STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Intro to Angles in a Investigating Angles Scavenger Hunt Gallery Walk (Part 1) Gallery Walk (Part 2)
Activity Triangle Activity
Standards and Students need to Students will be able Students will be able Students will be able Students will be able
Objectives know the basic skills to use the distance to use their prior to solve a problem to present their
What do students of obtuse, acute, and formula to investigate knowledge, notes, and justify each step problem and explain
need to know and be right. Students will and classify triangles and graphic that they took in the steps that they
able to do for each be able to classify when given organizers to order to come up with took to solve it.
day of the unit? triangles by sides and coordinates. a solution. Students will also be
angles. engaged throughout
each presentation as
they complete their
gallery walk.
Academic Language  Obtuse  Distance  Obtuse  Solve N/A
and Vocabulary  Acute Formula  Acute  Justify
What academic  Right  Coordinates  Right
language will you  Equiangular  Classifying  Equiangular
emphasize and teach  Distance
each day during this Formula
unit?
Summary of The students will take Students will work in Students will Today will be the Students will have 10
Instruction and notes on classifying their groups to complete an entrance first part of a two-part minutes to finish their
Activities for the triangles by angles investigate and ticket within the first lesson. Students will posters before we
Lesson and sides. They will classify triangles five minutes of class work in their groups start the gallery walk.
How will the be able to work in when given to help with the to solve their One student per
instruction and partners to refer back coordinates. They transition. I will give assigned problem. group will stay to
activities flow? to their notes to will use different instructions and have Students will need to present their problem,
Consider how the answer the colors to help with students complete the explain/justify their while everyone else
students will worksheet. organization. scavenger hunt steps on the side of is walking to each
efficiently transition activity. their work. station and taking
from one to the next. notes.
Differentiation Students can choose Students will use Students will be Students will be able Students can choose
What are the to work alone or with graphic organizers working in groups to work in groups for to stay and present to
adaptations or a partner to better and work in groups. and walking around a support system. their peers or walk
modifications to the support them. the class to find their through the groups. If
instruction/activities answers. there is a student that
as determined by the is having a hard time,
student factors or I will make them my
individual learning timekeeper instead.
needs?
Required Materials,  Notebook  Notebook  Notebook  Assigned  Posters
Handouts, Text,  Worksheet  Graphic  Graphic Problem  Notebooks
Slides, and  Document Organizer Organizer  Posters
Technology
Camera  Colored  Worksheet  Colored
Markers/ Markers
 Projector Highlighters
Instructional and I will use multiple I will have visual aids Students will be able Students will write Students will be able
Engagement illustrations so that for students to refer to walk around the their work out on a to listen to their peers
Strategies students can have a back to and they will class, solve problems poster paper so that and ask questions
What strategies are visual aid. also be using a with their partner, they can present to while they are
you going to use with graphic organizer. and look for the next their classmates. listening to the
your students to keep clue. presentations.
them engaged
throughout the unit of
study?
Formative I will be checking for I will be doing Temperature checks Students will check I will be checking on
Assessments understanding and temperature checks will be done after to see if their answers the groups while they
How are you going to have students and walking around instructions, I will are correct in order finish their posters.
measure the learning complete an exit the class to check on walk around the class for them to move on Students will
of your students ticket. how each student is to check on students, and write their work complete an exit
throughout the doing. and I will look at the on a poster. ticket.
lesson? students’ work to see
what their strengths
and needs are.
Summative, Post-
Assessment Standard SMP 5: Use appropriate tools strategically.
What post- Benchmark
assessment will M.117: Use appropriate tools strategically.
Score
measure the learning
progress? Note: This F (0-1) C (2-2.75) B (3-3.25) A (3.5-4)
can be the same as The student
There is LITTLE OR NO The student The student
the pre-assessment or USUALLY
ATTEMPT to OCCASIONALLY CONSISTENTLY
a modified version of demonstrates an
Rubric show/demonstrate demonstrates an demonstrates an
it. understanding of the
understanding of the understanding of the understanding of the
outcome. (7-8
outcome. (1-4 checks) outcome. (5-6 checks) outcome. (9 checks)
checks)
 Interpret angle measures based on diagram geometric markings (q1___)
 Use an accurate method to solve for the unknown quantity (q1___)
 Accurately determine the unknown angle measure (q1a-b___:2cks)
Success
 Plot the coordinates accurately on a plane (q2___)
Criteria
 Determine the type of triangle (q2___)
 Determine the slope of segments (q2___)
 Definition/Explanation uses mathematical vocabulary (q2___) and is clear and concise (q2___)

1. Use the given information to determine the unknown measures of each angle in the triangle.

𝑚∠𝐴 = 2𝑥
𝑚∠𝐵 = 3𝑥 − 10

𝑚∠𝐴 = __________

𝑚∠𝐵 = __________
2. Is the triangle with vertices at (-2, 5), (4, 10), and (3, -1) a right triangle? Draw this triangle in the coordinate
plane provided and use slopes to justify your answer.