Saint Francis University Loretto, PA 15940 Education Department Lesson Plan Format
Saint Francis University Loretto, PA 15940 Education Department Lesson Plan Format
Saint Francis University Loretto, PA 15940 Education Department Lesson Plan Format
EDUCATION DEPARTMENT
2.9.8.A : Name, describe and apply geometric relations for 1-dimensional shapes and 2- dimensional shapes and 3-
dimensional solids.
ELIGIBLE CONTENT:
The teacher will go over the Section 6.1-6.3 quiz on the Board with all students who took the quiz in class on Wednesday
(with 100% participation).
The student will find the value of each variable in the isosceles triangles on the PowerPoint with 75% accuracy.
The student will find the value of each variable using properties of angle bisectors and medians on the PowerPoint
with 80% accuracy.
MATERIALS:
Section 6.4 PowerPoint
Pencil
Paper
Chromebook
iPad
Stylus
ACTIVITIES (There are three sections here):
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
The teacher will ask students what things are equal in isosceles triangles.
The teacher will ask students what things are equal in equilateral triangles.
The teacher will explain that we used these properties to solve for various angles and side lengths in isosceles and
equilateral triangles throughout the lesson
In addition, the teacher will say that we also reviewed properties of angle bisectors and medians at the start of the
lesson which is something that a lot of you wanted to have a review on.
ACCOMMODATIONS/MODIFICATIONS:
Student 1
o Will receive a copy of the completed Teacher’s notes for this section at the end of the lesson
Student 2
o Will received reduced homework assignment (Pg. 250 #12-16) instead of (Pg. 250 #12-18)
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
The student will master the objective of finding the value of each variable in the isosceles triangles through an
informal check for understanding by the teacher as the teacher walks around the room
The student will master the objective of finding the value of each variable using properties of angle bisectors
and medians through an informal check for understanding by the teacher by calling on volunteers to give their
answers to each of the five questions on Slide 2 in the PowerPoint.
The teacher will master the objective of reviewing the quiz with students by having students give a “thumbs up”
or “thumbs down” signal to indicate whether or not they have questions about the quiz.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):
I felt that this lesson went over really well. This was a good way for me to incorporate a quiz review, tie in old
material, relate old material to the new material, and get all of my students caught up and on the same page. I
had my second formal observation from Mr. Cunningham for the first part of this lesson. I thought that this was
a very good time for him to see me “tie up loose ends” with my students.
I had students out for different parts of the week for various reasons. I also had students who owed me
homework assignments. While no students had any homework to turn in to me, they all know what is expected
of them after our lesson. Students struggled with the basic concepts yet they understood how to do the math
behind the problems. This became apparent when I was reviewing with them on the Section 6.3 material.
I re-emphasized the fact that we were dealing with angle bisectors and explained how angle bisectors can be
useful for isosceles triangles. I feel that the lesson went over in a much smoother manner as a result. I am
learning that Geometry is very cross-curricular in terms of topics. I want my students to get the full experience
of understanding that mathematics is in the world all around them and that they may even start to like it by the
end of the course.
I feel that I could have done better at incorporating technology in this lesson. I wanted to teach using a
PowerPoint, but I realized that this would not work using the iPad technology. I had to convert my file over to a
PDF form in order to get it to work while using the iPad. While I like the way that I am conveying my notes to
the students, I feel that I should be able to find some different ways to present my material to the students. I
look forward to changing my delivery up a little bit in any way that I can.