UDL Lesson
Plan
- Author: Amy
Sherry
- Topic: Mathematics
- Grade Level (7th):
- Content: Geometry
- State Standard: AR.Math.Content.7.G.B.4 - Know the formulas for
the area and circumference of a circle and use them to solve problems
- Lesson Objective:
Using a paper plate, measuring tools, and a pencil, the student will solve
the area and circumference of the paper plate. BL: Application, MI:
Bodily-Kinesthetic, Visual
- Lesson Materials: Handout, Smart
Board, Document Camera, Paper Plate, Measuring Tools, Pencil
Instructional
Lesson Methods and Assessment
Anticipatory
Set
Prior
Knowledge:
At the whole
group carpet
·
The teacher will ask:
o "What have we
been talking about this week?" (circumference and are of circles)
o "What is the
formula for the circumference of a circle?” (C = 2πr)
o
"What is the formula for the area of a circle?” (A=πr^2)
o
“Where would you need to use circumference and area of a circle in your
daily life?”
·
The teacher will say: “now turn to your ‘desk buddy’ and discuss what
objects you can measure with these formulas.”
·
Re-introduce the fact that the “r” in the formulas means radius and what
radius is.
·
Come up with some ideas of what objects can be measured with these formulas
and have student type them on the classroom iPad.
·
Tell students that they will be measuring and solving the circumference and
area of a paper plate today.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
I will ask the
students what “r” means in the formulas. The students will need to know that “r”
means radius to solve the equations.
In order to
measure the circumference and area of a plate, the students must know the
formulas. The students must also know what radius means to solve the
equations. I will ask the students questions about these topics to understand
their previous knowledge.
|
The students
will have a chance to talk to their partner about objects to measure the circumference
and area of. The students will also have the opportunity to discuss the formulas
and objects to measure as a whole group.
The class will come up with ideas of
objects to measure the circumference and area of. One student will record
these objects on the classroom iPad.
|
I will ask the
students where they can use circumference and area of a circle in their daily
lives. This will allow the students to make a personal connection to the
subject being taught and it will feel that the subject is more relevant to life
itself, making the student motivated to learn.
I will ask the students for the background
knowledge on where to use circumference and area of a circle. By asking “Where would you need to use circumference and area of a circle in your
daily life,” I am requiring reflection from the students.
|
Introduce
and Model New Knowledge
·
Read the story “Sir Cumference and the First Round Table (A Math Adventure)”
by Cindy Neuschwander and Wayne Geehan to the students.
Picture from: https://www.amazon.com/Cumference-First-Round-Table-Adventure/dp/1570911525
·
Remind students to be thinking about what can be measured with the
circumference and area of a circle formulas.
·
Project the story on the Smart Board using the Document Camera so that the
students can read along.
·
I will stop on key vocabulary words (carpenter, jester, and knights) and
have a student use the classroom iPad to research what the vocabulary word
means. Then, the student will add it to our vocabulary list on the Smart Board.
Picture from: https://www.google.com/search?espv=2&biw=1366&bih=638&tbm=isch&sa=1&q=definitions+on+ipad&oq=definitions+on+ipad&gs_l=img.3...2192.2192.0.2817.1.1.0.0.0.0.223.223.2-1.1.0....0...1c.1.64.img..0.0.0.PtBrmdT9ROw#imgrc=4yB0ymmWN7XIyM:
·
After the reading, the students will turn to their “desk buddy” and ask
them what happened in the story.
·
The pairs will share one memory from the story with the class.
·
Tell the students that the story will be at the listening center if they
need to re-read it. https://www.youtube.com/watch?v=4ZJU3-JXGBo
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
I will offer
the students the time to listen to the story in the listening center. The
students can use the classroom iPads and headphones to listen to the story at
https://www.youtube.com/watch?v=4ZJU3-JXGBo.
This will allow the auditory students to listen to the story while reading it
for further comprehension.
|
The student
will look up the vocabulary words on the classroom iPad and add them to our
vocabulary list on the Smartboard. These technology devices will help assist
the students in learning new vocabulary terms.
|
The students
will talk to their “desk buddy” about what happened in the story. This will
allow the students to collaborate and communicate on what happened in the
story and to check for comprehension.
|
|
I will discuss
key vocabulary words in the story to help students understand the story.
These words include:
·
Jester
·
Knight
·
Carpenter
|
The students
will use the iPad to look up new vocabulary terms. The students will add the
new terms to an already existing list of vocabulary terms on the smart board.
This will allow for the students to keep an organized list of terms they have
learned.
|
Guided
Practice
·
After discussing the story “Sir Cumference and
the First Round Table (A Math Adventure),” I will break the students into
groups of four.
·
Each student will be handed the same handout.
·
I will read the handout with the students.
·
I will give the students examples of what I am
looking for on each step of the handout.
·
I will talk to the students about diameter.
·
The students will practice measuring the diameter
of circular objects around the room.
