Lesson Plan 9-1 Wednesday, April 5

Grade/Subject: 9-1 Mathematics

Unit: Symmetry and Surface Area
Lesson Duration: 66 Minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them.
Describe and analyze position and motion of objects and shapes
Describe and analyze position and motion of objects and shapes

Specific Learning Outcomes:

SLO2: Determine the surface area of composite 3-D objects to solve problems
SLO5: Demonstrate an understanding of line and rotation symmetry
SLO4: Draw and interpret scale diagrams of 2-D shapes
SLO5: Demonstrate an understanding of line and rotation symmetry

LEARNING OBJECTIVES

Students will:
1. Have a chance to work within groups and apply the learned concepts to a hands-on activity.
2. Be able to apply the concepts to the information gathered from the hands-on activity.

ASSESSMENTS

Key Questions:
- Using the yarn, how would you find the angles?
- Finding the measurements of the radius, diameter and chords
- How do the values of what you have found apply in the circle?

Observations:
- Students will be recording the values they receive from the prompts given to them.
- They will be asked to solve for different values using the data collected during this activity.

Written/Performance Assessments:
- Groups will be handing in their activity paper with the answers to the questions that they found.

LEARNING RESOURCES CONSULTED

Resource #1:

MATERIALS AND EQUIPMENT

- Yarn -
- Prompt paper/Recording paper
- Meter sticks
- Protractors

PROCEDURE

Before (10 min)

Focus of Inquiry: Assessments:

- We will be outside for this morning period. We will be doing Observe & Ask:
a hands on activity to apply the concepts the students have
learned over the past week or so and demonstrate their
understanding of this knowledge.
 - Students will be placed into groups that I will have put
together and each group will be given a prompt sheet to
work off of. The prompted sheets will ask for specific
measurements that they will be applying later on to a set of
questions.
- Students will be given yarn, a meter stick, and a big
protractor to find the measurements that are needed.

Task Expectations:
- Students will be working in groups, outside, in order to find
the different measures of lengths and angles. They will be
using their bodies to form the circles and then using the
yarn to measure out the line segments and the protractor to
measure out any required angles.
- One student will be the recorder, two students will be
measuring and finding the values, the remainder will be
holding the yarn to form the circle and the line segments.
Once all information is collected, all students will be working
together to solve the questions given to them.

Differentiation:
- If the weather is terrible outside or it is too windy to be able
to do this activity, I will allow students to work in the
hallways, in the classroom, or in other quiet areas to gather
their measurements.

During (40 min)

Initially: Assessments:
- Students will be allowed to go outside once I have finished
going over the expectations and rules for what they are to Observe & Ask:
be doing. Once students are in the groups, they are able to
start working on creating/ finding the values that have been
given to them.
- When students have finished gathering all their
measurements, we will head back inside the classroom.
Students can work in their groups, gathering the information
together and working on the questions that will be assigned
to them to complete. I will be asking students to hand in
their work, 1 per group, before leaving for the day.

Ongoing
Differentiation:
- If the students dont have a chance to complete their questions
that follow along with the measurements gathers, they can just
hand it what they have and that will be good enough.

After (15 min)

- Once the students have gathered the information that they Assessments:
needed to, we will head back inside and students can begin Observe & Ask:
to work to answer the questions that go along with these
measurements.

Differentiation:
- If it is nice outside, students are able to work through these
questions outside without having to move back inside to
finish the questions.