Lesson Plan Template for Geometry Performance Assessment

Teacher: Ms. Kanwal M. Sumnani

Subject & Grade: Mathematics- Grade 7

OBJECTIVE(S)/STANDARD(S) CONNECTION TO ACHIEVEMENT GOAL(S)

What will your students be able to do? How does the objective connect to the goal(s) you
Reference Common Core or your state’s have for your students this year?
standards, as applicable.

Students will be able to calculate the volume
and/or surface area of cubes, rectangular prisms,
triangular prisms, and cylinders
7.9A solve problems involving the volume of
rectangular prisms, triangular prisms, rectangular
pyramids, and triangular pyramid
7.9B determine the circumference and area of
circles
7.9D solve problems involving the lateral and total
surface area of a rectangular prism, rectangular
pyramid, triangular prism and triangular pyramid
by the determining the area of the shape’s net
One of my goals for my students is to ensure that
students are able to apply the formulas that they
learn in a hands-on way, to further develop their
conceptual understanding of the calculations that
they do and make comparisons. By calculating
the volume and surface area of common place
objects, students will be able to understand why it
is that certain packages are shaped the way that
they are, that contain some of their favorite items.
My school’s campus-wide goal is that our students
achieve a 90/30 on our Texas STAAR
assessment, meaning that 90% of students meet
standard and 30% of students master standard.
Engaging in measurement practice on this scale
will further contribute to students’ proficiency in
and ability to perform basic calculations in their
everyday life as they determine how much thread
they might need to sew or how much paper to cut
to create a poster.
Commented [MOU1]: Instructional Focus 2: Content is
aligned to Texas State Standards, the activity below can be
categorized as a performance assessment, the nature of the
activity addresses measurement in addition to geometry,
and object manipulation and calculation is evidence of a
wide range of strategies to increase thinking.
Commented [MOU3]: Instructional Focus 5: This activity
was created after a conversation with a coworker about
ways to increase student engagement within the lesson and
offer real-world applications
Commented [MOU2]: These are Texas state standards,
which is the state I am currently teaching in (Texas Essential
Knowledge and Skills, 2019).

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to master How will you assess students’ mastery of these
the grade-level objective? foundational skills?

Students will have already been previously
introduced to the following concept development
vocabulary terms and formulas in previous
lessons, including prism and pyramid, three-
dimensional, area, and volume.
I will provide both pictures and word problem
descriptions for students to calculate three volume
compositions for the ‘Do Now’ portion of the
lesson.

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 ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?

Students will be given an exit ticket that includes picture representatives of two of the three
dimensional figures that they worked with, including a brief word problem that illustrates the figure, as
adhering to state testing formatted questions. Additionally, students will be required to explain their
reasoning in complete sentences, utilizing relevant vocabulary terms to explain their problem solving
process.

KEY POINTS
Key points are student-facing statements that include important content students needs to know to be
successful in the lesson. What three to five key points will you emphasize?

• A circle is the set of all points in a plane that area equal distance from a given point
• Circumference is the distance around a circle and found by multiplying pi times the diameter
• The ratio of circumference to diameter is equal to pi (approx. 3.14)
• The area of a circle is all the space inside the circumference of a circle and to find the area of a
circle, we must multiply pi times the radius squared
• A prism is a 3-D object with at least two parallel, congruent faces called bases that are
polygons
• The bases of a rectangular prism are rectangles and the bases of a triangular prism are
triangles
• The volume of a rectangular prism is the product of the area of the rectangular base B and the
height h
• Formulas: V=Bh and V=lwh

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 OPENING/HOOK (10 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?

