Direct instruction

Teacher(s): Joey Canzona, Tyler Rebe, Shanley Valdes Subject: Math (8th Grade Geometry)

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

HSG-MG.A.1: Use geometric shapes, their measures, and their properties to describe objects (e.g.
modeling a tree trunk or a human torso as a cylinder).
HSG-MG.A.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).
Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to...

Apply formulas for area and perimeter to deal with real world problems.
Evaluate the relationships between two volumes as a ratio of one another

Essential Question
How can students use the formulas for area to make the best use of space in a garden?

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

There will not be a formal test of mastery, but we will see how well the students are receiving the information by how much
they participate and how well they do on the guided practice.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Connect the formulas for area and perimeter and be able to find perimeter given the area and a
dimension, and vice versa given the perimeter and a dimension.
Explain how the concepts of area and perimeter relate to their own lives
Key vocabulary: Materials/Technology Resources to be Used:

Area Plickers

Perimeter Kahoot

Volume

Opening (state objectives, connect to previous learning, and make RELEVANT to real life) ENGAGE/ hook the students

We will open this class with a game of Plickers. Each problem will be a review question that will lead into the following
lesson. The questions will include finding the area, perimeter, and volume of simple shapes. The last question will be a real
world word problem similar to those that will be in the lesson.

Ins Teacher Will: Be specific Student Will: Be specific

tru
cti Teacher will introduce the garden problem by displaying Students will listen to teachers instructions. Students
ona a diagram of an empty garden plot and several different will then write down the different formulas for area
l types of flowers. All flower pots are different circular (square and circle) and connect how those relate to the
Inp areas. The teacher will explain the initial task of the task at hand. Students will connect geometric areas to
ut garden problem, which is finding the area of the garden real world applications.
and flowers.
 Co-Teaching Strategy/Differentiation: The goal is for students to understand how to find area without using
formulas, but teachers will offer the formulas if students need guided assistance.
Gu Teacher Will: Be specific Student Will: Be specific
ide
d Teacher will give guidelines on how to solve the Garden Students will perform the tasks given by the teacher,
Pra Dilemma. A diagram of the garden will be shown and collaborating with their groups. Students may ask the
ctic several types of flowers shown next to it. The teacher teachers at any point for guided assistance. Students
e will walk the class through finding the area of one of the must find the area of all plants and the entire garden.
specific flowers so students have a reference point. Then they are able to use basic algebra to finish the
Instructions will be on the board alongside various hints. entirety of the task.

Co-Teaching Strategy/Differentiation/Check for Understanding: Teachers will be walking around the classroom as
the various groups collaborate. Teachers will observe any mistakes and immediately guide the students on the
correct path. Teachers will focus support on ELLs or any students with learning disabilities to ensure efficient
learning.

Ind Teacher Will: Be specific Student Will: Be specific

epe
nde Once students find the area of the garden and all Students will individually work on finding the
nt individual flowers, teacher will display final task on maximum amount of flowers the teachers wife can
Pra board. Teachers will circulate the classroom and assist if put in her garden assuming she wants an even amount
ctic needed. Teacher will draw diagram of an example so of each flower in it. Students will utilize the areas they
e students have a reference if they become confused on found in Guided Practice and use any methods or
task. strategies available to solve.

Co-Teaching Strategy/Differentiation: Teachers will give hints and strategies to students who need
assistance. This task challenges students to critically think so teachers can offer guidance on different
methods/approaches students can take.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

The closing will be a discussion of the possible applications of this lesson. Students will try to tie applications back to their
own lives. They will reflect on how this is useful for more than just math majors. We will be using socrative.com so the
students can answer the questions anonymously.