Explicit Instruction Lesson Plan with Documentation of Specially Designed Instruction

Topic: Similarity and Congruence with Tangrams

Teacher: Danielle Brizzolara Text: Grandfather Tangs Story

Class: Grade 8 Mathematics Date: 1/23/14 NYS Learning Standard(s): Common Core Learning Standards: Grade 8: Introduction 3. Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures to solve problems. Process Strands Mathematical Practices (p. 45) 1. Make sense of problems and persevere in solving them. Students will do this when they actively work on constructing the tangrams and verify lengths of sides and angles created. 2. Reason abstractly and quantitatively. Finding relationships between the sides of the triangles and other polygons. 3. Construct viable arguments and critique the reasoning of others. Students will do this when discussing in their groups and during the class discussion. 4. Model with mathematics. The modeling occurs with the shapes representing the assorted polygons, and the artwork that is created. 5. Use appropriate tools strategically. The assumption is being made that they will use the Pythagorean Theorem to solve for sides that are irrational. 6. Attend to precision. The students will check their calculations to ensure irrational numbers were found correctly.

7. Look for and make use of structure. The structure of mathematics will be evident when they find the missing dimensions and are able to explain symmetry, similar, and congruency. 8. Look for and express regularity in repeated reasoning. Students should find solution processes that are similar and recognize this fact.

Geometry 8.G Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angle of the same measure. c. Parallel lines are taken to parallel lines. 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. 1. Direct Explanation state lesson objective, desired outcome, how the skills/knowledge will be assessed, review/teach new vocabulary, connect to previously learned skill/content (such as, but not limited to: activation of prior knowledge) Lesson Objective: 1. Students will experiment with tangrams, angle measures, length measures, similarity and congruency. 2. Students will be able to verbalize the difference between congruent and similar, as well as the steps to produce congruent shapes. 3. Students will also learn some Chinese history/art through activities. Desired Outcome: 1. Students will have concrete understanding and differences between congruency and similarity. This

will provide a base for writing proofs. Assessment: 1. Worksheet Formative assessment which will be used to examine vocabulary of prior knowledge 2. Worksheet Formative assessment which will be used to further understanding of rotations, reflections, translations and dilations 3. Rubric Formative assessment which will provide automatic feedback on how students are participating/interacting, knowledge of content, organization, and use of time/materials. 4. Homework Formative assessment which will review student knowledge, incorporate a fun activity, and provide a preview into what the next topic will entail. Vocabulary: 1. Rotation 2. Reflection 3. Translation 4. Dilation 5. Radical number 6. Irrational number Connection to previous learning: 1. Students have been working with the Pythagorean Theorem and estimation of radical and irrational numbers in decimal form. 2. Modeling the I Do approach: demonstrate how to achieve the lesson objective and provide an exemplar, model, or rubric where appropriate Description of I Do: 1. Introduction: a. The teacher will review with the Pythagorean Theorem, radical numbers, irrational numbers, and estimation of the two ideas. The teacher will ask what students know about rotations, reflections, translations, and dilations (definitions, how to do them, etc.). b. The students will review their previous notes and volunteer to answer questions. The students will provide the teacher with knowledge about where they stand with the topic already. 2. Project: a. The teacher will then demonstrate how to create a Euclidean plane and produce examples of different reflections, rotations, transformations and dilations. b. The students will follow along by taking notes,

filling out graphic organizers, filling out worksheets. 3. Reading: a. The teacher will read Grandfather Tangs Story to the class, and ask about knowledge of polygons related to the vocabulary. b. The students will engage in the reading and volunteer to read aloud. Students will also be taking notes of important concepts. 3. Guided Practice the We Task(s) for guided practice: 1. Students will work on worksheets on reflections, Do approach: provide rotations, translations and dilations independently. adequate time to practice the 2. After about ten minutes of independent work, students skill/content, provide will be split into stations/groups and given directions to appropriate materials, time produce their own tangrams. If there is too much for discussion and teacher confusion with directions, there will be tangrams observation of the task(s) provided for the students. with corrective feedback 3. Students will then be told which polygon (of the two imbedded large triangles, one medium triangle, two small triangles, one square and one parallelogram) has a measure of one unit. From here, students will have to use their combined knowledge of the Pythagorean Theorem and radical numbers to decipher the remaining polygons sides.

