CEP Lesson Plan Form

Teacher: Payton Haines Date: March 28, 2023

School: Eyestone Elementary Grade Level: 3rd Content Area: Mathematics

Title: Geometry Riddles Lesson #: 3

Lesson Idea/Topic and For this lesson, students will complete and interactive activity involving solving
Rational/Relevance: geometry riddles. The riddles will involve vocabulary that we have talked about in
the geometry unit so far. The rational of this lesson is to informally assess students’
progress with geometric concepts so far. These concepts will include types of
shapes, types of lines, and types of angles. This lesson is relevant because the
students are in the middle of the geometry unit and have learned several concepts
and completed independent practice for each concept; therefore, it would be
appropriate to include an interactive lesson that informally assesses their progress
thus far.

Student Profile: The student profile for this group varies and it is crucial to differentiate each lesson
to meet the needs of each individual student. To ensure engagement, students will
need transitions frequently. Not only this, incorporating an interactive activity that
allows students to move around the classroom will increase student engagement and
motivation. Some students will benefit from more guided practice and other
modifications, while other students will benefit from extension activities if they
finish early. Also, it is important to model the activity for the students before they
are released.

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

3.G.A.1: Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses,
rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Understandings: (Big Ideas)

-Shapes can be categorized into different categories based on their attributes

-Some shapes do not belong to any subcategory because they are irregular
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-Understand the types of shapes, types of lines, and types of angles

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

-What are the names of different shapes?

-How can I categorize shapes based on their attributes into larger categories?

-What are the different types of lines and different types of angles?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Every student will be able to create and use a number line to represent and solve a division equation

I can (content standard):

-I can understand that shapes can be categorized based on their attributes.

-I can understand that some shapes are irregular.

-I can distinguish between different types of lines and angles.

This means (language standard):

This means that I can distinguish between different shapes by naming and recognizing their attributes. I can also distinguish between the different types of lines
and angles.

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

-Informal Assessment: The main form of assessment is embedded within the activity because the students have already been exposed to all of the concepts within
this activity. After students complete this activity, I can respond to the students’ progress. If the majority of students (80%) are meeting or exceeding the
expectations for the standard, I can continue to introduce more complex concepts, but if not, I can gradually review concepts that we have already talked about,
while still being responsive to students who may benefit from extension activities.

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Planned Lesson Activities

Name and Purpose of Lesson Name: Geometry Riddles
Purpose: The purpose of this lesson is to informally assess students’ progress with
geometrical concepts that have already been introduced prior to this lesson.
Co-Teaching Which model(s) will be used? One Teach One Assist
Will co-teaching models be utilized in this Why did you choose this model(s) and what are the teachers’ roles?
lesson? Yes _X__ No ___ I chose this co-teaching model because this model works well for Carolina and I and we
are both very comfortable with this model. This model usually presents itself naturally. In
this model, I will hold the majority of the instructional responsibilities, and Carolina will
assist with students’ works and behaviors.
Approx. Time and Materials
Anticipatory Set 8:30-8:35- Review Geometric Concepts
8:35-8:37- Introduce and Model Activity
8:37-8:38- Students transition to gather materials and start at first station
8:39-9:00- Around the Room Activity (Geometry Riddles)
9:00-9:05- Exit Ticket (informal assessment)
Teacher Actions Student Actions Data Collected
-Teacher guides student during five- -Students participate in review -The main form of data
minute review period. period. collected in this lesson is
-Teacher asks questions that elicit -Students build on one another’s’ both the interactive activity
student responses. thinking and ask questions. answer sheet that the
-During review, teacher encourages -Students transition quickly and students complete as well
students to BUILD on one another’s’ quietly to gather materials. as the exit ticket.
thinking. -Students complete interactive
-Teacher introduces interactive activity. activity while following
-Teacher models activity following expectations.
expectations. -Students ask question and advocate
-Teacher review expectations for for themselves if they need help.
students’ work and students’ behavior -Students complete interactive
(Positive Expectations) activity.
-Teacher tells students to transition to -Students complete exit ticket and
gather materials. turn it in.
-Teacher monitors classroom and
students’ progress. If necessary, teacher
aids students with more guided practice.
-Teacher gives reminders to all students

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CEP Lesson Plan Form

throughout activity.
-Teacher transitions students back to
their desks.
-Teacher goes over the exit ticker and
passes out papers to students.
-Teacher answers simple questions
regarding directions.
-Teacher collects all exit tickets for data
collection.

Closure The strategy I intend to use is: Exit

Ticket

I am using this strategy here because:

I am using an exit ticket because this
will be an informal assessment of the
student’s understanding. Students will
answer short problems that model a
format they are familiar with. This is an
important strategy to use because it
gives me information and data about
each student.

Differentiation Content Process Product Environment

For which students are you differentiating Modifications: Students who may Students who may Students who may If students are
(refer to student profile as well as assessment need more support need more support need more support struggling to focus or
data to determine individualized student will be able to use will be supported will only be asked would benefit from a
learning need): their geometry by teachers who are to list at least two quieter less
vocabulary flipbook monitoring attributes for interruptive
from the start. If students’ work. certain shapes. environment, this
students need shapes Both teachers will activity can be done
manipulatives, they be walking around on a worksheet instead
will be available for the room to answer in a quieter area.

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CEP Lesson Plan Form

reference. questions and offer

more support to
students.
Extensions: Students who finish Students who finish As mentioned, Students can complete
quickly and are quickly and already students will have the process
already understand the the opportunity to independently to
understanding the concepts will move complete an challenge themselves,
concepts will be through the activity extension but also can complete
challenged to list quicker but will worksheet. the extension activity
more attributes and have the completely
expand their opportunity to independently.
thinking beyond complete an
shapes that we have additional extension
talked about. When activity.
students ask
questions, teacher
will respond with
questions back to
expand their
thinking rather than
answering a
question right away.
Assessment Exit Ticket: The exit ticket and the interactive activity is the main form of assessment for
this lesson. It will measure the student’s understanding of geometric concepts so far.
Students who miss a significant amount of questions will be pulled for small groups with
Mrs. Johnson and I at the end of the day throughout the week.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: 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.

Students Learning English – What teaching component (preparation, building background,

comprehensible input, scaffolding/questioning, student grouping/wait time, practice application, lesson
delivery, and review/assessment) and language domain (listening, speaking, reading, writing) will you use
to support and/or enhance content for students learning English? Provide a rationale.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the teacher
to relate the experiences of the students to the objectives of the lesson, To put students into a receptive
frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

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. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:

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CEP Lesson Plan Form

 To cue students to the fact that they have arrived at an important point in the lesson or the end of
a lesson.
 To help organize student learning
 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? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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