INQUIRY (5E) LESSON PLAN TEMPLATE

Teachers: Eduardo L. Gaspar Subject: Grade:

Mathematics - Geometry 7th Grade Honors
Common Core State Standards:
 8.G.A.1, 8.G.A.2, 8.G.A.3, 7.G.B.5
Objective (Explicit):
 Students will able to use facts about supplementary, complementary, vertical, and adjacent angles in
multi-step problems to write and solve real-world problems
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response
Formative Assignment: Metacognition. At the end of class students will be responsible to complete the following questions; what did we do?, why did
we do it?, what did I learn today?, how can I apply it?, and what questions do I still have about it.

Sub-Objectives, SWBAT (Sequenced from basic to complex)

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

ISTE Standards:

Empowered Learner; 1a, 1c

Knowledge Constructor; 3a, 3d
Innovative Designer: 4a, 4c
Global Collaborator: 7d

Students will be able to improve their learning outcomes by utilizing online resources and engineer authentic solutions while testing theories and
prototypes for their local community. Students will research and analyze previous and current wrong way driver incidents in Maricopa County; potential
ideas to observe can be news article, road maps, blue prints, and data table of wrong way driver rates. Students will be going in depth about a regional
issue that interferes with their safety tying-in some interest.
Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?

Students will be given a scenario in regards of identifying and modifying wrong way driver routes in Maricopa County.
“How can we as Civil Engineers design prevention routes for wrong way drivers in Maricopa County.”

Teacher Will: Students Will:

Provide students a scenario that will influence students to develop Analyze this epidemic as way a Civic Engineer would interpret
multiple solutions to the wrong way driver incidents in Maricopa this issue in Maricopa County
County
Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?

Student will begin by being introduced to two different sets of videos; one video will introduce skills that civil engineers inherit or utilize, while the
other video prepares for supplementary and complementary angles. Students will also be given a formula sheet that provides previous and current
geometric equations, students will then utilize and select which formulas or cheat sheets will benefit them during the project. After walking through
these videos’ students will then pair and share with a partner and explain & reason their next steps or speak ideas on where to start. After students’
pair & share, the class will then proceed by creating a class discussion as the teacher writes down students’ thoughts in hopes of creating ideas on
where to starts and how to apply mathematics to the wrong way driver epidemic in Maricopa County.

7 Most Important Skills for a Civil Engineer to Succeed (updated) | Civil Engineering
https://youtu.be/HAx7E3Bu7gA
Complementary and Supplementary Angles
https://youtu.be/GO20ZgUzlc0

Prompt: What are some potential factors that may lead to wrong way driver incidents? Observe the areas, read peoples statements, what time of
day did it occur?
Teacher Will: Students Will:
Provide students essential skills that Civil Engineers utilize when Then select which geometric cheat sheets will best benefit them
dealing with a situation/project. Students will also be given a set of during the process of creating a prevention plan for wrong way
geometric equations and angle cheat sheets. drivers. In addition, students will create questions or concern in
regards of wrong ways and how utilize integrate mathematics into
the project through the lens of a civic engineer.
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?

Students will have the opportunity to pair & with a partner and discuss which information was useful and how can they utilize the given information.
Students will theoretically connect skills that civil engineers utilize along with limiting mathematical information that will best benefit them for
decreasing wrong way driver rates in Maricopa County. Students will them share how technology can support them during this process; will they
watch videos, if so why? Will students observe blue prints, how will they learn how to read blueprints? Did students watch a quick tutorial on how
utilize blueprints? By the end of class students will be responsible to complete the following questions; what did we do?, why did we do it?, what did
I learn today?, how can I apply it?, and what questions do I still have about it.

Teacher Will: Students Will:

Gather students’ ideas and create a list or map on how an Civic Share the ideas to the classroom discussing with their partner.
Engineer would interpret these factors and what potential support or Theoretically, students will then create a connection a between
knowledge they need to become successful during projects mathematics and role a civic engineer. Students will need to
interpret that their will consist of researching and analyzing these
blind spots where these incidents likely: the areas with the
highest rate incidents.
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Student will need to both utilize explore and explain and apply these resources to their scenario by further investigating this epidemic
occurring in Maricopa County. Students will begin by creating mind maps; these mind maps will allow students to ripe they ideas and see
them documented on paper. Students are also encouraged to observe street/road layouts in areas with the highest rate of wrong way
driver incidents. Students will then need to identifying these blind spots and observe their structure are the angles too acute; sharp of a
turn or does it create issue for on coming traffic? Are there enough street lights or signs near the perimeter? Are these signs in an
unseen area/position?
Teacher Will: Students Will:
Provide guidelines to students; students will be required to identify Need to identifying potential blind spots or hazards near the
roads with room of improvement. For instance, some routes may wrong way driver incidents. Student will need to analyze routes
painted with narrow dotted lines, or a stop sign maybe placed at area and question the safety of these road structures. Afterwards
where on coming traffic may not see sign. Instructor/Facilitator will students will need to sketch potential modification onto a
then observe students and help those with questions and concerns. graphing sheet.

Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

By the end of the projects will able to design a blue of potential modification onto a blueprint map and present to civil engineers,
construction workers, local residents of Maricopa County, and etc. Students will compare and contrast previous contruction work on
roads/streets along with presenting their solution to preventing wrong driver incidents.
Teacher Will: Students Will:
Review students work based off audience feedback with the help of a Explain their modification to the public and showcase their
rubric. blueprint. Potential idea objective during presentation can be
integrating more wrong way drivers signs, adding more physical
barriers, fixing a route and it would it extend or should be
structured.
 Maricopa County Government Administration Office
Civil Engineer - Civil Structures
301 W Jefferson, Phoenix, AZ 85003, US

Congratulations! You have been selected to aid Maricopa County in their attempt to
create the most innovative and efficient route structure that this county has ever seen!
Since you had strong letters of recommendation from prior employees, we expect only
the highest level of professionalism and pride in your work.

For your assignment we would like you to create three different route structure models
for us to view and test for efficiency. We would also like you to create a potential route to
reduce our wrong way drivers in Maricopa County by using key geometric properties for
your route. You will discover the importance of identifying and using supplementary,
complementary, vertical, and adjacent angles in your construction and more importantly,
how you can prove that the figures you are using are actually efficient. However, you
encourage to utilize any other geometric arithmetic to decrease our wrong way driver
epidemic.

Your teacher will supply you with a list of specific tasks to complete and a timeline in
which you need to do so. Please note however that we want this model to be available
by Christmas time to maximize grants, so please have everything completed by the week
of December 7.

If you have any questions, comments, or concerns please feel free to contact us at any
time.

Sincerely,

Maricopa County Government Administration Office