Materials: Paper, Pencils, Scissors, Calculators, Tangrams, Chalk/Dry Erase Markers, Transparencies 4. Application the You Opportunities/Tasks/Materials provided for independent Do approach: check for work: 1. Students will work collaboratively to figure out the student understanding with measure of each side. multiple 2. Students will also be asked to determine the perimeters opportunities/tasks/materials and areas of the polygons. and provide opportunities 3. Students will be provided a worksheet that will rank the for independent work with polygons from smallest to largest using the perimeters corrective feedback and areas, and if they differed from what they originally embedded thought. 4. Students will ask questions about mathematical concepts, and the co-teachers will address them and encourage the abstract thinking to be done by the

students and their group. 5. Students will volunteer to share their solutions with the class. 5. Checks for Understanding how you will know the students are learning what you want them to learn Questions and methods: 1. The co-teachers will be drifting throughout the group work providing feedback and asking questions to further student knowledge. 2. The students will have a homework assignment in which they will be creating their own tangram pictures and using the vocabulary learned to describe how the picture was made (rotations, dilations, translations, reflections). These can be hand drawn on graph paper, or by using a computer. 3. Students will be able to verbalize what each vocabulary word means and provide examples of each. 4. Students will be able to go to http://pbskids.org/cyberchase/math-games/tanagramgame/ and work on tangram puzzles. Students should be able to verbalize the rotations and translations of pieces to create the desired picture. Evidence of specially designed instruction directly linked to student IEPs: Accommodations: 1. If students are unable to take notes, copies of the notes will be provided, or semi-filled out graphic organizers. 2. Larger text instructions will be provided. 3. Tangram pieces will be provided if the student is not able to create their own, or has difficulty with the task. 4. A webquest will be set up for those students who are unable to work with tangible objects

Specially Designed Instruction adapting, as appropriate, to the needs of an eligible student the content, methodology, or delivery of instruction to address the unique needs that results from the students disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students
Specially designed instruction is reflected in IEPs in PLEP needs statements, program modifications, test accommodations, assistive technology, goals, and recommended services

Adaptive Technology: 1. A wequest will be set up and the font size can be changed for any student. 2. Word processors will be provided for students who are unable to write/take notes clearly. 3. Voice recorders can be provided for students who are working on verbalization skills.

Notes: the 11 simple tasks

Strategy Instruction: 1. This class will be taught with various co-teaching

(modeling, small group, pairs, and individual tasks) are taken from a variety of content areas sources (texts and literature excerpts)

methodologies. The methodologies being implemented are One Teach, One Assist/Drift, and Team Teaching. However, there are hints into Station Teaching as well 2. There will be modeling being implemented, independent work, and small group work. 3. There will be books provided with different tangram pictures/creations. (Grandfather Tangs Story will be in the classroom as well.)

Explicit Instruction Plan with Embedded Specially Designed Instruction

Topic: Similarity and Congruence with Tangrams Class: Mathematics Grade 8 SE Teacher: Date: 1/23/14 GE Teacher (if applicable): Common Core Learning Standard: Common Core Learning Standards: Grade 8: Introduction 3. Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures to solve problems. Process Strands Mathematical Practices (p. 45) 1. Make sense of problems and persevere in solving them. Students will do this when they actively work on constructing the tangrams and verify lengths of sides and angles created. 2. Reason abstractly and quantitatively. Finding relationships between the sides of the triangles and other polygons. 3. Construct viable arguments and critique the reasoning of others. Students will do this when discussing in their groups and during the class discussion. 4. Model with mathematics. The modeling occurs with the shapes representing the assorted polygons, and the artwork that is created. 5. Use appropriate tools strategically. The assumption is being made that they will use the Pythagorean Theorem to solve for sides that are irrational. 6. Attend to precision. The students will check their calculations to ensure irrational numbers were found correctly. 7. Look for and make use of structure. The structure of mathematics will be evident when they find the missing dimensions and are able to explain symmetry, similar, and congruency. 8. Look for and express regularity in repeated reasoning. Students should find solution processes that are similar and recognize this fact.