·
In groups, the students will brainstorm what
circular objects they can use to measure the diameter, radius, circumference,
and area on the classroom iPads or on paper.
Picture from: https://www.google.com/search?q=ipad+concept+map&espv=2&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjyxsPs9qfSAhUHKiYKHW4XCKoQ_AUICCgB&biw=1366&bih=638#imgrc=kjZEVX0qXg30RM:
·
After brainstorming, the groups will complete the handout on the diameter,
area, and circumference of circle pizzas.
Picture from: https://www.pinterest.com/pin/119415827591691487/
·
As the students are answering the questions on the handout, I will observe
how they are communicating as a group and ask them questions for comprehension.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
The students
have the option of making a content map on the iPad or on paper. This will
allow the students with visual impairments to be able to have a choice of how
they want to make the content map.
|
The students
will have the option to use the iPad instead of paper and pencil to build a
concept map. This will allow the students to be creative with their concept
maps.
|
The students
will have the choice to use paper and pencil or the classroom iPads to build
their concept map.
|
|
The students
will make a concept map for visualization of main ideas. Also, the students
will use a handout as a visual aide to measure the circumference and area of
circle pizzas. .
|
The students
can provide feedback on objects that can be measured using area and
circumference of a circle through a concept map instead of discussion. This
will allow the students to have an opportunity at a variety of ways for
feedback.
|
The students
will work in groups to build a concept map and complete a handout on
circumference and area of a circle.
|
Independent
Practice
·
After completing the handout, the students will start to measure their own
paper plate to solve the circumference and area of the paper plate.
·
I will handout paper plates, measuring tools, and pencils to each student.
·
The students will measure their paper plates for circumference and area of
the plate.
Picture from: https://www.pinterest.com/pin/67061481923344064/
·
I will continue to observe how the students are comprehending area and
circumference and their formulas. I will redirect the students if needed.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
The student will use a paper plate to
display the big ideas and relationships of the circumference and area of the
paper plate.
|
The students
will make a paper plate diagram after the guided practice to use for the
assessment.
|
I will ask the
students questions about circumference and area of a circle to check for
comprehension.
|
Wrap-up
·
The students will bring their plates to the front of the room.
·
I will put each plate on the white board.
·
After taping each plate to the white board I will ask:
o
What was difficult about this assignment?
o
What was easy?
o
Did we all get the same answer?
·
The students will re-measure their paper plate if needed.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
During the
final discussion, I will ask the students about the assignment. We will talk
about the different parts of the formula and look to see if all the plates
have the same answer.
|
During the
final discussion, I will give feedback on the answers on the paper plates.
This will allow the students to have the opportunity to change their answers
after feedback.
|
The students
will show comprehension of circumference and area of a circle by taking part
in the final discussion and showing the answers on their plates to the class.
|
Assessment
Formative
(Informal – must be a written assessment)
·
The teacher will hand each student an exit ticket or blank piece of paper.
·
Students will have two options that they can show their knowledge of how to
solve the circumference and area of a circle.
o
Option 1: Draw a circle and solve the circumference and area of the circle.
o
Option 2: Solve the circumference and area of the circle on the exit
ticket.
·
On the paper, the student will tell the teacher at least three circular
objects that can be measured with circumference and area.
·
The students will write at least 5 sentences explaining how to use the
formulas to solve the circumference and area of a circle.
·
The students can use their handout from earlier.
·
The students can also look through the story “Sir Cumference and the First
Round Table (A Math Adventure).”
·
I will give each student a rubric so that they know what I expect from them
for their assessment.
Circumference/Area of a Circle Rubric
|
|||
1
|
2
|
3
|
|
Circumference
|
Student is unable to
answer questions asked about the circumference.
|
Student tried to ask question
about the circumference, but got it incorrect.
|
Student is able to answer the
question about the circumference and got it correct.
|
Area
|
Student is unable to answer
questions asked about the area.
|
Student tried to ask
question about the area, but got it incorrect.
|
Student is able to
answer the question about the area and got it correct.
|
Sentences
|
Student wrote 0-1 sentences
about the circumference and area of a circle.
|
Student wrote 2-4
sentences about the circumference and area of a circle.
|
Student wrote 5 or more
sentences about the circumference and area of a circle.
|
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
I will give
the student the option to do an exit ticket or to draw their own picture of a
circle to solve the circumference and area of the circle. This will allow my
non-English speaking students the chance to show me their comprehension in a
non-linguistic way.
|
The student
have the choice to show their comprehension through a drawing of their own
circle or an exit ticket.
|
I will give
the students two choices for the assessment. The students can either show me
comprehension through a drawing or an exit ticket.
|
|
I will allow
the students to draw their own picture of a circle or to solve for the circle
on an exit ticket. This will allow the students a choice through a variety.
|
I will give
the students a rubric so that they know what I expect from them on their exit
ticket or the drawing of their own circle.
|
The students
can move to a secluded area to reduce distractions. The student may also wear
headphones to block out any noise.
|
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