Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rachel Swierenga

Date

Subject/ Topic/ Theme Geometry/Perimeter and Area in the Coordinate Plane

Grade 9 - 10

I. Objectives
How does this lesson connect to the unit plan?
This lesson will extend perimeter and area to the coordinate plane. Students know formulas from previous lessons/units, and students practiced composite figures in
the last lesson, so now students work with situations where the numbers havent been given to them and they have to read them off a coordinate plane. This will pull
in the distance formula as well as area formulas. Students will work with composite figures in a coordinate plane and learn how to break them down into shapes they
know formulas for. This is the last lesson where students are working in two dimensions.
cognitiveR U Ap An E C*

Learners will be able to:

Estimate the areas of irregular figures from graph paper.

Find the perimeters and areas of regular or composite figures in a coordinate plane.
Use the distance formula to solve for side lengths of figures.

physical
development

socioemotional

R, U, Ap
R U Ap An
R U Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.9 12.G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
CC.9 12.G.MG.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working
with typographic grid systems based on ratios).
21st Century Skills (from skills21.org)
Problem Solving: Experimentation of new and familiar concepts while processing information until a viable solution is reached.
Collaboration: Working together to share, advocate, and compromise on issues critical to teams success.
Communication: The ability to properly read, write, present, and comprehend ideas between a variety of mediums and audiences.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should know area and perimeter of basic shapes, including: squares, triangles, rectangles,
circles. Students should know how to use the distance formula (the formula will be given to them on
the board during tests and quizzes).
Pre-assessment (for learning):

Students will complete a warm up involving slope and distance formula and multiplication of radicals.
This will let them practice strategies needed to identify figures and work with distance formula and
multiplying side lengths together.
Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Formative (for learning):

Students will answer questions and participate in the lesson while examples are being discussed.
Formative (as learning):

Students will complete a lesson check to assess how well they understood the concepts.
Summative (of learning):
Students will complete a homework assignment to practice these topics and eventually a graded quiz
and test.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Problems will be discussed in
words and the work will be shown
on the board. Students can also
follow along with the textbook or
the PowerPoint on the teachers
blog.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Vocabulary and formulas will be
reviewed, as well as symbols this
will be shown in words through my
lesson as well as in the PowerPoint
and the textbook.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Students have the opportunity to
work in groups or alone on
homework assignments.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be allowed to work in
groups or alone on their homework.
Students will work in groups during
the lesson to calculate side lengths.

Provide options for expression and

communication- increase medium
of expression
Students will verbalize answers in
class, enter answers from the
warmup on a computer, and write
down answers on homework

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Homework will be checked for
mastery/completion, not accuracy

Provide options for comprehensionactivate, apply & highlight

Vocabulary will be discussed,
important ideas highlighted, and
concepts will be applied using word
problems.

Materials-what materials
(books, handouts) do you
need for this lesson and
are they ready to use?
How will your classroom
be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students will realize that these
shapes and the vocabulary that
accompanies them will be used in
the next two lessons (that will be in
three dimensions, but the ideas
about distance formula and
coordinate planes will be revisited)

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
The students will complete a lesson
check so they can evaluate how
well they understand the material.

Students will need laptops for the warm up to enter their answers on the Google doc (shared with the
teacher). They will need paper and pencil to take notes. I will need my PowerPoint up and running on
the screen (so transferred onto the teachers classroom computer) and I will have the textbook up as
well (minimized) so I can use that to answer homework questions.
The classroom will be set up with rows of desks facing the no board. Students may look to the board
on the left side of the room if they wish. There will be an aisle between every group of two columns so
I can walk through the students.