Geometry

8.G

Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angle of the same measure. c. Parallel lines are taken to parallel lines. 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. Verb: Content: Special Considerations (Accommodations, Modifications, Assistive Technology, Specialized Equipment & Strategy Instruction): 1. Student A: (Stutter) Student is working on verbalization and communication. Student should not be forced to speak, but encouraged. 2. Student B: (Visual Impairment) Student needs larger text notes/instructions and computer access. 3. Student C: (ADHD) Student needs semi-filled out graphic organizers, access to computer, and is allowed to use headphones for focus. Cannot be grouped with student D. 4. Student D: (ADHD) Student needs semi-filled out graphic organizers, access to computer, and is allowed to use headphones for focus. Cannot be grouped with student C. 5. Student E: (Diabetes) Student is allowed to eat in class or leave class to get food. 6. Student F: (Autism) Student needs encouragement with communication amongst others, graphic organizers (semi-filled out or not), copies of notes, and access to a computer. May sometimes be grouped with student G. 7. Student G: (Autism) Student needs encouragement with communication amongst others, graphic organizers (semi-filled out or not), copies of notes, and access to a computer. May sometimes be grouped with student F. Necessary Pre-requisite Skills: Be able to use a calculator, work in groups, complete a webquest, knowledge of polygons, addition, subtraction, squaring and square rooting Can ALL students perform pre-requisite skills? Specially Designed Instruction (insert Explicit Core Instruction special considerations where they most appropriately fit into the lesson) Direct Explanation state Objective: lesson objective, desired 1. Students will experiment with outcome, how the tangrams, angle measures, skills/knowledge will be length measures, similarity assessed, review/reteach and congruency. new vocabulary, connect to 2. Students will be able to previous learning verbalize the difference between congruent and

similar, as well as the steps to produce congruent shapes. 3. Students will also learn some Chinese history/art through activities. Desired Outcome: 1. Students will have concrete understanding and differences between congruency and similarity. This will provide a base for writing proofs. Assessment: 1. Worksheet Formative assessment which will be used to examine vocabulary of prior knowledge 2. Worksheet Formative assessment which will be used to further understanding of rotations, reflections, translations and dilations 3. Rubric Formative assessment which will provide automatic feedback on how students are participating/interacting, knowledge of content, organization, and use of time/materials. 4. Homework Formative assessment which will review student knowledge, incorporate a fun activity, and provide a preview into what the next topic will entail. Vocabularay: 1. Rotation 2. Reflection 3. Translation 4. Dilation 5. Radical number 6. Irrational number Assessment: Student A: Also assessed on communication within group (confidence with verbal skills) Student B: Also assessed on use of technology (if applicable). Student C & D: Also assessed on behavior during group work, number of interventions needed and how focused they are on the task. Student E: Assessed on cleanliness. Student F & G: Also assessed on communication skills with others, interactions with others in the group, handwriting, and use of technology (if applicable

Connection to previous learning: Students have been working with the Pythagorean Theorem and estimation of radical and irrational numbers in decimal form. Modeling the I Do approach: demonstrate how to achieve the lesson objective and provide an exemplar, model and/or rubric where appropriate Description of I Do: 1. Introduction: a. The teacher will review with the Pythagorean Theorem, radical numbers, irrational numbers, and estimation of the two ideas. The teacher will ask what students know about rotations, reflections, translations, and dilations (definitions, how to do them, etc.). b. The students will review their previous notes and volunteer to answer questions. The students will provide the teacher with knowledge about where they stand with the topic already. 2. Project: a. The teacher will then demonstrate how to create a Euclidean plane and produce examples of different reflections, rotations, transformations and dilations. b. The students will follow along by taking notes, filling out graphic organizers, filling out worksheets. 3. Reading: a. The teacher will read Grandfather Tangs Story to the class, and ask about knowledge of polygons related to the vocabulary. b. The students will engage in the reading and volunteer to read aloud. Students will also be taking notes of important

