Brooke Walker

ELM-490

Meredith Critchfield

Student Teaching Evaluation of Performance (STEP)

STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1: 2/18 Day 2: 2/19 Day 3: 2/20 Day 4: 2/21 Day 5: 2/22
Title of President’s Day: No Perimeter Area of Squares and Area of Triangles and Area of Trapezoids
Lesson or School Rectangles Parallelograms and Kites
Activity
Standards n/a Standards: “Apply Standards: “Apply Standards: “Find the Standards: “Find the
and the area and the area and area of right triangles, area of right
Objectives perimeter formulas perimeter formulas other triangles, special triangles, other
Lessons for rectangles in for rectangles in real- quadrilaterals, and triangles, special
come from real-world and world and polygons by composing quadrilaterals, and
the mathematical mathematical into rectangles or polygons by
textbook, so problems.” (CCSS: problems.” (CCSS: decomposing into composing into
sometimes 4.MD.A.3) 4.MD.A.3) triangles and other rectangles or
standards at shapes.” (CCSS: 6.G.1) decomposing into
this school Objective: Objective: triangles and other
aren’t Students will be able Students will be able Objective: shapes.” (CCSS:
always used to find the perimeter to find the area of Students will be able to 6.G.1)
or they of regular and squares and find the area of
reference irregular polygons rectangles by using parallelograms and Objective:
standards by adding the formulas. triangles through their
from other lengths of their relation to the area of Students will be able
grade levels sides. rectangles. to find the area of
in their trapezoids and kites
lessons. through the use of
their area formulas.
Academic n/a  Perimeter  Area  Base  Trapezoids
Language  Length  Base  Height  Kites
and  Width  Height  Triangles  Midsegment
Vocabulary  Sides  Parallelograms  Base
 Height
 Length
 Width
Summary n/a -- Background --Anticipatory Set: --Anticipatory Set: --Anticipatory Set:
of Knowledge: Students - Activating Prior - Activating Prior - Activating Prior
Instruction had been doing a Knowledge: Knowledge: Knowledge:
and Geometry Unit before - Ask students what - Discuss the type of area - Discuss the
this one, based mostly they know about area. students found previously formulas learned up
Activities
on academic - Ask them what kind and recall the equation
for the to this point.
vocabulary that goes of area they have found for this area
Lesson - Inform students that - Inform students that
with it rather than before.
algorithms. - Have students show they will be finding the they will be learning
-- Anticipatory Set: hands with fingers from area of triangles and two very special
- Activating Prior 1 to 5 to show their parallelograms today by formulas during this
Background level of comfort with using the relationship day
Knowledge: - area. they have to rectangles - Students write down
Instructor will discuss - Students will write and squares the key idea of this
the idea that students down the key idea of - Students will write lesson
will be using their the lesson. down the key idea of the -- Model:
knowledge of --Model: lesson - Instructor will recall
Geometry to find ways - Instructor will explain -- Model:
the equation for
to measure certain the definition of Area - Instructor will recall the
idea of base and height finding the area of
characteristics of and students will write
shapes and figures. it down. - Instructor will show a rectangles
-Instructor will ask - Instructor will also visual of a parallelogram - Instructor will
students what they discuss the comparison discuss how to find
already know about between length and - They will then show the area of a
Perimeter and what it width (which students what happens if you cut trapezoid by using its
is have used in the past) off the end triangle and relationship to the
- Students will write and base and height insert it to the other side area of a rectangle
down the key idea of (which students will be of the parallelogram, then --- Instructor will
the lesson using from here on ask students what
show the idea of a
-- Model: forward) happens to the
- Instructor explains - Instructor will show parallelogram when this midsegment and how
the definition of the different formulas is done (it turns into a to find the
Perimeter, which students can use on rectangle) midsegment of a
students write down squares and then - Instructor will represent trapezoid
- Instructor discusses rectangles the idea that --- Students will
different ways for - Students will write parallelograms and practice finding the
students to find these down in their rectangles with the same midsegment of a
Perimeter, as is Geometry Vocabulary base and heights will trapezoid
dependent on the Graphic Organizer have the same area. --- The instructor will
shape they are finding - Instructor will model - Instructor will show the discuss how to find
the perimeter of a couple of problems area formula for
the area using their
- Students will write using these formulas parallelograms, using this
down these ways or - Students will write the same idea knowledge of
Algorithms in their problems following the - Students will write this midsegment,
Graphic Organizer model in their Graphic formula in their Graphic revealing the full
- Instructor will model Organizer Organizer formula and relating
finding the Perimeter -- Guided Practice - Instructor will show a it to the area of a
of these shapes and - Students will be given visual with a triangle as rectangle.
students will follow a set of example well, showing that two - Students will write
along by writing these questions congruent triangles will the formula for area
in their Graphic - Students will work on turn into a parallelogram of a trapezoid in their
Organizers each example question. - Instructor will represent Graphic Organizer.
-- Guided Practice: While they are the idea that one triangle
- Instructor will
- Students will be working, one student with the same base and
given a set of example volunteer will be called height of a rectangle will model using this
questions on to show their work. have one half the area. formula to find the
- Students will work The instructor will use - Instructor will show the area and students will
on each example their work to guide the area formula for triangles, write down this step
question. While they whole class to a deeper using this idea by step process in
are working, one understanding of the - Students will write this their Graphic
student volunteer will different ways to find formula in their Graphic Organizer
be called on to show perimeter. Organizer - Instructor will show
their work. The --Independent Practice: - Instructor will show the formula for area
instructor will use - Students will start on examples of both of these of a kite and
their work to guide the homework for 10-15 ideas, following along by
introduce how to find
whole class to a minutes during writing the steps in their
deeper understanding classroom time, coming Graphic Organizer. the numbers to
of the different ways to the teacher to ask -- Guided Practice replace the variables
to find perimeter. questions if needed. - Students will be given a in the formula
--Independent set of example questions - Students will write
Practice: - Students will work on the formula in their
- Students will start on each example question. Graphic Organizer
homework for 10-15 While they are working, - Instructor will
minutes during one student volunteer will model finding the
classroom time, be called on to show their area of a kite and
coming to the teacher work. The instructor will students will write
to ask questions if use their work to guide
this in their Geometry
needed. the whole class to a
deeper understanding of Graphic Organizer
the different ways to find -- Guided Practice
perimeter. - Students will be given
--Independent Practice: a set of example
- Students will start on questions
homework for 10-15 - Students will work on
minutes during classroom each example question.
time, coming to the While they are
teacher to ask questions if working, one student
needed. volunteer will be called
on to show their work.
The instructor will use
their work to guide the
whole class to a deeper
understanding of the
different ways to find
perimeter.
--Independent Practice:
 - Students will start on
homework for 10-15
minutes during
classroom time, coming
to the teacher to ask
questions if needed

