Louisiana State University

Instructional Models

LSU Team: Kiara Ferrygood, Jennifer Lee Mentor Teacher: N/A Course: Geometry
Date to be Taught: Day 9 School: N/A Classroom Number: N/A
Time to be Taught: N/A Grade Level: 9th, 10th Lesson Topic: Peer Review and Critique
Title of Lesson:
Subdivision Blueprints - Peer Review and Critique

Source of Lesson:
Jennifer Lee & Kiara Ferrygood

Description of Concepts to be Taught (include a brief summary of why the lesson is important to students):

Students will use the knowledge that they’ve acquired thus far to critique their peers’ work and also review their own. They will have a
voice in explaining their reasoning. Students will investigate how the concepts they’ve learned have been used in their peers’ work
using the skills they’ve acquired.

Louisiana Grade Level Expectations (GLE’s)​:

GM: G-CO.D.12 - Make formal geometric constructions with a variety of tools and methods.

GM: G-MG.A.1 - Use geometric shapes, their measures, and their properties to describe objects.

GM: G-MG.A.3 - Apply geometric methods to solve design problems.

GM: G-GPE.B.7 - Use coordinates to compute perimeters of polygons and areas of triangles and rectangles.

Prior Knowledge:

7.G.B.6 - Solve real-world and mathematical problems involving area of two-dimensional objects composed of triangles, quadrilaterals, and
polygons.

Student Learning Objectives​:

SWBAT:
- Critically analyse peer work
- Solve problems involving area and perimeter of different figures.
Safety Precautions:
N/A
Advanced Preparations​:
● Feedback Sheet for Students to use during peer review
What the Teacher Will Do
The teacher will remind the students of the
driving question: ​How can we use
properties of geometric shapes to
design a subdivision?
The teacher will notify the students of
today’s agenda.
The teacher will direct the student’s
attention to the bell ringer questions, to
practice previously learned concepts, on
the board, and allow students five minutes
to work on it.
After students finish the bell ringer, teacher
will ask eliciting questions about the
problem.
ENGAGEMENT Approximate Time:​ 10 minutes
Eliciting Questions and ​Student
What the Students Will Do
Responses
Bell Ringer Question​: Students will already be in their assigned
[figure drawn will be a regular polygon with groups they have been working with for the
8 sides, with side length 6] past lessons.
1. What is the perimeter of this figure?
2. What is the ​apothem​ length?
3. What is the area of this figure?
Students will work on their bell ringer
Student Responses: question for the allotted time.
1. Perimeter = 48 (6*8)
2. Apothem = 7.24264
3. Area = 173.823
How can we find the perimeter? Students will respond to the teacher’s
We can multiply the side length with the eliciting questions. Students will also ask
number of sides. any questions or concerns they have
What is the ​apothem​? related to the problem, concept, or the
The apothem of a regular polygon is the day’s agenda.
perpendicular line from the center of the
figure to the midpoint of a side.
How do we calculate the apothem?
Using trigonometry of triangles.
How do we find the area of a regular
polygon?
½(apothem*Perimeter)
TRANSITION
Teacher will ask students to pull out their group’s portfolio to present to their peers.
What the Teacher Will Do
The teacher will give each student a
feedback sheet to use for critiquing their
peers.
Teacher will announce the task relating it
to the driving question. Students will have
to present their work to the client and be
able to defend their work and accept
constructive criticism.
The teacher will instruct for groups to
present to/critique one other group. Each
group will be given 10 minutes to present
before switching roles so that the group
that presented now critiques, and the
group that critiqued presents for 10
minutes.
After presentations, the teacher will allow
groups to analyze their peers’ work, and
check if calculations have been used and
done correctly.
TRANSITION
EXPLORATION
Eliciting Questions and Student
Responses
How should the architect present their
ideas to their client?
[SR]: Professionally. With specific details.
What kind of information should we include
for clients?
[SR]: About costs, how calculations were
made. The amount of space utilized and
how it was utilized.
What calculations are being used in the
portfolios?
[SR]: Costs, by using density. Perimeter, to
calculate the total amount of material used.
Area of each element being built inside the
subdivision.
Approximate Time:​ 25 minutes
What the Students Will Do
Students will connect the task to real-world
tasks, in that they will have to justify their
work and also provide constructive
criticism.
Students will present. While groups are
made up of 4 members, each member will
be expected to demonstrate their
knowledge on the project.
Students who are critiquing will write on
their feedback sheet any comments on
what the group has done well, or can
improve.
While analyzing their peers’ work, the
groups will consult each other on if the
work was done properly. On the feedback
sheet, students may write any of their
concerns with the calculations.
Teacher will have students act like actual architects and have students ask constructive questions.
What the Teacher Will Do
The teacher will allot time for students to
ask their peers questions about their work.
The teacher will move around the
classroom and ask eliciting questions.
Teacher will ensure that all students are on
task.
TRANSITION
Teacher will ask students if they’ve had enough time to analyze the other group’s work and receive enough feedback. The teacher will
receive all feedback sheets.
What the Teacher Will Do
The teacher will give the feedback sheets
to the appropriate groups to use. The
teacher will note that it is important to keep
these feedback sheets with their entire
portfolio.
EXPLANATION
Eliciting Questions and Student
Responses
Why did you choose this material for your
construction?
[SR]: Since the amount of material we
would need is this (with calculations of
perimeter), we would remain within budget
using this material by calculating costs
(with calculations using density).
ELABORATION
Eliciting Questions and Student
Responses
How can we use the feedback to improve
our portfolios?
[SR]: We can fix any issues. We can
improve how we arrange our buildings to
improve life for people living in our
subdivision.
We can change what kind of materials we
use so that it is more cost-efficient.
Approximate Time:​ 10 minutes
What the Students Will Do
Students will justify their work when they
are asked questions.
Students will ask constructive questions
about the calculations, or the presentation
that they had noted on their feedback
sheet.
Students will take notes on what their
peers comment or critique on their
portfolio.
Approximate Time:​ 10 minutes
What the Students Will Do
The students will use the feedback sheets
and discuss amongst their groups how to
incorporate any feedback to their designs.
Each member should have comments on
how to improve their designs.
TRANSITION
The teacher will have students pack up their portfolios for the day.
What the Teacher Will Do
Teacher will give students an exit ticket
that checks if students participated
appropriately for the day.
EVALUATION Approximate Time:​ 5 minutes
Eliciting Questions and Student
What the Students Will Do
Responses
From the other group’s portfolio or Students will complete exit tickets.
presentation, write down at least one thing
that stood out to you, was interesting, or
well done.
[SR]: Student responses will vary
according to what they’ve seen.
Feedback Sheets Peer Reviewer Group Name: ____________

Presenting Group: ____________________

Feedback sheets are used to give constructive comments to groups to improve their work.
If you select anything from
Topic this column, please include
detailed comments.

Presenters slip out of Presenters are not professional

Professional
professionality sometimes. with “clients”
Presentation All members seem to know
A few members show their Only one member presents and
their project details
participation with the group. shows participation.

Comments:

Calculations made are Not all calculations fit the

There are many errors in
Calculations appropriate. situations.
calculations.
Calculations are accurate. There are a few mistakes.

Comments:

The group is able to

Group is able to defend/justify
Justification their work
The work is understandable.
The group is unable to
justify/defend some of their
justify/defend their work.
work.
The work is confusing and
The work is mostly
unreadable.
understandable.

Comments:

Write any questions or general suggestions you have for the presenting group below, or on the back of this sheet.
Questions:

General Suggestions: