WEEKLY BLOCK PLAN

Name: Peter Lewis Dates: 2/19 – 2/23 Class Period or Subject: 5th and 8th
period, 42 minutes

Topic: Math Grade Level: 7th Co-op initials with date:

Monday Angles - Review

PA Anchor/Standard or CC.2.3.7.A.1
Eligible Content Solve real-world and mathematical problems involving angle
measure, area, surface area, circumference, and volume.
Eligible Content:
M07.C-G.2.1.1
Identify and use properties of supplementary, complementary,
and adjacent angles in a multistep problem to write and solve
simple equations for an unknown angle in a figure.
Lesson Objectives Following a brief period of review, the student will be able to
calculate the missing angle, achieving at least an 80% success
rate.
Sequence of activities The teacher and students will go over the homework together.
The teacher will then provide a quick, yet explicitly
instructional review of where the class has been and what
they’ve learned.
The teacher will then open the floor for questions of clarification
and confusion.
The students will then begin work on a review packet.
The teacher will call the class back together and ask for
questions.
The students will be dismissed.
Differentiation Content: The content of the class will be differentiated through
the variety of questions and representations that the questions
will be given in. There will be a varying degree of difficulty to
the problems that will allow for all students to be challenged in
the content.
Assessment The students will be informally assessed through the teacher’s
questioning and observation of their in-class work.
Tuesday Properties of Triangles Day 1
PA Anchor/Standard or CC.2.3.7.A.2
Eligible Content Visualize and represent geometric figures and describe the
relationships between them.
Eligible Content:
M07.C-G.1.1.2 Identify or describe the properties of all types of
triangles based on angles and side measures.
Lesson Objectives Following a period of instruction, the student will be able to
correctly identify a triangle’s type, achieving at least an 80%
 success rate.
Sequence of activities The students and teacher will go over the homework from the
previous lesson.
The teacher will then pass out a worksheet on triangles.
The teacher will then provide explicit instruction on triangle
types and properties.
The students will then be questioned regarding what they have
just heard and will be asked to help the teacher (GRR) to solve
triangle problems.
The students will then work individually to complete the triangle
worksheet.
The teacher will then pass out an exit ticket which the students
will complete before leaving.
Differentiation Process: the process will be differentiated through the variety of
teaching methods or forms that the teacher will use in the
classroom. This is seen through the use of lecture, calling upon
student involvement in the lesson to solve problems as a group,
and through the individual work in which the students will be
able to ask for and receive individualized instruction and/or help
from the teacher.
Assessment The students will be formatively assessed through effective
questioning by the teacher and through the exit ticket.
Wednesday Early Dismissal – Open Ended Question Day
PA Anchor/Standard or CC.2.3.7.A.1
Eligible Content Solve real-world and mathematical problems involving angle
measure, area, surface area, circumference, and volume.
Eligible Content:
M07.C-G.2.1.1
Identify and use properties of supplementary, complementary,
and adjacent angles in a multistep problem to write and solve
simple equations for an unknown angle in a figure.
Lesson Objectives Following a brief period of instruction, the student will be able
to solve open-ended angle questions, achieving at least a 70%
success rate.
Sequence of activities The teacher will introduce the task for the day and explain how
the students will benefit from practicing open ended problems.
The students will then be placed in groups of between 3 and 4
students.
They will work together to complete a worksheet containing
some open ended questions.
The students will then be asked to share out and grade their own
work.
Differentiation Learning Environment: the learning environment will be
differentiated through the changes in classroom structure. The
change-up to group work will provide a needed break from the
monotony of lecture and provide the students with opportunities
 to both benefit and help others benefit from group work. This
will also allow the teacher to provide small group instruction
and address student questions.
Assessment The students will be formatively assessed through the teacher’s
use of effective questioning during the group-work activity and
through the students sharing out at the conclusion of the activity.
Thursday Properties of Triangles Day 2
PA Anchor/Standard or CC.2.3.7.A.2
Eligible Content Visualize and represent geometric figures and describe the
relationships between them.
Eligible Content:
M07.C-G.1.1.2 Identify or describe the properties of all types of
triangles based on angles and side measures.
Lesson Objectives Following a period of instruction, the student will be able to
utilize the triangle inequality theorem and the sum of the interior
angles to solve algebraic problems, achieving at least an 80%
success rate.
Sequence of activities The teacher will pass out a bellringer and inspect student
homework simultaneously.
The teacher will then introduce the topic for the day, using real-
world examples to relate the topic to the students.
The teacher will then provide explicit instruction to the
students regarding the triangle inequality theorem.
Using GRR, the teacher will then work through a worksheet
with the students.
The teacher will then ask the students where they are struggling
and reiterate some key points of the lesson.
Differentiation Process: the process of the lesson will be differentiated through
the variety of types of work that the students will do and the
modes in which they complete them. Students will be provided a
lecture style lesson. They will then receive an interactive period
with the teacher, working with their peers to arrive at an answer.
They will then work individually, receiving direct instructional
support from the teacher as required.
Assessment Students will be formatively assessed through the bellringer and
homework at the beginning of class and through the individual
work with students. This will allow the teacher to quickly assess
the students’ progress and adapt the lesson to meet their needs.
Friday 3-D Shapes Day 1
PA Anchor/Standard or CC.2.3.7.A.2
Eligible Content Visualize and represent geometric figures and describe the
relationships between them.
Eligible Content:
M07.C-G.1.1.4 Describe the two-dimensional figures that result
from slicing three-dimensional figures.
Lesson Objectives Following a period of instruction, the student will be able to
 identify the shape of cross-sections resulting from 3-D shapes,
achieving at least an 80% success rate.
Sequence of activities The teacher will pass out a bellringer while grading the student
homework.
Students will then participate by doing the homework problems
on the board.
The teacher will then provide a visual presentation of 3-D cross
sections, using the smartboard. The teacher will provide explicit
instruction regarding how these cross sections were taken and
how students can also find them.
The students will then work in pairs to solve problems.
The teacher will float between groups, providing direct
instruction to the students as required.
Differentiation Learning Environment: the learning environment of the
classroom will be differentiated through the variety of ways in
which students will engage with the material. Through the use of
group work, the teacher will alleviate the pressure of a typical
lecture style lesson. The students will also be afforded a short
lecture and receive some direct one-on-one time with the
teacher.
Assessment Students will be formatively assessed through the bellringer and
through the display of homework on the boards. The students
will also be assessed through effective questioning that the
teacher will use to examine their progress.

Modification/Accommodation (Generalized across the week):

Students with ELL needs will have word problems read to them upon request. The teacher will
also check in on them multiple times throughout the lesson to ensure that they are receiving
the material.
Students with learning support requirements will be seated near to the teacher and front of the
class. The teacher will reduce the amount of homework that they are required to do. All
quizzes will be reduced in length.
End of the week self-evaluation: