Nov 23, 2023 Angles and Triangles Unit Test 20-2
Date Lesson Title Grade Level
Mathematics
Time in Lesson Subject Lesson #
80 mins 7 (UT)
Developed by
Anna Cochran
IDENTIFY DESIRED RESULTS
Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?
General Outcomes:
- Develop spatial sense.
Specific Outcomes (PoS):
1. Derive proofs that involve the properties of angles and triangles. [CN, R, V]
2. Solve problems that involve properties of angles and triangles. [CN, PS, V]
Objective in student-friendly language Assessment Strategies
What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?
By the end of this lesson, students will… - Unit test for the 5th unit of Math 20-2
- Understand complementary and supplementary angles o MC, Numeric Response, Long Answer
- Understand what it means to be parallel, and transversal - Sharing Circle employed after the test finishes as a
- Understand pairs of angles self-reflection tool based on strengths/weaknesses
- Understand Congruency
- Understand triangle proofs
Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?
- Pen/pencil/eraser - Visual representations concerning the unit's symbols (i.e.
- Calculator (TI 83/84+) using a graph, using visuals to relate formulas to shapes).
- different question styles, written response, mc, calculator
work/not, to allow all the chance to show what they know
Adapted from Wiggins, Grant & J. McTighe (1998)
o students must show steps from their calculator as a
way to assess understanding
LESSON PLAN SEQUENCE
Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?
- Remind due dates for homework assessments/reassessments
- No notes for test, just scrap paper, calculator and writing utensils
- FORMULA SHEET
- Let students settle in/take attendance
Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.
What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
- Passing out tests - Wait for test to be passed out 2 mins
- Checking cleared calculators, making sure students - Clear desk, take out what they need
have scrap paper - Ask any final questions
- Students have 70 minutes to write the test, remind
them
- Circulate, and check in on students as questions arise - Work on test, ask questions as needed 50-70 mins
- Lead sharing circle - Arrange in a circle/follow the instructions 5-7 mins
- Have students arrange in a circle around the class - Answer questions as asked
- One-word response to questions - Participate as asked based on classroom community
- How do you feel after the test? standards
- Was the test as expected?
- Provide support where needed
Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?
- Closure from the talking circle, formative assessment after the summative assessment employed in the class
Adapted from Wiggins, Grant & J. McTighe (1998)
Adapted from Wiggins, Grant & J. McTighe (1998)