Differentiat n/a n/a n/a n/a n/a

ion
Differentiati
on is not
allowed at
the school
where I am
placed.
Therefore, I
do not have
any
differentiati
on planned
for this unit.
Required n/a  Geometry  Geometry  Geometry  Geometry
Materials, Equations Equations Equations Equations
Handouts, Foldable Foldable Foldable Foldable
Text, Graphic Graphic Graphic Graphic
Slides, and Organizer Organizer Organizer Organizer
Technology  Perimeter and  Perimeter and  Area of  Area of
Area Area Parallelograms Trapezoids and
PowerPoint PowerPoint and Triangles Kites
 Textbook  Textbook PowerPoint PowerPoint
 Textbook  Textbook
Instruction n/a  Use of  Use of  Use of  Use of
al and technology technology technology technology
Engagemen  Student-  Student-  Student-centered  Student-
t Strategies centered centered lesson lesson centered lesson
lesson  Critical-  Critical-thinking  Critical-
 Critical- thinking questions thinking
thinking questions  Geometry questions
questions  Geometry Equations  Geometry
 Geometry Equations Graphic Equations
Equations Graphic Organizer Graphic
Graphic Organizer Organizer
Organizer  Scaffolded
Instruction
Formative n/a - Student - Five finger - Student answers - Student
Assessment answers level of during Guided answers during
s during Guided comfort during Practice portion Guided
Practice Anticipatory of the lesson Practice portion
portion of the Set - Questions of the lesson
lesson - Student students ask - Questions
- Questions answers during the lesson students ask
students ask during Guided - Homework during the
during the Practice lesson
lesson portion of the - Homework
- Homework lesson - Gauging
- Questions student
students ask understanding
during the through each
lesson part of the
scaffolded
- Homework
instruction
Practice time
Summative
, Post-
Assessment

