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# Flipped Classroom Lesson Plan

I. Goals/Objectives/Standard(s)
B. Objective: Students will identify and draw equilateral, right, and scalene triangles, in both isolation
and real-world contexts.

C. Standard(s):
IAS: G.T.2 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow
from the definition of congruence in terms of rigid motions.
ISTE: Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes.

## II. Home Based Study DAY 1

Students will watch the Youtube video at home. They are able to take notes about the
differences between the three different triangles with the worksheet provided. This worksheet
with be the entrance ticket the following day.
III. In-Class Lesson Study DAY 2
o Anticipatory Set
o First: Ask students the students, who has heard of an equilateral triangle before? What about a right
triangle? A scalene triangle? Today, were going to be learning about these three types of triangles. The
papers in front of you are for drawing the triangles and names of the triangles along with me. This way
we can tell them all apart from one another.
o Second: Students will complete a ten-question quiz:
- 3 questions identifying triangles drawn on the paper
- 4 questions identifying triangles in photographs
- 3 questions in which students must draw given triangles
o Then I will pass out the papers for the project they will be doing.

IV. Purpose: Ask students the students, who has heard of an equilateral triangle before? What about a right
triangle? A scalene triangle? Today, were going to be learning about these three types of triangles. The
papers in front of you are for drawing the triangles and names of the triangles along with me.
V.Lesson Presentation (Input/Output) (40 minutes)

Activity: For the rest of the class they are to think of places in the world where they have seen certain
triangles. They will be allowed to use the internet for places and books in the room. They may also do
this with a group or 3 others. (20 minutes)
A student from each group with volunteer to write what they found on the board. We will discuss each
groups findings and discuss areas we might have missed. (20 minutes)
VII. Closure/ Conclusion/Review Learning Outcomes

PLAN FOR ASSESSMENT Develop a plan for assessing the degree to which your students have mastered
the learning outcomes from this lesson. Your plan should include formative assessments at a minimum, and
may also include summative and/or authentic assessments depending on the nature of the learning outcomes
and the placement of the lesson within the context of the unit.
Formative: I will walk around while students are working in groups, observing them, answering questions, and writing down
comments on a sheet of paper. I will then adjust the next lesson based on how their group work goes.

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REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?

## 5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences