LessonPlan

TeacherName:AnnaPerrin
ClassandGradeTaught:8thgradeAlgebra
LessonDate:October12,2015

LessonLogisticsandSetting:
UnitTopic:InverseVariation
PreviousLessonTopic:Intersectinglinearmodels(frompreviousunit)
CurrentLessonTopic:Rectangleswithfixedperimeter
NextLessonTopic:Rectangleswithfixedarea

LessonObjectives:
Thelearnerwillbeableto
Determinethedimensionsofasetofrectangleswithagivenperimeter
Calculatetheareaofarectanglegivenitsdimensions
Formulateconjecturesabouthowtomaximizeareagivenafixedperimeter
Workwithateamtoreachacommongoalwithoutusingverbalcommunication
StandardsAddressed:
CCSS.MATH.CONTENT.8.EE.C.7
Solvelinearequationsinonevariable.
CCSS.MATH.CONTENT.7.G.A.1

Solveproblemsinvolvingscaledrawingsofgeometricfigures,includingcomputingactual
lengthsandareasfromascaledrawingandreproducingascaledrawingatadifferentscale.
CCSS.MATH.CONTENT.7.G.B.6
Solverealworldandmathematicalproblemsinvolvingarea,volumeandsurfaceareaof
twoandthreedimensionalobjectscomposedoftriangles,quadrilaterals,polygons,cubes,andrightprisms.
CCSS.MATH.CONTENT.7.EE.B.4
Usevariablestorepresentquantitiesinarealworldormathematicalproblem,and
constructsimpleequationsandinequalitiestosolveproblemsbyreasoningaboutthequantities.
Assessmentofstudentprogresstowardobjectives:
Asstudentsareworkingsilentlyintheirgroups,Iwillbewalkingaroundandobservingstudentresponsestothe
writtenquestions.Iwillbeabletoidentifywhichworkisdonebywhichstudentaseachstudentwithinagroupwill

writeinadifferentcolor.Iwillalsobewritingquestionstopushtheirthinkingontheirpapersinblack(differentfromall
students)andwillseehowtheyrespondtothosequestions.

MaterialsNeeded:
Largepaperswithproblems
Coloredpencils,markersorcrayons

IntroductoryRoutines:
Copyagendaintoplanners
Getfolders
Discussfluencyproblems
Listentoannouncements

LessonActivities:
Launch(explainproceduresandexpectations)
LettheChalkDotheTalk(seeLessonStudyfolderinGoogleDrive)
Summarydiscussion

Lesson

Studentsareworking
Descriptionabouthowstudentsare
configured,whatworktheyaredoingand
howtheyarerecordingtheirwork

Launch

Forthedurationofthelesson,
studentswillbeintheirstandard
groupsoffour.Ifmultiplegroups
aremissingmembers,thenI
mayrearrangestudentstohave
morefullsizedgroups.
Students
willwaittillafterinstructionsare
giventochoosetheirwriting
utensil.

AnticipatedStudent
Thinking/Questions

Ifstudentshavequestionsrelatedto
procedures(suchasthosebelow),
openthesequestionsuptothe
class.Whatdoyouthinkyou
shoulddoif?
WhatdoIdoifIdont
understandwhattheyre
doing?
WhycantItalk?

TeacherMoves

Dontletstudentspickcolors
untilinstructionsarecomplete.
Studentsmaygetupandmove
aroundwithintheirgrouptobe
abletobetterworktogether.
Cansomeonerepeatthe
instructionsbacktome?
Whatdoyouthinkyoushoulddo
ifyouarestrugglingordont

Explore
Description
ofTasks

Studentswillbeconfiguredin
theirdeskpodsintheirstandard
groupsof4.Eachstudentwill
havetheirowncolorwithwhich
towrite,andtheywillbe
expectedtohaveall
communicationoccurviawriting
onthetaskpaper.Theyshould
work
together
throughthe
problemsinorder,aseach
buildsintothenext.

WhatifIdontknowwhatto
write/howtospellit?
WhatifIhaveaquestion?
Whatdowedoifourwhole
groupisstuck?
Whatifsomeoneisdoingall
ofthework?

Iexpectthatthemostcommon
approacheswillbetodrawapicture
ormakeatable.Iwouldbevery
surprisedifstudentsfindawayto
useanequationtofindthe
maximumarea,asthiswouldleadto
aquadraticform,whichtheyhave
notlearnedhowtoworkwith.

Studentsmaybeunsureofhowto
findthedimensionsofarectangle
givenitsperimeter,orthinkthat
thereisonlyonerectanglewitha
givenperimeter.

