimeter formula of a trapezoid to the previous perimeter formulas we have recently learned?
- How is the trapezoid area formula similar to the triangle area formula?
- How is the trapezoid area formula similar to the parallelogram formula?
- Does it matter what base you use first in the formula? Why or why not?
- How do you know where the height is located in the trapezoid?
3. Students will know...
- Formulas for calculating perimeter and area of a trapezoid
- How to plot a trapezoid on a coordinate plane
4. Students will be able to...
- Calculate the perimeter and area of a trapezoid
- Plot a trapezoid on a coordinate plane
Stage 2-Assessment Evidence
- Performance Tasks:
- Students will plot a trapezoid on a coordinate grid (making sure to label all points graphed) and then find the perimeter of their trapezoid and calculate the area of their trapezoid. After they will give the points of their trapezoid to a classmate and have them plot, and calculate the perimeter and area and see if their answers match.
2. Other Evidence:
- Students will take notes throughout the class on examples done and of the video they will watch
- Students will be assigned a homework sheet on what they did in class
- Students will take a quiz on trapezoids
- Students will take a unit test on the perimeter and area of multiple geometric shapes
Stage 3-Learning Plan
- Learning activities:
- Remind students of what they did in the previous class (Classifying trapezoids) by putting up a do now question for them to do.
- Students will take notes and do a few examples on how to calculate the perimeter of a trapezoid.
- Students will Watch a short video (from math playground) on how to calculate the area of a trapezoid and they will take notes as they watch it.
- Students will then work on a few examples on the smart board on how to solve the area of a trapezoid and will explain to the class step on how they came up with their answer.
- Students will then take notes on how to plot and label a trapezoid on a coordinate plane.
- Students will then use the plotted trapezoid and solve the perimeter and area and show the class step by step on how they solved it.
- Students will then complete the activity previously mentioned in the performance tasks.
I think its great you could incorporate so many NYS learning standards into your lesson! It is very interesting for me to view math lessons because I have very little experience with math lesson plans. I really like the performance task of your lesson. It is a great way to integrate group work into your lessons! It should motivate student involvement in the lesson, because their partnhers work depends on theirs!
ReplyDeleteI really like the whole design of your lesson and think that your performance activity is awesome, students have to work individually as well as with a partner throughout your lesson. I also think your essential questions are great because chronologically speaking trapezoids are one of the last shapes covered but it is always good to review and compare all the shapes together as students learn them to keep the properties fresh and organized for them. Since quadrilaterals have so much overlap your essential questions take care of any confusion or questions students might have going in to the day's lesson. Nice job!
ReplyDeleteI really like your lesson. As you know I'm not a math person at all, but I believe by the way you set up your lesson and with your activities, I feel that I would understand it. I think your idea of a video would really help out clueless non-math people like me, and even the people who do understand it could benefit from an additional perspective. Also, the way you fit group work is very impressive. I believe students would really like this lesson!
ReplyDeleteThis is a wonderful lesson! Your essential questions are excellent! They allow students to make connections with other shapes, which will lead them to new knowledge. They also address possible misconceptions that are common amongst the students. I really like your performance task. It is hands on and will spark interest in the students. Great Job!
ReplyDeleteCarefully designed. It would be clear to list the knowledge and skills to be learned. Also please make the video link HOT! Your students will definitely enjoy the lesson! :-) PS. I love www.mathplayground.com.
ReplyDelete