III. The Plan

Time
:00

Components
Motivation
(opening/
introduction/
engagement)

:15

:17

:20

:22

:25
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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Say: Good morning! Please be working on the
Work on warm up, record answers in Google doc.
warm up I have posted on the board. If you
need formulas for distance and slope, I have
those written on the board as well. Please record
your answers in the Google docs as usual. Ill
Have homework out so I can come by and check it.
come around and check your homework while
you work, and then well go over it afterwards.
Ask any homework questions.
At the document reader, use the key for the
composite figures assignment to explain any
questions that students have.
Say: Today were going to take what we did
yesterday one step further. Well work in a
coordinate plane and deal with finding the
heights, lengths, etc. of these figures ourselves.
Go over Ex. 1 in the Student Edition PowerPoint.
Remind students that yesterday we discussed
breaking composite figures up into smaller ones
that we knew how to find formulas of. Today,
well work on a new method: well estimate the
area by counting whole and half squares. So if
you choose this method, when I check your
work later, I want to see that you counted
number of whole and number of half squares.
Work through examples, demonstrate counting
whole and half squares to get a total.
Go over Ex. 2. Explain that students must plot the
points, figure out what type of figure it is, and then
decide which formula goes with that figure to
calculate perimeter and area of the figure. First,
students must calculate slopes of each segment, so
say: Left third of the classroom, each of you
please calculate the slope from E to H. Check
amongst yourselves so we know were correct.
Middle third of the classroom, why dont you
take the slope from H to G. Right third, you can
calculate the slope for G to F, and Ill do the
slope from E to F. Wait about a minute and then

Count up half and whole squares; follow along

with example. Ask with any questions.

Work with respective groups to calculate slope and

distance of the line segment. Check answers, and if
necessary, correct work until everyone has the
same answer. Vote on a spokesman to represent the
group and defend answer.

collect the slopes from the groups. Make sure

EH/FG and HG/EF have the same slopes (if not,
ask the groups who handled the slopes to recheck).
Agree to classify the shape as a parallelogram,
since opposite sides have the same slope, and ask
each group to use the distance formula to calculate
the side length for each side.
As a group, add the side lengths together to find the
perimeter.
Ask: How can we calculate the area of this
parallelogram? Whats the formula? Wait for
answer, and then ask: Is there an easier method
for us to use so that we dont have to calculate
the base and the height? What do you think we
should do instead? To calculate the area, divide
EFGH into two triangles and use the formula for
area of a triangle.

:30
:33

:36

:40

:43

:46 :55

Closure
(conclusion,
culmination,
wrap-up)

Go over Ex. 3. Say: Here, even if we could

calculate the area of the shape itself, were going
to use a different method. Instead, were going
to draw a rectangle around the shape and
subtract out the extra area that we dont want.
Do we know how to find the area of a rectangle?
Wait for student response/formulas. Do we know
how to calculate area of a triangle? Wait for
student response/formulas. So well draw the
polygon and enclose it in a rectangle. What is
the area of that rectangle? Why do we use a
rectangle for this? Why not use another shape,
like a triangle?
Label four triangles surrounding the polygon;
calculate the area of those four triangles and
subtract from the area of the whole rectangle.
Say: Heres your lesson check; go ahead and
work on that and raise a hand when youre
finished so I can check you off. Once Ive
checked you off you may begin your homework.
Your homework is on the calendar and on the
blog.

Add side lengths together, using a calculator if

necessary.
Give formula for area of parallelogram.
Consider and explain why it would be easier to
divide the figure into two triangles.
Provide formula for area of a triangle.
Plug numbers in for area of a triangle.

Consider why we use a rectangle to enclose our

shape. Realize that the formula for area of a
rectangle is simple and that it is easy to read off a
coordinate plane because you only need a length
and a width.
Calculate areas of triangles; provide answers when
requested.
Work on and complete lesson check; raise hand
when done to get checked off. Once lesson check is
complete, begin homework, whether in groups or
alone.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not teach this lesson. However, while planning, I realized that this lesson pulls together a lot of formulas and concepts from
algebra (slope, distance formula) that the students might not know as well. I had to make the decision not to go back and reteach
those because that is not what Im testing them on; instead, I decided to give them the formulas and make it more about the shapes
and the geometry than the algebra. I think this should build right off of composite figures, and since they seemed to understand
composite figures, that is what I want to look at. I want the students to know why theyre using the formulas theyre using, so
making them justify their answer (checking the slopes of the sides to see if theyre parallel) will show me how well they understand
shape properties. I could have spent more time practicing this, but this material will come back fewer times than the composite
figures will.

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