Day 6: 2/25 Day 7: 2/26 Day 8: 2/27 Day 9: 2/28 Day 10: 3/1
Title of Circumference of Area of Circles Checkpoint Solids Surface Area of
Lesson or Circles Rectangular Prisms
Activity
Standards Standard: Standard: n/a Standard: Standards:
and “State the formulas “State the formulas “Represent three- “Use nets to find the
Objectives for the area and for the area and dimensional figures surface area of
Lessons circumference of a circumference of a using nets made up of figures.” (CCSS:
come from circle and use circle and use them rectangles and 6.G.4)
the them to solve to solve problems; triangles.” (CCSS: “Apply techniques
textbook, so problems; give an give an informal 6.G.4) for finding surface
sometimes informal derivation of the area in the context of
standards at derivation of the relationship between Objectives: solving real-world
this school relationship the circumference Students will be able to and mathematical
aren’t between the describe three
always used circumference and and area of a circle.” dimensional figures by problems.” (CCSS:
or they area of a circle.” (CCSS: 7.G.B.4) their faces, sides, 6.G.4)
reference (CCSS: 7.G.B.4) edges, and vertices.
standards Objectives: They will also be able Objectives:
from other Objectives: Students will be able to identify the solid Students will be able to
grade levels Students will be to find the area of a when presented with its use their knowledge of
in their able to find the circle using pi and net. area of rectangular
its other dimensions. figures to find the
lessons. circumference of
Surface Area of
circles through the rectangular prisms.
use of pi and the
diameter of similar
circles.
Academic  Circumfere  Area n/a  Polyhedron  Surface Area
Language nce  Pi  Faces  Rectangular
and  Pi  Circles  Edges Prisms
Vocabulary  Perimeter  Diameter  Vertex  Area
 Circles  Radis  Prism
 Diameter  Pyramid
 Radius  Cylinder
 Cone
 Sphere
 Net
Summary -- Anticipatory Set -- Anticipatory Set - Instructor will -- Anticipatory Set: -- Anticipatory Set:
of - Students have not - Because students reintroduce - Instructor will give - Pull out an example
Instruction accessed any of this will be squaring expectations on the students some solid of a rectangular prism
and knowledge at this numbers throughout steps students need to objects for students to in the real world.
Activities point. this lesson, do a little show for this play around with. - Ask students what
- Recall learning on mini-lesson on Checkpoint - Instructor will ask they know about
for the
circle vocabulary squaring whole students what they know rectangular prisms
Lesson - Instructor will open a
- Discuss idea of numbers to activate about these objects. - Have students come
How will time for questions and
perimeter and ask background - Instructor will introduce up with an idea for how
the clarifications
students how they knowledge the idea of polyhedrons they would find the
instruction - Students will do a
think you might find - Discuss idea of and tell students that each area of their real world
and Checkpoint (kind of
the perimeter of a finding area of a solid they are holding are object
activities circle circle. polyhedrons.
flow? - Introduce the idea - Students will write like a quiz or formative - Students will write - Students will write
Consider of Circumference down the key idea assessment) down the key idea down the key idea
how the - Students will write -- Modelling - Instructor will grade -- Modelling/Guided -- Modelling
students down the key idea - Instructor will show Checkpoint and go over Practice - Instructor will discuss
will - Students will write the area formula. answers the next day. - Heavy vocabulary the faces of a
down key - Students will write lesson rectangular prism
efficiently
vocabulary this formula in their - Instructor will go - Instructor will discuss
transition -- Modelling Geometry Graphic through vocabulary step meaning of Surface
from one to - Instructor will Organizer. by step. Area
the next. introduce the - They will follow a - They will introduce one - Instructor will show
formula for few different models vocabulary word, ask the Surface Area
Circumference, by the teacher on how students to identify it on formula
including a proof for to find the area of the their solid, and then ask - Students will write
why circumference circle. for volunteers to show down the formula in
is the way it is. - They will choose one what the word looks like their Geometry Graphic
- Instructor will to write down in their on their solid. Organizer
show students how Graphic Organizer - Instructor will then ask - Instructor will model
to use the formula -- Guided Practice students to identify which how to do this problem
Students will write - Students will be type of three-dimensional and students will write
down formula in given a set of example figure each student (or this down in their
Geometry Graphic questions group of students have) Graphic Organizer
Organizer - Students will work --- For example: stand up -- Guided Practice
- Students will on each example if you think this is the - Students will be given
follow model question. While they type of figure you have a set of example
presented and write are working, one --- Share why you think questions
it down in their student volunteer will this - Students will work on
Geometry Graphic be called on to show - Instructor will discuss each example question.
Organizer. their work. The nets While they are
-- Guided Practice instructor will use - Instructor asks students working, one student
- Students will be their work to guide the to draw what the net for volunteer will be called
given a set of whole class to a their figure may look like. on to show their work.
example questions deeper understanding Students will share these The instructor will use
- Students will work of the different ways under a projector to show their work to guide the
on each example to find perimeter. other students the net for whole class to a deeper
question. While they --Independent their figure. understanding of the
are working, one Practice: -- Guided Practice
 student volunteer - Students will start on - Students will be given a different ways to find
will be called on to homework for 10-15 set of example questions perimeter.
show their work. minutes during - Students will work on --Independent Practice:
The instructor will classroom time, each example question. - Students will start on
use their work to coming to the teacher While they are working, homework for 10-15
guide the whole to ask questions if one student volunteer will minutes during
class to a deeper needed. be called on to show their classroom time, coming
understanding of the work. The instructor will to the teacher to ask
different ways to use their work to guide questions if needed.
find perimeter. the whole class to a
--Independent deeper understanding of
Practice: the different ways to find
- Students will start perimeter.
on homework for --Independent Practice:
10-15 minutes - Students will start on
during classroom homework for 10-15
time, coming to the minutes during classroom
teacher to ask time, coming to the
questions if needed. teacher to ask questions if
needed.
Differentiat n/a n/a n/a n/a n/a
ion
Differentiati
on is not
allowed at
the school
where I am
placed.
Therefore, I
do not have
any
differentiati
on planned
for this unit.
Required  Geometry  Geometry  Textbook  Solids  Geometry
Materials, Equations Equations  Block Paper PowerPoint Equations
Handouts, Graphic Foldable  Textbook Foldable
Text, Organizer Graphic  Real World Graphic
Slides, and  Circumferen Organizer Representations Organizer
Technology ce  Area of of Solids  Surface Area
PowerPoint Circles PowerPoint
 Textbook PowerPoint  Textbook
 Textbook
Instruction  Use of  Use of  Use of  Use of
al and technology technology technology technology
Engagemen  Student-  Student-  Student-centered  Student-
t Strategies centered centered lesson centered lesson
lesson lesson  Critical-thinking  Critical-
 Critical-  Critical- questions thinking
thinking thinking  Use of tactile questions
questions questions objects  Geometry
 Geometry  Geometry Equations
Equations Equations Graphic
Graphic Graphic Organizer
Organizer Organizer
Formative - Student - Student Click here to enter - Student answers - Student
Assessment answers answers text. during Guided answers during
s during during Guided Practice portion Guided
Guided Practice of the lesson Practice portion
Practice portion of the - Questions of the lesson
portion of lesson students ask - Questions
the lesson - Questions during the lesson students ask
- Questions students ask - Homework during the
students ask during the lesson
during the lesson - Homework
lesson - Homework
- Homework
Summative Click here to enter text.
, Post-
Assessment