Upon students’ entry into the classroom, the accompanying measurement supplies Notes Handout
will already be placed on the desks, arranged in groups. Students will be advised Hole-Punched,
on their Do Now slide not to touch the items, but immediate curiosity will be piqued. Pencil
While students are working explicitly on their diagnostic or “Do Now,” I will be
circulating and providing immediate feedback by way of a checkmark system, to
ensure that students are performing their volume calculations correctly, as I
reference my previously-completed exemplar. Students will have 10 minutes to
complete the “Do Now” and will be given a visual timer to reference on the projected
slide. Once the timer goes off, I will regroup the students, review answers with
them, and then ask the students to turn and talk to the students at their table and
predict what the placed items will be used for.

INTRODUCTION OF NEW MATERIAL (5 min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?

Students will have already had previous experience with calculating volume and Notes Handout
surface area formulas by the time of this lesson’s implementation. They will have Hole-Punched,
gone through a series of word problem examples and will not have yet performed Pencil, Ruler,
any hands-on activities on this particular unit. The inclusion of items that are Pringles Can,
familiar to them, and the opportunity to compute measurements and then further Toblerone
calculate volume and surface area respectively will engage them through the (Triangular
chance of group collaboration and teamwork, tangible manipulation, and being able Prism), Box of
to discuss strategies for accuracy and speed of measurement. M&Ms
(Rectangular
The INM portion of this lesson will simply consist of activity instructions for the Prism), Chiclets
guided practice portion of the lesson. Thus, the behavioral expectations will be that (Cubes), and
students are allowed to work within their table groups at a Volume 2 Voice Level Net Printouts
(above a whisper) and will have 30 minutes to compute all of the volume and (Surface Area
surface area values of the objects in front of them. They will have a guided Calculation)
worksheet where they record the base area, characteristics of said base area (e.g.
radius and circumference values for the Pringles can cylinder, triangle area for the
Toblerone face, etc.), and the height values, prior to completing the calculation for
the total volume and surface areas respectively.

I will give clear and explicit movement, voice, and participation instructions for the
activity: “When I say go, you will have 25 minutes to measure each of the objects
and calculate volume and surface area. Make sure you record each relevant
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 calculation in the proper fields on your paper and then write the steps you took to
solve each problem in complete sentences. Go!” Commented [MOU4]: This lesson activity references back
to the “Activities Sampler” concept introduced in the
Brahier reading, where students are also working with the
Measurements and Conversion unit in addition to Geometry
and having ample practice in a lab-based math lesson,
versus simply calculating two-dimensional images and word
problems (Brahier, 2013).

GUIDED PRACTICE (30 min.)
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?
MATERIALS Commented [MOU5]: I chose to give more time to Guided
Practice in this lesson, versus Independent Practice, as
students have already practiced heavily independently in
previous lessons. I want this lesson to serve as an
opportunity for deeper student engagement and
collaboration, a facet I feel is crucial to a classroom and yet
is one that has been lacking in my new math classroom.

For each of the five table items, students will assign one point person for each item Notes Handout
who will be utilizing the ruler for the respective item. The rest of the group members Hole-Punched,
will assist in rotating the items, recording values, and performing calculations. This Pencil, Ruler,
will ensure that each student has the opportunity to measure and compute, thus Pringles Can,
giving them plenty of practice with the main objective, which is formulaic Toblerone
calculations. For certain groups, I will pre-assign the objects to students, based on (Triangular
their prior performance on exit tickets, to ensure that practice is organized in area of Prism), Box of
difficulty. The engagement factor will be through group collaboration and M&Ms Commented [MOU6]: This part of the lesson and the pre-
discussion. Student performance will be monitored and corrected by way of (Rectangular assigning process can lean itself towards the
exemplar reference and comparison points, allowing me to observe first-hand how Prism), Chiclets implementation of a peer tutor for every group. There will
students are gathering each necessary calculation and providing support in place of (Cubes), and be a minimum of one student per group who is able to
potential miscalculations and ruler alignment. I will circulate, providing check marks Net Printouts successfully lead the activity and help students in gathering
on students’ papers where they are setting up equations correctly to solve, writing (Surface Area accurate measurements and performing accurate
accurate statements, etc. Calculation) calculations (Teachnology, n.d.).
Commented [MOU7]: Instructional Focus 1: A positive,
collaborative learning environment is addressed here, with
the inclusion of an engaging worthwhile task, the
opportunity for student discourse (also addressing
INDEPENDENT PRACTICE (15 min.) MATERIALS Instructional Focus 4), and reflection based on
In what ways will students attempt to demonstrate independent mastery of the conversation, written explanations, and teacher-student
conversation and feedback.
objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?