Somestudentsmaynoticequickly
thatitisasquarewhichmaximizes
area,whileothersmayneedtobe
pushedtomakethisgeneralization.

knowwhattotrynext?
Howcanwemakeitsothatall
colorsareequallyrepresented
onyourgroupspaper?
Arethereanyquestionsbefore
wegetstartedandstoptalking?

Questionsthatwillbeposedtostudentstobeginthe
exploration

Iwillbereferringstudentstothe
questionsintheactivity,beforesaying
thateveryone(includingme)mustnow
besilent.AsInoticethatstudentsare
unsurehowtoproceed,Iwillask
questionstofocusstudentthinkingsuch
as:
Whatdoyouthinkofwhathe
wrote?
Whatotherdimensionscouldthe
rectanglebe?
Whatdoyounoticeaboutthe
shapeoftherectanglewiththe
leastarea?Withthemostarea?
Couldyoutrydrawingpictures?
Howcouldyouorganizethis
informationtobeabletosee
patterns?
Whatpatternsareyouseeing?
Whatdoesapenwiththose
dimensionslooklike?
Whatischangingandwhatis
stayingthesame?
Whatinformationdoesthe

problemgiveyou?
Imnoticingthat____hasnt
writtenmuch.Whatdoyouthink
about?
Howelsecouldwethink
about?
Whatelsecouldwetryhere?
Howdoesthisconnecttowhat
wedidinInvestigation__?
Ifnecessary,Iwillalsoaskquestionsto
clarifythevocabulary.
Rectangle
Dimensions
Area
Perimeter
Maximize
Remindstudentsthattheyshouldallbe
working,promptthosewhoarenotwith
questions
Askgroups/individualstoshare
certainideasinthediscussionor
toallowustoborrowtheirwork
toshowontheprojector
Promptstudentstodraw
picturestoillustratetheir
thoughts,toorganizetheirdata
insomeway(graph,table),
and/ortoexplainwhattheyhave
doneonpaper.

Summarize,
Shareand
Discuss

Modeofpresentation:
Thiswillbea

Studentswillbethinkingabouthow
wholeclassdiscussion.Iwillask theirsolutionpathrelatestoother
groupstosharetheir
students.Iwillhaveasked

Whatyouwillsayordotosetupthediscussionofthe
bigmathideas

Iwillbeaskingstudentstosharetheir
strategiesinthediscussion.Duringthe

thinking/processineachstepof
theactivity.Studentswillbe
engagedintheclassdiscussions
andfollowingalong.Students
willbelookingattheirsolution
pathsandfinding
similarities/differencesbetween
theirsandothers.Thiswillhelp
studentsseeconnectionsamong
differentsolutionpaths.

permissionfromstudentstoshare
certainstrategiesthatIthinkwillbe
veryimportanttothediscussionand
wouldforthemtoshareand
commentoneachothersstrategies.
Whydidhe/shedoitlike
that?
Idontseeanysimilarities
Why/howdidthatwork?

task,Iwillbeaskinggroupspermission
tosharewhattheydidincertainparts.I
willalsoaskgroupstocomparetheir
methods.
Howdidyousetupyourwork?
Howdoesyourworkrelateto
_____s?
Whatdifferences/similaritiesdo
yousee?
Howdoesthesidelengthsand
themaximumarearelateto
eachother?
Doesaspecificperimeterlength
determinewhatareayoucan
make?
WhatdoesGroup__thinkof
whatGroup__did?
Whatconnectionsarethere
betweenyourstrategies?
Whattrends/patternsdidyou
see?Describethem.
Whatgeneralizationscouldyou
makeaboutthisproblem?What
shapewasthebestpen?
Howmightwebeabletofindthe
penwiththemaximumareafor
anyperimeter?
Howcanweusewhatyoufound
inquestion2and3togeneralize
whatthepenwouldlooklikeor
thedimensionsforquestion4?
Isasquarestillarectangle?

Putsuppliesawaybefore
startingdiscussion
Shareideasfromamorediverse
setofstudentsbypreapproving
thiswiththemastheyworkon
thetask

SummaryStatement:
Overall,studentswillseethatjustbecausetheyhaveafixedperimeter,theareatheycanmakecandiffer.
Astheyexperimentwithdifferentsidelengths,theywillfindthatarectanglewithsidesofequallengthgivesthemaximumareafor
thatfixedperimeter.Asstudentspresentdifferentsolutionpaths,studentswillbeabletoseetheseconnectionsamongstudent
workandgetabetterunderstandingofwhattheyhavejustdiscovered.

Homework:
OwossoMiddleSchoolavoidsassigninghomework,butifstudentshavenotcompletedtheirfluencyassignments,then
theywillneedtotakethemhome(dueWednesday).
Therewillbenohomeworkfromthisassignment.