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PART I: PLANNING
Distance Formula
Title of Lesson
Woods
Source
Mathematics
Subject Area (s)
8th grade
Grade Level
Curriculum Standards
Description and
Background
Information
Lesson Objectives
( x2 - x1 ) 2 ( y2 y1 ) 2
The students who do not understand the material may need oral
reading of the lesson materials and assessments. The students are
given extra time to complete assignments. They can also use the
calculator and have small group or one on one time with me. They
may also be given a copy of the notes for those who write slower
Statement of Purpose
Materials and
Resources
Anticipatory Set
than others and for those who have trouble seeing the board. The
students who have mastered the concept are always welcomed to
share their thoughts and special ways in which help them
remember the algorithm for the distance formula. For the students
who are presently learning English, I will read the notes/rules aloud
and give extra time on assignments if needed.
Today, you will use what you have learned about squaring and
square roots to determine the length of a line on the coordinate
plane. This is important because in order to apply the Pythagorean
Theorem to triangles on the coordinate plane, the students must be
able to determine the length and/or hypotenuse.
The SMART Board is used during the Problem Solving Mat.
Lumens camera is used during direct instruction to display when I
am solving an example.
The computer/laptop is connected to both the SMART Board and
Lumens camera. I also use a manual timer to help manage tie
throughout each period to ensure I complete the lesson cycle.
The worksheet used for today's lesson came from
www.mathworksheetsland.com
The students are assigned a calculator to use when taking the
square root (last step in the distance formula).
*see attachment for coordinate plane*
How would you decide the distance between two points on the
coordinate plane?
The students see the coordinate plane with a dog located at the
points (-4, 7), the bone located at the points (-4,-2), the dog house
located at (6, 7) and the steak located at the points (5,1). The goal
here is to get the students to see you cannot count the squares on
the coordinate plane unless the two points are diagonal or vertical
to each other. The students will see that the "dog to the bone" is a
vertical line so they can count the squares to find the distance.
Also, from the "dog to the dog house" is a horizontal line so they
can count the squares to find the distance. When the students
were asked to find the distance from to "dog to the steak" and the
"dog house to the bone", they realized if they counted the squares
the distance would be wrong because the squares were not
whole.
Pre-assessment
Teacher Modeling or
Demonstration
Review/Discuss
Keyterms and the algorithm for the distance formula.
I will demonstrate/model how to apply the distance
formula to find the distance between two points. (Refer
back to anticipatory set to find the distance between "the
dog and the steak").
Distance Formula :
Guided Practice
Checking for
Understanding
( x2 - x1 ) 2 ( y2 y1 ) 2
( x2 - x1 ) 2 ( y2 y1 ) 2
Independent Practice
Closure
Assessment
(Give a description and
attach to lesson plan)
Extension Activities
Technology
Revised Fall 2013
Strengths
Weaknesses
Suggestions for
Improvement
CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________
Target
(5 Points)
Highly Acceptable
(4 Points)
Acceptable
(3 Points)
INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
CURRICULUM
STANDARDS
DESCRIPTION AND
BACKGROUND
INFORMATION
LESSON
OBJECTIVES
DIFFERENTIATION
OF OBJECTIVES
Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson
The candidate lists
standards, but
standards are
inappropriate for the
lesson.
The candidate
identifies the lessons
activities or the
lessons content
Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components
Score
STATEMENT OF
PURPOSE
MATERIALS AND
RESOURCES
LESSON DESIGN
KEY ASSESSMENTS
CHECKING FOR
UNDERSTANDING
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations
The candidate
describes a lesson that
is somewhat studentcentered with few of
the organizational
issues, with no
differentiated
instruction
The candidate
describes an illplanned lesson that is
not student-centered or
the candidate fails to
describe the lesson
TECHNOLOGY
PRESENTATIONS &
CONVENTIONS
EXTENSION
ACTIVITIES
REFLECTIONS
The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated
The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson
The candidate
incorporates and
describes technology in
the lesson in superficial
ways.
The candidate
incorporates
technology in the
lesson in superficial
ways; candidate does
not describe the use of
technology
The candidate
demonstrates a high level
of competence in spelling,
grammar and typing
The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors
The candidate
demonstrates sufficient
competence in spelling,
grammar and typing,
but exhibits several
errors
The candidate
demonstrates little
competence in
spelling, grammar and
typing, through many
errors
The candidate
demonstrates little
competence in
spelling, grammar and
typing through a
significant number of
errors
T OT A L
Revised 1-2