Day 11: 3/4 Day 12: 3/5 Day 13: 3/6 Day 14: 3/7 Day 15: 3/8
Title of Surface Area of Volume Checkpoint Chapter Review Final Test
Lesson or Other Prisms
Activity
Standards Standards: Standards: n/a n/a n/a
and “Use nets to find “Apply the formulas
Objectives the surface area of V = l w h and V = b
Lessons figures.” (CCSS: h to find volumes of
come from 6.G.4) right rectangular
the “Apply techniques prisms with
textbook, so for finding surface fractional edge
sometimes area in the context lengths in the
standards at of solving real- context of solving
this school world and real-world and
aren’t mathematical mathematical
always used problems.” (CCSS: problems.” (CCSS:
or they 6.G.4) 6.G.2)
reference “Solve real-world and
standards Objective: mathematical
from other Students will be problems involving
grade levels able to use their area, volume, and
in their knowledge of surface area of two-
and three-dimensional
lessons. finding areas of objects composed of
polygons to find triangles,
the Surface Area quadrilaterals,
of other three- polygons, cubes, and
dimensional right prisms.” (CCSS:
figures. 7.G.B.6)
 “State the formulas for
the volumes of cones,
cylinders, and spheres
and use them to solve
real-world and
mathematical
problems.” (CCSS:
8.G.C.9)

