Scribd
Upload
149 views

Teaching Experiment Lesson Plan Template

This document provides a lesson plan for a formative assessment activity using the "pass the problem" technique to review solving triangles using the Law of Sines. Students will work in pairs or trios to solve problems, explaining their work and justifying their answers. The teacher will collect data by observing student work and discussions to evaluate understanding and inform future instruction. The goal is for students to practice applying trigonometric ratios to specific triangle problems while communicating their mathematical thinking.

Uploaded by

api-282906321
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
149 views

Teaching Experiment Lesson Plan Template

This document provides a lesson plan for a formative assessment activity using the "pass the problem" technique to review solving triangles using the Law of Sines. Students will work in pairs or trios to solve problems, explaining their work and justifying their answers. The teacher will collect data by observing student work and discussions to evaluate understanding and inform future instruction. The goal is for students to practice applying trigonometric ratios to specific triangle problems while communicating their mathematical thinking.

Uploaded by

api-282906321
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Teaching Experiment Lesson Plan Template

Formative Assessment Activity: _____Pass the problem______________________________


Planned Date of Implementation: _____Feb. 19, Thurssday__________________________
Common Core State Standard(s):
G.SRT.11; understand and apply the law of sinesto find unknown measurements in right and
non-right triangles.
Mathematical Practice(s):
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP4 Model with mathematics.
Explain the grouping structure (i.e., individual, partner, group) and the reasoning for this
decision?
The assessment activity will implement for partners (max of 3 for the class with odd number of
students.)
Last semester, we did as a group activity with group of 3~4, and for those students who solve fast
had to wait for others, and got bored (I wanted them to help each other but some of them didnt
want to help or didnt want to get help from). By doing partner activity, students will solve most
likely on their pace. Last semester, both my mentor and I discuss about how we can improve the
lesson/assessment better. We had 34 students, and they are very social that often we had to go
over the expectation of the class in regular days. So, we talked about this could be better when
its formed with pairs.
We already have partners set (sitting chart) for regular days. The sitting chart was formed by
separating students who continuously talked to the partner (non-relevant to the lesson). Also, I
am not certain with this class about doing group activity due to difficulty of maintaining them
working. By doing a partnership activity, students will be more accountable for each other than
group activity and will be focused more than chatting to friends in a group.
In order to see if both of students participated (instead of one person dominating the activity), Ill
provide a different colored writing utensil.

Goal(s) of Activity (i.e., Students will be able to and I canThese should include
mathematical content and process learning goals.)
SWBAT recognize the significance of angle measures and the lengths of the opposite sides in
relation to each other.
SWBAT solve a triangle based on their knowledge of the Law of Sines.
SWBAT work cooperatively to get through the problems.
SWBAT explain their reasoning for their answers.
I can combine algebraic and geometric thinking to develop the triangles and their side ratios.
I can use trigonometric ratios and apply them to specific situations.
I can communicate clearly using my own mathematical thinking towards the review topics in
order to help my group succeed and complete the task.

How will you elicit thinking from the students?


Students will be in pairs or trio depending on attendance of class. I will elicit thinking from
students by requiring students to support their reasoning for each problems. Students will needed
to decontextualize a problem, which they represent with a trigonometric equation, and then
contextualize it, to make sense of the results.
What information will I need to draw a picture?
How can I implement (decontextualize) the information into a triangle?
How do you check if you have correct answer?
If you have 132 degree instead of 32 degree, does you answer reasonable? (the smallest
angle cannot be 132 in the triangle)
What does x represent? (or other variables they use)

Some of students will draw triangles to start with. The word problems will require justification to
how they set the picture or trigonometric equation. Our class has been focus on explaining for
every steps and this will help students to discuss either in pair or classroom discussion at the end.
I will also provide colored writing utensil to make sure that each students have worked fairly.
This will prevent one student dominating and work all through the problems. Students will be
given 1 minute to think by themselves (read problems). In 4 minutes, students will discuss with
the partner, set up a picture and/or equation. They will try to solve the missing angles or sides. I
dont expect they will finish in the given short time. The goal will be at least draw a picture with
correct given information. After time, teacher will announce pass the problem The next group
will begin with what the first group has finished. Students will try to understand what the

previous group has done, and either go further steps, or correct with reasoning why they did
incorrectly and where they did incorrectly. The 3rd group will have 2 minutes to check the
previous groups method and solution. If they agree, they will either sign their names or show
some check marks that they agree with the solution. In order to check, the last group needs to
resolve the problem (use the calculator).

What data will you collect? How will you analyze the data you collect? (i.e., How will you
determine students have understood the material/content of the activity or reached the goal of the
activity? This should tie back to your above learning objectives.)

The assessment will play review for the upcoming quiz. I will collect data of what students are
still struggling with, what they are confident/ are not confident, and compare the exit slips
students did the day before. This will help me to see if the activity was helpful to clarify any
misconceptions and improve areas they needed more practices or help. Also my mentor and field
instructor will provide feedbacks of this activity. This will help me any part I might missed, or
find misconceptions or understandings that I didnt see at the time.
I will be walking around, listening students conversation and their written work. During the 2nd3rd around, I will be selecting which students/group will be representing their work. I will make
the decision based on if they draw picture correctly, set up the equation by using law of sines,
implemented information, and if they explained well in the paper of how they solve the problem.
At the end of class, I will ask question to students how they felt working with pairs and did it
help than solving problems on their own.
Students will staple three problems in their group, and turn it in the tray. Because students used
different colors, I will be clear on finding individual students work.

How and what kind of feedback (written/verbal) will you give students? What is the
purpose of your feedback?
We will have a class discussion towards the end of the class or when I see students finish all
problems provided. We will go over the methods and solutions and clear common
misconceptions/mistakes. We will also talk about how their partner or other groups well
explained for the reasoning. This will help them on what problems need to look back later and
prepare for the quiz next day. I will be also walking around during the activity probing their
thinking as well. Ill provide immediate feedback if students ask if they are in correct path. If I
notice there are incorrect answers (i.e. using Law of Cosines), students will required to go back
to see where their mistake happened. By providing feedback immediately, students will have
chance to check whether they are absorbing and understanding the unit concepts. This will
prevent students using same misconception for the entire problems
However, I wont be telling mainly whether if the problem was set-up incorrectly. Students will
decide with their partner, correct the path if they disagree with the previous group.

You might also like