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 Students will complete a two-question exit ticket, formatted to match the questions
they would be given on the state assessment, requiring them to solve for the
volume value for two provided three-dimensional figures. Students will be able to
use a reference sheet with the pertinent formulas and will be asked to explain their
problem-solving steps in complete sentences. Students that are finished early will
have the opportunity of solving two challenge problems. The behavioral
expectation will be that students are completing their exit ticket at a voice level zero,
with a displayed visual timer counting down how much time they have to complete
the assessment. Verbal time checks will also be announced as timed reminders for
completion. missing angle values and explain their reasoning in complete
sentences.
CLOSING (10 min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
After students have completed their exit ticket silently and independently and have
written their reasoning as part of the exit ticket, integrating key vocabulary terms in
their explanations, we will regroup and discuss how the hands-on math lab
enhanced students’ thinking about the application of formulas and how it engaged
the students to want to work collaboratively. Students will be asked to compare the
different volume values and explain what they notice across the different items in
terms of measurement value and the contents inside and how the volume values
specifically influence the item and size inside.
DIFFERENTIATION
How will you vary your approach to make information accessible to all students?
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Notes Handout
Hole-Punched,
Pencil, Exit Commented [MOU8]: I wanted to explore the possibility of
Ticket, giving a computer-based assessment to measure mastery of
skills for this lesson; however, I felt it would be too involved,
given the rest of the lesson, and could best be implemented
in a later lesson that does not have such an already-involved
hands-on component and logistical components of having to
work with many other objects during the lesson.
Commented [MOU9]: Instructional Focus 3: Varied
assessment (multiple choice, formula solving, written
explanations), opportunities for challenge (Instructional
Focus 4), and evidence of spiraling
MATERIALS
N/A
Commented [MOU10]: I feel that this recap of the lesson
and asking for student reflection is representative of
pushing students’ thinking in conceptual understanding.
While it does not completely mirror the example that Ms.
Giudice employed in her classroom for assessment
preparation, students are still able to see a hands-on
application of the formulas that they are learning and thus
be able to give peers feedback during the guided practice
portion of the lesson (Teaching Channel, 2011).
MATERIALS
5
 As I circulate during Guided practice, I will help students set up equations if they Calculator
struggle with the application of the formula, assist with measurements, and redirect
students to reference their formula charts. Additionally, specific items, such as the Commented [MOU11]: Instructional Focus 4: Appropriate
rectangular prism and cube, will be recommended for initial measurement, as a way assistance for students who need it.
of scaffolding down and then later progressing in difficulty as the initially
recommended items are mastered. Students that receive calculator use as an
accommodation, as part of their Individualized Education Plan, will also be provided
with this tool to perform formula calculations.

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 References

Brahier, D. (2012). Teaching secondary and middle school mathematics (4th ed.).

Upper Saddle River, NJ: Pearson.

Lead4Ward TEKS Snapshot. (2018). Seventh Grade Mathematics. Retrieved from

https://lead4ward.com/docs/resources/snapshots/math/teks_snapshot_math_gr_

07.pdf

Texas Essential Knowledge and Skills- The Texas Education Agency. (2019).

Mathematics. Retrieved from http://tea.texas.gov/curriculum/teks/

Teaching Channel. (2011). Student-generated questions for exam prep [Video file].

Retrieved from https://www.teachingchannel.org/videos/preparing-students-for-

tests

Teachnology. (n.d). Math lesson plans. Retrieved from

http://www.teachnology.com/teachers/lesson_plans/math/

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