Objective:
Students will be able
to use their
understanding of area
to find the volume of
three-dimensional
figures.
Academic  Surface  Volume n/a n/a n/a
Language Area  Cubic Units
and  Square  Rectangular
Vocabulary Pyramids Prism
 Triangular  Cylinder
Prisms
 Cylinders
 Slant Height
Summary -- Anticipatory Set --Anticipatory Set Click here to enter Click here to enter text. Click here to enter
of - Instructor will ask - Discuss the idea of text. text.
Instruction students to recall the Volume
and idea of Surface Area - Ask students if they
Activities - Ask students to know what volume is
think about how and how they think it
for the
they would find the may be measured
Lesson Surface Area of - Students will write
other three- down the key idea
dimensional figures -- Modelling
- Students will write - Instructor will
down the key idea discuss key
-- Modelling vocabulary, including
- Instructor will Volume and cubic
represent the units
formula for a - Instructor will show
triangular prism and general formula for
model how to do the Volume
problem - Instructor will begin
- Students will write applying the formula
this in their Graphic to certain three-
Organizer dimensional figures
- Instructor will and modelling the
represent the process.
formula for a square - Students will write
pyramid and model this down in their
how to do the Geometry Graphic
problem. Organizer.
Students will write -- Guided Practice
this is in their - Students will be
Graphic Organizer. given a set of example
- Instructor will questions
represent the - Students will work
formula for a on each example
cylinder and model question. While they
how to do the are working, one
problem student volunteer will
- Students will write be called on to show
this in their Graphic their work. The
Organizer instructor will use
-- Guided Practice their work to guide the
- Students will be whole class to a
given a set of deeper understanding
example questions of the different ways
- Students will work to find perimeter.
on each example --Independent
question. While they Practice:
are working, one
 student volunteer - Students will start on
will be called on to homework for 10-15
show their work. minutes during
The instructor will classroom time,
use their work to coming to the teacher
guide the whole to ask questions if
class to a deeper needed.
understanding of the
different ways to
find perimeter.
--Independent
Practice:
- Students will start
on homework for
10-15 minutes
during classroom
time, coming to the
teacher to ask
questions if needed.
Differentiat n/a n/a n/a n/a n/a
ion
Differentiati
on is not
allowed at
the school
where I am
placed.
Therefore, I
do not have
any
differentiati
on planned
for this unit.
Required  Geometry  Geometry Click here to enter Click here to enter text. Click here to enter
Materials, Equations Equations text. text.
Handouts, Foldable Foldable
Text, Graphic Graphic
Slides, and Organizer Organizer
Technology  Surface  Volume
Area PowerPoint
PowerPoint  Textbook
 Textbook
Instruction  Use of  Use of Click here to enter Click here to enter text. Click here to enter
al and technology technology text. text.
Engagemen  Student-  Student-
t Strategies centered centered
What lesson lesson
strategies  Critical-  Critical-
are you thinking thinking
going to use questions questions
with your  Geometry  Geometry
Equations Equations
students to
Graphic Graphic
keep them Organizer Organizer
engaged
throughout
the unit of
study?
Formative - Student - Student Click here to enter Click here to enter text. Click here to enter
Assessment answers answers text. text.
s during during Guided
Guided Practice
Practice portion of the
portion of lesson
the lesson - Questions
- Questions students ask
students ask during the
during the lesson
lesson - Homework
- Homework
Summative Click here to enter text.
, Post-
Assessment