Lesson Plan

Hunter Allen
2/14/2018
Dr. R
Demographic: 19 students total, 5 IEPs. IEPs include three written IEP and two LEP students.
10th grade Geometry.

Title of Lesson
Finding the distance of a line segment. For a 10th grade Geometry 90-minute class.
Purpose/rationale:
The purpose of this lesson is to teach students how to find the distance formula. This
lesson will engage them in an activity that will help them learn how to find distance formula. We
will do this lesson because it is an important piece to the Common Core State Standards. In the
standards, the students must know how to find congruent shapes. Being able to find the distance
of line segments is an important piece to prove theorems about lines and angles. By teaching this
lesson it will make the students learn how to find congruent shapes much easier.
The timing will be at the end of the 1st quarter. This is important because these are things
the students will need to know for the rest of the year. It will give enough time for us to get
through the sections about the slope and equations of lines. Before the lesson the student will
have learned how to find the slope of the line and how to put the lines into slope-intercept form,
standard form, and point-slope form. These are important to finding the distance, because it will
help them make the lines after they get done finding the distance. Also, it will help to put
together all of the pieces for the next section which would be working with congruent lines,
perpendicular lines, and parallel lines. Where they will have to find the slope and the distance of
lines to find out if they are congruent and to find if lines are parallel or perpendicular.
The students will work in groups three or four making lines and triangles on a coordinate
plane. Working in groups will help the students learn the concept of the lesson. Cornell
University says that “educational experiences that are active, social, contextual, engaging, and
student-owned lead to deeper learning.” (Collaborative Learning) When the students work in
groups and then as a class and then as individuals it makes it so they understand what they are
doing. Working is groups lets the students have that “collaborative situation had greater
knowledge acquisition, retention of material, and higher-order problem solving and reasoning
abilities than students working alone.” (Benefits of Group Work) They have had that group work
were if they don’t understand they can have someone explain to them, they will have class work
which will work on more social skills and make it so they really know what they are talking
about when they have to get up in front of the class, and they have had the individual work which
would be the homework where they can use the knowledge they gained to show me they
understand the lesson.
CCSS standards
• High School Geometry
-Congruence
- CCSS.MATH.CONTENT.HSG.CO.A.1
Know the precise definitions of angle, circle, perpendicular line, parallel line, and
line segment, based on the undefined notions of point, line, distance along a lone, and distance
around a circular arc.
-CCSS.MATH.CONTENT.HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow
from the definition of congruence in terms of rigid motions.

Objectives:
•The students will be able to find the distance of any segment on a coordinate plane using the
distance formula and pathegary theorem.
• Students will know which segments are congruent.
Materials:
I will need 5 pieces of construction paper with a coordinate plane on each of them. I will need a
calculator for each group. I will also need a formula sheet that has the distance formula, how to
find the slope, and pathegary theorem on it.
Anticipatory set:
My routine will begin with handing in homework due on the table in the front of the class and
mental math that is on the board. The mental math will have them try to do some of the problems
we will look at in class. I think it would be good for this to be a little assessment with no grade to
figure out what the student already know about what we are doing. After we will go over them
and I will explain each one and that will bring us into the class very easily.
Teaching Strategy/Procedure/Activity:
Time Student is doing Teacher is doing
10 minutes Handing in homework and Collecting homework and
doing problems on the going over the problems on
board. the board when the students
have finished them.
70 minutes Group project on how they Go over the assignment for
will find the distance of the class and how it is done.
lengths of the legs on Then answering questions
triangles the students may have for
the assignment and during
it. Walking around to check
if the students understand
what they are doing and if
they are on task.
10 minutes Going over the next Talk about the homework
homework assignment and and go over it to see if the
starting it if they have time. students have any questions
before they leave.
Summary/Closure:
The students will end class by sharing the triangles they were given and then share how the got
the lengths of the legs of the triangle.

Assessment:
§ Formal assessment: The formal assessment will be the worksheet the students have for
homework. This will be what I grade based on the question they got right.
§ Informal assessment: The informal assessment will be the group project in class that they
will do.
Homework/follow-up assignment:
The students will have a worksheet to do that will be my assessment on how well they
understood the lesson. It will be a worksheet over how to find the distance of a triangle using
distance formula, slope, and pathegary theorem.
Accommodations/adaptations:
A student with Dyslexia
- Use large print on worksheets.
- Provide pictures of directions and schedules.
- Give step-by-step instructions (oral and written).
- Give extra time for reading and tests.

A student with ADHD and anxiety

- Have the student sit away from doors and windows.
- Have the student sit close to the teacher and talk close to the student.
- Make a quiet and distraction free classroom.
- Have more quizzes and less long tests.

A student with mild autism

- Detailed schedule and daily routines that are clear.
- Use different media options for visual learners and auditory learners.
- Let the student use sensory tools such as a stress ball.
- Have the student sit in a quiet corner with little distractions from other classmates and
students in the hallway.
- Include extra breaks for the class to help the student transition. (Simply a 5-minute
break)

A student with mild autism who is LEP

- Give extra time for class work and assessments
- Try to work in small groups to help the student with their language skills
- Simply instructions down to the basics
Attachments/Appendices:
I will need to do a powerpoint to show them how to use the distance formula, slope, and
pathegary theorem. After the powerpoint I will need pieces of construction paper with a
coordinate plane on it with different triangle on each one. I will need 4 of these one for every
group of 5 or 4. I will need a calculator for each group.
Plan B:
If the lesson I had planned doesn’t work or is too hard for them I would have them do the
worksheet I had planned for them to do for homework. This will give me a good idea on where
they are at and where I should start with this lesson. If the lesson is too easy I would have them
do it and then do the worksheet for in class work. If they all finished I would assign them to read
ahead in the book to the next section.

References
“Benefits of Group Work.” The Teaching Center at Washington University ,
teachingcenter.wustl.edu/resources/teaching-methods/group-work-in-class/benefits-of-group-
work/.
“Collaborative Learning: Group Work.” Cornell University, www.cte.cornell.edu/teaching-
ideas/engaging-students/collaborative-learning.html.