WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Jonathan Scott Stalnaker Date: March 18, 2014

School: Hurricane Middle School Grade/Subject: 7th Grade/Pre-Algebra
Unit Topic: Distance and Angle Lesson 1 Lesson 2 Lesson 3 (circle one)
Lesson Topic: Area of Composite Figures

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will properly decompose compound geometric figures.
2. Students will use the formulas of different quadrilaterals to find the area of compound
geometric figures.

WV CSOS
M.O.7.3.6 Solve mathematical real-world problems using compound geometric figures

NATIONAL STANDARDS
CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area,
volume and surface area of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.

MANAGEMENT FRAMEWORK
Overall Time: 90 minutes
Time Frame: 5 minutes-Bell ringer
5 minutes-Homework check
5 minutes- Introduction
5 minutes-Mimio Studio: Definition of composite figures
15 minutes-Learn how to properly decompose compound geometric figures
10 minutes-Mimio Studio: Area Formulas for parallelogram, triangle, trapezoid,
and circle. Multiple Examples.
25 minutes-Worksheet/Practice Problems
20 minutes-Recap and Post-Test

STRATEGIES
Teacher-led class discussion, class group activities, individual/group practice, base line testing,
and guided instruction.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Give students who learn better by observing the process, then writing it down afterwards, extra
time to copy notes.
Advanced Organizer

PROCEDURES
Introduction/ Lesson Set
Bell ringer
Check last nights homework (formative assessment)
Tell students we will be working with compound geometric figures to find their area.
Open discussion about what students already know about compound geometric figures

Body & Transitions
*Part One
Mimio Studio/Notes
Definition of compound geometric figures
Advanced Organizer Examples
*Part Two
Learn how to properly decompose compound geometric figures.
Advanced Organizer Ex. 1 and Ex. 2
*Part Three
Mimio Studio/Notes
Area formulas for a parallelogram, triangle, trapezoid, and a circle.
Advanced Organizer Ex. 3 and Ex. 4
*Part Four
In-class worksheet involving finding the area of different compound geometric figures.
*Part Five
Practice problems 2-26 (even)
Walk around and answer any questions
Closure
Recap what we have learned and administer the post-test

ASSESSMENT
Diagnostic: Asking what students know about area of various shapes and composite figures and
circumference of circles. Pre-test.
Formative: Questioning throughout lesson and whole class examples, walking around the room
during individual practice. Worksheets and homework will also be a formative assessment.
Summative: Recapping what we have learned at the end of class, Post-test at end of unit

MATERIALS
Whiteboard, markers, computer, Mimio Studio, erasers, Pre-Algebra book, simple calculator,
and ELMO

