Professional Documents
Culture Documents
Loretto, PA 15940
EDUCATION DEPARTMENT
CC.2.3.6.A.1
Apply appropriate tools to solve real-world and mathematical problems involving area, surface area, and
volume.
ELIGIBLE CONTENT:
M06.C-G.1.1.1 Determine the area of triangles and special quadrilaterals (i.e., square, rectangle, parallelogram,
rhombus, and trapezoid). Formulas will be provided.
M06.C-G.1.1.2 Determine the area of irregular or compound polygons. Example: Find the area of a room in the
shape of an irregular polygon by composing and/or decomposing.
M06.C-G.1.1.3 Determine the volume of right rectangular prisms with fractional edge lengths. Formulas will be
provided.
M06.C-G.1.1.4 Given coordinates for the vertices of a polygon in the plane, use the coordinates to find side
lengths and area of the polygon (limited to triangles and special quadrilaterals). Formulas will be provided.
OBJECTIVE(S) (Be sure to include all four parts):
After the review, the students will be able to calculate the area of a triangle on IXL with 75% accuracy.
MATERIALS:
Smart board
Chrome books
Formula sheet
Scrap paper
IXL: https://www.ixl.com/math/grade-6/area-of-triangles
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
8. Snowstorm: the students write down two piece of information that they learned or thought were
important to know about finding the area
9. They then wad up the paper and throw it in the garbage can
ACCOMMODATIONS/MODIFICATIONS:
Extra time
75% completion instead of 90%
Directions are written and are spoken
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
Overall, I thought that this lesson went well. I thought the students react well to the direct instruction. I wish
that did a formative assessment during each step of the process. This way I could tell where students got
confused. Which would help me come up with another way to explain how to do the process. I thought that the
student did really well with the lesson. All of the students reached the goal of 75% or higher on their
independent practice. To see the students thrilled that they got 85 and higher on their independent was definitely
the best part of the day. One of my students who is really quiet and was having trouble with the missing side of
a tringle came up to me at the end of the period, and said “Miss Daly, I did the problem the way you had
showed me and I got it right!” At the end of the period we ran out of time to do the closing activity, and I wish
that we could have done the snowball closure. If I could change one thing I would keep an eye on the time
more.