concepts. Exemplar, Model, or Rubric: http://pbskids.org/cyberchase/ math-games/tanagram-game/ Provide mathematical examples of Pythagorean Theorem Guided Practice - the We Do approach: provide adequate time to practice the skill/content, provide appropriate materials, time for discuss and teacher observation of the task(s) with corrective feedback embedded Time for practice of skill/content and teacher observation: 1. Students will work on worksheets on reflections, rotations, translations and dilations independently. 2. After about ten minutes of independent work, students will be split into stations/groups and given directions to produce their own tangrams. If there is too much confusion with directions, there will be tangrams provided for the students. 3. Students will then be told which polygon (of the two large triangles, one medium triangle, two small triangles, one square and one parallelogram) has a measure of one unit. From here, students will have to use their combined knowledge of the Pythagorean Theorem and radical numbers to decipher the remaining polygons sides. Materials: Paper, Pencils, Scissors, Calculators, Tangrams, Chalk/Dry Erase Markers, Transparencies Time for discussion: 25 minutes All students with special needs will be allotted loner periods of time to work on worksheets. Students will be receiving help from other students, as well as from the teachers in the classroom. Students will be given tangram pieces if they are having problems creating their own. Students will be given graphic organizers. Students will have access to computers.

Application the You Do Opportunities/Tasks/Materials approach: check for student provided for independent work: understanding with multiple 1. Students will work opportunities/tasks/materials collaboratively to figure out and provide opportunities the measure of each side. for independent work with 2. Students will also be asked to corrective feedback determine the perimeters and embedded areas of the polygons. 3. Students will be provided a worksheet that will rank the polygons from smallest to largest using the perimeters and areas, and if they differed from what they originally thought. 4. Students will ask questions about mathematical concepts, and the co-teachers will address them and encourage the abstract thinking to be done by the students and their group. 5. Students will volunteer to share their solutions with the class. Lesson Closure - revisit objective, formative assessment, connection to upcoming lesson(s) Students will provide definitions for congruent and similarity and answers they found for the lengths of the sides of each polygon. Students will also be asked to examine the website http://pbskids.org/cyberchase/ math-games/tanagram-game/ to experiment with tangrams, in an enjoyable way. Students will be asked to come in the following day with constructions of their own (glued, drawn, etc.) to express their creativity. They will need to explain their construction and how shapes are similar or congruent, and Student work may be created with technology. Student A may use a voice recorder to avoid talking in front of the class, and it will only be heard by the teachers.

how they can tell (rotations, dilations, reflections, or translations). A worksheet will be handed out for the students to do some work on for homework, but mostly to preview for tomorrows classwork (more work with tangrams, congruence, and similarity). Students will provide an exit slip on knowledge they are not yet comfortable with. Teacher B:

Double Planning

Teacher A:

Lesson Plan: Similarity and Congruence with Tangrams Name: Subject /Course: Date: Danielle Brizzolara Mathematics (Geometry) 1/23/14 Student /Class Overview (class composition/description of unit): Grade: 8

The class has twenty five students of which seven have special needs. One student has a stutter; one has a visual impairment; two have ADHD; one has diabetes; two have a high function form of Autism. The unit is geometry with an in depth examination of rotations, dilations, translations and reflections. Students have been working with radicals, irrational numbers, and how to approximate their value through decimals. Students have also been using the Pythagorean Theorem to solve for unknown sides of triangles. Lesson Objective(s): Students will experiment with tangrams, angle measures, length measures, similarity, and congruency. Students will be able to verbalize the difference between congruent and similar, as well as the steps to produce congruent shapes. Students will also learn about some Chinese history/art through the activities. New York State Learning Standards/ Common Core Learning Standards/Other: Common Core Learning Standards: Grade 8: Introduction 3. Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures to solve problems. Process Strands Mathematical Practices (p. 45) 1. Make sense of problems and persevere in solving them. Students will do this when they actively work on constructing the tangrams and verify lengths of sides and angles created. 2. Reason abstractly and quantitatively. Finding relationships between the sides of the triangles and other polygons. 3. Construct viable arguments and critique the reasoning of others. Students will do this when discussing in their groups and during the class discussion. 4. Model with mathematics. The modeling occurs with the shapes representing the assorted polygons, and the

artwork that is created. 5. Use appropriate tools strategically. The assumption is being made that they will use the Pythagorean Theorem to solve for sides that are irrational. 6. Attend to precision. The students will check their calculations to ensure irrational numbers were found correctly. 7. Look for and make use of structure. The structure of mathematics will be evident when they find the missing dimensions and are able to explain symmetry, similar, and congruency. 8. Look for and express regularity in repeated reasoning. Students should find solution processes that are similar and recognize this fact.