EXTENDED ACTIVITIES
If Student Finishes Early: Spiral Review Problems #31-36 and Skills Review Problems #37-40
If Lesson Finishes Early: Calculator Activity
If Technology Fails: Use books instead of ELMO
Lesson Plan Reflection
Planning
The objectives, procedures, materials, and assessment were most helpful for my
instruction of this lesson. I implemented higher order and divergent thinking skills by asking
tough questions and assigning homework that challenged their brains to demonstrate the
knowledge. I would change the amount of time spent on certain aspects of this lesson. The
CSOs fit in my lesson by completing the topic and the students demonstrating mastery levels of
the material.
Implementation
Mrs. Caldwells said, That this was my best lesson and she couldnt do it any better.
By this statement, I feel that all parts of my lesson went well. They only part she had hint
towards me fixing was not calling on the same people to work out the examples. I developed
grade/subject/age appropriate for my objectives, strategies, and assessment for this lesson. The
time factor worked out perfectly because students only had minimal amount of problems to
complete for homework. There was just enough time to do the allotted work. My sequences of
procedures work out like I wanted them to. The space arrangements and material distribution
worked well because of the lay out of the room. My plan for student seating and grouping
provided an accurate amount of flow conducive for learning. I followed through with the closure
of my lesson and administered the post-test. The pace was fast because I felt pressure to make
sure the post-test was administered, but I made sure that no student was lost in the process. I had
a lot that needed to be accomplished in this lesson so there is no possible way that I was rooted in
the presentation of the material.
Clarity of Presentation
I conveyed the material (voice, pronunciation, use of Standard English language, volume,
means of expression, and gesture) in an appropriate, engaging, energizing, and appealing manner
that help with the transfer of knowledge. I feel the one thing I need to work on is my confidence
level for speaking in front large crowds. Again, the pet phrase that I would like to eliminate
from my vocabulary is yall. I feel I talk too quickly due to the fact of the amount of things
needed to address. All the students could hear, see, and understand me. I made my examples
clear and helpful for students to have a reference point for their homework problems.
Attention to Individual Differences
I included different strategies and activities to accommodate an individuals different
learning styles. I assured that there were a variety of visual, oral, auditory, and kinesthetic means
of delivery and engagement of the material. There were no inclusion students in the class so I
did not deal with any of those students. I did not have to make provisions for my lesson with
inclusion students in mind. Since there was a lot to be accomplished today, no students finished
early.
Focus on Relationship and Student Response
The students saw me as a reliable resource for information. It felt good to have students
see me as an authority figure. The students responded to my teaching with eagerness to learn
more. The students followed the lesson attentively and with enthusiasm of the material. Some
students were not taking notes and I had to stress the importance of taking notes in math. I did
not lose them occasionally. The students in this advanced math class were quick to raise their
hands and respond to my questions. The students interaction with each other was conducive for
peer learning. The students were respectful, helpful, and supportive of each other. They seem to
be well associated and comfortable with each other. For their worksheet and homework, I
allowed students to work in groups of two. During the lesson, I noticed that all students were
participating in the lesson.
Planning and Implementing Higher Order Thinking Skills
I accessed students background knowledge on area of various shapes that are composed
in a composite figure. This background knowledge will help the students solve the complex
problems involved in composite figures. By assigning a worksheet and homework, I gave the
students ample opportunity to solve problems and make decisions on how to solve these
problems. I had the students in every lesson correct their own worksheet and homework which
serves a form of self-assessment and helps elevate the amount of grading. I provided the
students with an outside challenge to find the area of their houses. I allowed the students to use
their calculators; which is a technological skill.
Assessment
At the beginning of my lesson, I asked the students What do you already know about
Area of Composite Figures? This question was a form of informal diagnostic assessment. The
diagnostic tools that I used were the above question and the pre-test at the beginning of the unit.
I used data-based decision making from the results of the pre-test. This data-based decision
making helped me see what areas needed to covered intensely and what areas can be briefly
covered. At the end of this paper is the data used to assess what areas needed to be discussed in
great detail. The formative tools that I used were administering worksheets and homework.
These formative tools were informal. I walked around the room and gauged the level of
comprehension. The summative tool was the post-test that is the same as the pre-test. My
formative assessment indicated that their grasp of the material reached a mastery level. I
provided scaffolding when students asked multiple questions. I helped guide them to the
designated answer. I provided ample feedback to inform the students of the progress with the
material. The students learned different approaches to finding an answer from my teaching.
That is, students learned how to correctly answer questions in the correct format using decimal
notation. All of my students received what I wanted them to get. I know this by the completion
of the informal formative assessment and summative assessment. I learned that students get
frustrated and I have to learn how combat that frustration to get to the finish line. One area I
need to work on to improve my teaching effectiveness is my confidence in my expertise of the
subject.
Special Addition: Areas of Improvement
When the students got disruptive, I sternly stated that I have no problem assigning them
extra problems to do. I know this form of punishment is not politically correct, but it is effective.
After this incident, the students were not disruptive anymore. Because I assigned a lot of
homework in the first two lessons, I made sure to decrease the amount for the third lesson.
Data-Based Decision Making
Figure 1.1a

Figure 1.1b

(Figure 1.1a and Figure 1.1b) I noticed on the pre-test that majority of the students
answered correctly on the questions regarding finding the area and circumference of a circle.
0
2
4
6
8
10
12
C.R S.D P.M S.C T.A K.F V.C E.D G.O P.S C.F W.P B.B S.S
Pre-Test
Post-Test
0
2
4
6
8
10
12
K.B F.S C.E B.G P.B R.C N.S A.S C.B J.S A.J E.S L.L B.R
Pre-Test
Post-Test
However, the majority of the students had difficulty answering the questions finding the area of a
sector and the area of composite figures. Since this is an honors course in math, I had an
inclination that these results would occur. I knew that the students had some background with
finding the area of circles and the circumference of circles. Also, I knew that the area of a sector
and area of a composite figure would be new to the students. I used the pre-test results to
structure the time needed for the students to reach mastery levels in the areas that I was to be
teaching. I stressed the topics that the students had trouble on. More time was devoted to the
areas needed to be discussed.
Figure 1.2

(Figure 1.2) This chart shows the disaggregated data of male and female who responded
correctly to each question. There were a total of ten questions. As you can see, there were
significant results that showed that the majority of the students had reached mastery level for
questions 1-4. Questions 1-4 dealt with finding the area and circumference of a circle. The data
0
2
4
6
8
10
12
14
16
18
Male
Female
showed that the students needed intense instruction for questions 5-10. Questions 5-10 dealt
with finding area of a sector and area of composite figures.