STEPP Lesson Plan Form

Teacher: Ms. Agras Date: 2/22/2017

School: Lesher Middle School Grade Level: 7th Content Area: Mathematics

Title: Quadrilaterals Lesson #: 7 of 13

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 7.G.A.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes
with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing
when the conditions determine a unique triangle, more than one triangle, or no triangle.

Standard 7.G.B.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi-step problem to write and solve simple equations for an unknown angle in a figure.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Factual: What spaces can we measure?

Conceptual: How does the way we represent something affect how we view it?

Debatable: Does understanding form enhance creativity and ingenuity?

Evidence Outcomes: (Learning Targets)

I can classify quadrilaterals, and explain/describe the relationship of their interior angles to my partner
to find a missing angle.

List of Assessments: (Write the number of the learning target associated with each assessment)

Summative:

- Criterion A: Quiz (halfway check point after 7.4)

- Criterion D: Final Unit Assessment

Formative:

- Homework
- Check for Understanding (see below for specific times)

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Quadrilaterals

Should be a creative title for you and the students
to associate with the activity. Think of the purpose
as the mini-rationale for what you are trying to
accomplish through this lesson.
This lesson falls between triangles and scale factors. The specific content is mostly a
review since most students will not have seen Geometry since 6th grade, or even longer
ago. The main purpose of this lesson in terms of how it fits with the rest of the unit is
understanding and practicing using a protractor, as well as learning generic terminology
and symbols for Geometry concepts. Because the students all have such diverse
backgrounds in terms of their understanding of geometry, it is difficult to gage how fast
or slow to go through each lesson, so the timing and depth of the lesson truly depends
on the specific group of students.

Approx. Time and Materials Time: 80 minutes

How long do you expect the activity to last and - Warm-up: 5 minutes
what materials will you need? - Planner: 5 minutes
- Grade Homework: 15 minutes
- Notes: 20 minutes
- Examples: 15 minutes
- Work-time: 20 minutes

Materials:
- Note sheet (printed)
- Worksheet (printed)
- Colors/Highlighters
- Tape

Anticipatory Set Warm-Up: on page 96

The hook to grab students attention. These are Solve for x.
actions and statements by the teacher to relate the 1. 12 (x + 4) = 36 (ANSWER: x = -1)
experiences of the students to the objectives of the 2. 7x + 23 = 4x + 53 (ANSWER: x = 10)
lesson, to put students into a receptive frame of
mind. Purpose: Weve been practicing solving for multi-step equations for the last 3 weeks
An anticipatory set is used any time a different now, since it is such a crucial skill, especially as they go into 8th grade next year.
activity or new concept is to be introduced.

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STEPP Lesson Plan Form

Procedures Teacher Actions Student Actions

(Include a play-by-play account of what students
and teacher will do from the minute they arrive to Warm-Up: Warm-up:
the minute they leave your classroom. Indicate the 5 minutes for warm-up. Have out supplies and begin working on
length of each segment of the lesson. List actual Group check answers with 7 oclock the warm-up when the bell rings.
minutes.) appointment. Grade as a class.
Indicate whether each is: Discuss strategies for solving equations. Show all steps, these will help on the
-teacher input (Look back, pg. 32 **ATL Research Skills) homework.
-modeling Show steps on overhead for students to
-questioning strategies write correct answers if needed.
-guided/unguided:
-whole-class practice Planner: Planner:
-group practice 2/22/17 Write TAD in their planners.
-individual practice T: Quadrilaterals Volunteers read each part out loud.
-check for understanding A: Worksheet #1-14
-other D: 2/23/17
Agenda: Warm-up, Planner, Grade
Homework, Notes/Examples, Work-time
LT: (see above)

Grade Homework: Grade Homework:

Show homework key. Correct with a different color.
Answer any needed questions. Ask questions after weve looked at all
Check for understanding on #13 and #14, answers.
specifically.

Notes/Examples: Notes/Examples:
Intro: Intro:
Flood your notes on page 96:
**ATL Thinking Skills Brainstorm examples.
Draw or write as many real-life examples
of quadrilaterals as you can.

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STEPP Lesson Plan Form
Count how many you have, then try
grouping them together. Are they
household items, are they squares, etc.?
Peek around at what types of categories
your neighbors have.
Graphic Organizer:
(Pass out note sheet)
One of our ATL Skills, is Research Skills, so
practicing those I want you to reference
your prior knowledge to try and fill in the
vocabulary words.
Now as a class, go through and write the
correct name for each shape.
Highlight keywords (congruent ) and
draw what those tell us as a symbol on the
shape.
Notes:
On page 97, Title: Quadrilaterals
Draw a quadrilateral on your page.
Take some time, look back to previous
notes, and try to come up with the angle
sum for a quadrilateral.
(Give 3-4 minutes of think-time)
If you think you know what the angle sum
is, or think you know how to find it stand
up on your chair.
If you are still sitting, find someone who is All students should be interacting with
standing and ask them what they think the others to get the answer and understand
sum is and why.
Colorado State University College of Health and Human Sciences
Group together quadrilaterals drawn on
page.
Notice the other groups that their peers
thought of.
Graphic Organizer:
**ATL Skills: Research Skills
Individually, use background knowledge to
categorize the quadrilaterals.
Highlighting and marking symbols for the
corresponding definitions.
**Visual/Spatial
Notes:
Students are using past knowledge and
understanding to write their guess for
what the angle sum is.
**Intrapersonal
Some students should stand up. (If not,
present that the interior angle sum is 360
and ask students to come up with
reasoning as to why).
**Body/Kinesthetic
the justification behind it.
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STEPP Lesson Plan Form

**Interpersonal
Ask for multiple answers, from people
who stood up originally or not.
Write: Angle Sum = w + x + y + z = 360

Examples: **Mathematical/Logical
(1) Solving for a missing side.
(Set-up an equation and solve for x) Solve the first as a class, second if students
Primary: 70 + 75 + 115 + x = 360 need the extra challenge.
x = 100
Secondary (optional): 95 + 100 + 85 + x =
360
x = 80 **Visual/Spatial
(2) Constructing a quadrilateral. Solve the first as a class, second if students
Primary: parallelogram w/ 60 and 120 need the extra challenge.
angles.
Step 1: Draw a line
Step 2: Measure angles, one on each side
Step 3: Connect the last side
Secondary (optional): parallelogram w/
50 and 130 angles.
Work-time:
Work-time: **ATL Skills: Self-Management
Individual work after notes.
1st half needs to be in-class since it is using
a protractor. 2nd half may become
homework.

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STEPP Lesson Plan Form
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Closure is used to
help form a coherent picture and to consolidate.
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Colorado State University College of Health and Human Sciences
- The examples given at the end of the notes allows for the students to see the
compilation of all the pieces put together. This will sum up the section well for
them and bring back what the purpose was.
- Allowing plenty of time for getting started on the worksheet lets students see
contextual problems while still in a setting where they can problem-solve with
peers and ask their teacher any remaining questions from the notes.
- ELAchieve Language for the learning target.
- Printed note sheet with much of the notes already written, so students wont
need to take as much time writing for themselves.
- Having two options for each example, a primary one and an extension, gives
time for those students that already know the content to practice on more
challenging problems, while the teacher can problem-solve with and support
those students that need extra on the primary problems.
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