Geometry

8.G

Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angle of the same measure. c. Parallel lines are taken to parallel lines. 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. Materials/Resources: Calculators, Tangrams, Overhead Projector, Transparencies, Pencils, Graphic Organizers, White board/Chalk board, Markers/Chalk Anticipatory Set: Students will review the Pythagorean Theorem, radical numbers (how they look and can be estimated), and irrational numbers (estimation). Students will be introduced to Chinese tangrams and read Grandfather Tangs Story (the book will be in the classroom).

Lesson Delivery: Students will start off at their tables of two for review of the Pythagorean Theorem, radical numbers, and irrational numbers. This will be done lecture style with the co-teacher drifting through the classroom and furthering explanation as needed, assisting those that may need help with writing. Students will be broken up into stations/groups (with differing learning abilities), each with a set of tangrams. Students will be told that the square is exactly one unit in length and will have to work collaboratively to find the sides of the rest of the figures. Students will be working in groups (some with computers, some at tables). Students should recognize that there are two large triangles, two similar smaller triangles, a square, a similar medium triangle, and a parallelogram. Students should be able to recognize rotations and decide which sides can be found easily, and which will have to use the Pythagorean Theorem to find the sides. Students will be forced to think abstractly about what works, what does not, and why. Teachers will be drifting through the groups asking comprehension questions and interacting with each other in a conversational tone about the subject matter. Towards the end of the class period, students will be asked to share their findings and others will compare their work. Describe how students will be engaged in this lesson: Students will be working in groups on examining similarity and congruence of different polygons. Students will be calculating the lengths of the sides so that they will be able to decipher what shapes are larger and which are smaller (besides just the size of paper) by using the Pythagorean Theorem and estimation of radical numbers. Students will participate in working with the projector or screen, if a computer was used for tangibility. Identify how you will differentiate your instruction: A review of the mathematical vocabulary will be conducted and an explanation tangrams. The co-teacher will be involved in giving another insight into what these definitions will mean and be used for so that students will not feel intimidated to ask either of us for help. Some students will need larger text, so the instructions will be typed out in a larger font for that student. Graphic organizers will be handed out to those that need/want them. For at least four of the students with special needs, these will be semi-filled out and require them to fill out the rest. Computer simulations and word processors will be available for students whose handwriting is illegible or learn better using a computer. There will be copies of notes available for students who need them (to keep them in their binder). For students that need more challenge, they will be asked to calculate the perimeters and areas of all of the polygons.

A webquest may be set up for students who require the use of the computer as well. Describe how you will monitor the success of your lesson/students: My co-teacher and I will both be drifting throughout the group work time. During this time, we will interact with the students checking their knowledge and processing of the desired information. We will be assessing their learning through a rubric which will measure how well they are participating in their group, their knowledge of the content, their organization of work, and use of time/materials properly. Students with special needs will be monitored in the same aspects, but keeping more note on the exact needs for individual the student. The student with a stutter will be assessed on communication in the group (pertaining to encouraging confidence in verbal skills). The student with the visual impairment will be assessed on use of technology (if applicable). The two students with ADHD will be assessed on behavior during group work, number of interventions needed, and how focused they are on the task The student with the health impairment will be assessed on cleanliness of work area. The students with Autism will be assessed on their communication with others, interactions with others in the group, handwriting, and use of technology (if applicable.)

Closure(Related to objective): Students will provide definitions for congruent and similarity and answers they found for the lengths of the sides of each polygon. Students will also be asked to examine the website http://pbskids.org/cyberchase/math-games/tanagram-game/ to experiment with tangrams, in an enjoyable way. Students will be asked to come in the following day with constructions of their own (glued, drawn, etc.) to express their creativity. They will need to explain their construction and how shapes are similar or congruent, and how they can tell (rotations, dilations, reflections, or translations). A worksheet will be handed out for the students to do some work on for homework, but mostly to preview for tomorrows classwork (more work with tangrams, congruence, and similarity).