Standards-Aligned Lesson Plan Template

Subject(s): Mathematics Grade: 7

Teacher(s): Sharon Warden School: Mendez

Fundamental Intermediate School Date: 03/23/2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
7.G-1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas
from a scale
drawing and reproducing a scale drawing at a different scale.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
PS1: Make sense of problems and persevere in solving them.
PS4: Model with mathematics.
PS6: Attend to precision.

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.A.7.1.BR: Exchanging information and ideas with others through oral collaborative discussions on a range of
social
and academic topics
ELD.PI.A.7.3.BR: Offering and justifying opinions, negotiating with and persuading others in communicative
exchanges
ELD.PI.B.7.5.BR: Listening actively to spoken English in a range of social and academic contexts
ELD.PII.C.7.6.BR: Connecting ideas

4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will collaborate in smalls groups to build proportional 3-dimensional Students will discover scale and
models of a given rectangular prism in order to discover what scale is, how it how it depicts the relationship
depicts the relationship between two shapes or objects, and its applications in the between two shapes or objects.
real-world.
 5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?) (TPE1.3) TRANSLATION
Scale models are used in many professions, but may be associated most with Scale models are used in many
architectural structures. You can also see scale models of airplanes and cars that professions and are also
people may consider to be a hobby. Understanding scale is a gateway to associated with hobbies, such as
architecture, engineering, design, landscaping, artistry, product development, collected model airplanes or
construction and more. cars.

6. Essential Questions (TPE1.5):

What does scale mean in mathematics?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:
a. Total number 37
b. English Learners/Standard English Learners There are a lot of redesignated ELs, and most of the
students are bilingual, speaking both Spanish and English. It is the school's goal to have all ELs be classified
as redesignated before moving on to high school. This allows them to start with college accredited English
courses.
c. Students with Special Needs 2
d. Academic language abilities, content knowledge and skills in content area This is an honors
class, so it is both accelerated and more in depth than a standard 7th grade math course. Academic
vocabulary is emphasized in every class under the Common Core State Standards, and the students are
able to pick up new concepts very quickly. These students are able to complete more than one main idea in
one class period and then apply it accurately to class work and homework.
e. Linguistic background English & Spanish; I rarely hear anything spoken besides English.
f. Cultural background (home/family) Almost the entire class is Hispanic, there are only one or two Asian
students. This school is in Santa Ana, so it is a lower socioeconomic area; however, it is a fundamental
school so students have ample resources. Most of the parents of these students are immigrants, and they
understand that their parents moved to this country to provide a better life for them. They are almost all
bilingual, but they almost all speak English both in class and out of class.
g. Health considerations (if any) One student has a hearing aid, but does not require any special
accommodations. One student has a 504 plan, but the accommodations are very minimal.
h. Physical development factors that may influence instruction in this academic content area
Physical development is normal overall. These students are 11-13 years old so their physical development
 can vary quite a bit, but there are no students that have any developmental delays or physical disabilities.
i. Social development factors that may influence instruction in this academic content area It is an
honors course, so the students are ready and willing to learn new information and participate. Just like in
any other class, some students are more outgoing and talkative while other students are shy and quiet. I
have not observed any isolation of students in this class, which I think can be attributed to the group
seating arrangement. Students get comfortable with the few students that they talk to every day.
j. Emotional development factors that may influence instruction in this academic content area It
is a 7th grade class, so emotional development varies from student to student; some students are more
mature than others, but I haven't heard any inappropriate jokes or comments that can be somewhat
expected in a junior high class.
k. Interests/Aspirations (relevant to this academic area) Students want to remain in honors math, and
they both encourage and challenge each other to get the answer correct as efficiently as possible. This
creates a high-achieving atmosphere where students push themselves to exceed expectations. I have heard
various aspirations for what they are hoping to pursue as a career. One girl, Giselle, wants to become a
doctor, a few of the boys want to be professional athletes, another boy wants to be a professional gamer,
and one of the girls wants to be fashion designer. I think that because they are in junior high, some of their
aspirations are based solely on their interests. This allows the teacher to utilize their interests in order to
keep them interested in math.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs.):
Although there are only redesginated English Learners in the class, I still need to focus on English literacy as well as
academic and content vocabulary. The only student with a disability does not require any special accommodations,
and she is well-liked by her classmates. Because the students are seated in groups, they often talk about things
unrelated to math; however, I think that the benefit of these groups during instruction outweighs the negative
consequences.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs.)
In any classroom there will be some students who are very outgoing and talkative and others who are quiet and shy,
but I think that the seating arrangement allows for all students to participate and interact in the lesson. This lesson
in particular, requires all students to work together in their small groups to discover what scale is through the
construction of a proportional 3-dimensional model of a given object. Working in these small groups will lower the
affective filter and allow all students to collaborate, participate, and offer input during the building of their model.
Students will need to rely heavily on their communication and collaboration skills, as well as their mathematical
understanding of proportionate objects, in order to work together in their groups to successfully build this
proportional model.

This is an honors class, so many of the students want to be challenged to see what their true capabilities are. The
homework assignment will only require students to choose simple, 3-dimensional objects, but students will get extra
points if they choose an irregular, more complicated object. This will challenge their patience, spatial acuity, abstract
conceptuality, true understanding of scale, and mathematical justifications for the measurements of their scale
model.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
CommunicationStudents will need to communicate their thoughts and ideas to their classmates in order to
collaborate and participate in the group activity. Without proper communication, the group will not be able to
complete the activity.
CollaborationStudents will participate in a group activity without prompting or organization. The students within
each group will need to discuss a plan, delegate responsibilities, and work together in order to construct a
rectangular prism that is proportional to the tissue box. Students will be told that everyone needs to participate, but
the teacher will give specific roles to each student.
CreativityAlthough students are being told to create a proportional rectangular prism, it will be up to the group
whether they make it larger or smaller and by what degree. The construction aspect of the activity may require
spatial creativity from certain students, while others may see this activity of more construction related and
mathematical.
Critical ThinkingThis lesson requires a lot of critical thinking from students. They will need to map a plan of their
construction, as well as for their mathematical steps to making their model proportional. The steps themselves, the
order of the steps, the different tasks necessary for each of the steps, and the mathematical process required are all
decisions that the students with each group are responsible for. The entire task, whether it is successful or not, will
require students to a take the leading role in discovery of the lesson objective.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
There is not technology in this lesson. It is a hands-on, creative, inquiry lesson.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
Students will be creating/constructing a scale model of the provided tissue box, which will support visual and
kinesthetic learners in reaching the lesson objective.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)
a. Formative:
The teacher will be basing student understanding on the observation of students during the group activity. This type
of lesson is supposed to facilitate learning through discovery. The students are learning through hands-on
participation and collaboration with classmates. Student-centered learning can be difficult to assess because the
teacher is not directly instructing the students. The teacher can ask questions to the students in order to monitor
progress, assess understanding, and guide the students in the right direction. The teacher's job is to facilitate
learning through the student-driven activity. The individual homework assignment will allow the teacher to see if the
student's understanding during the activity was learned, retained, and applied to another, similar situation. The goal
is for students to apply what they learned, and the homework assignment will show that.
b. Summative (if applicable):
There is not summative assessment in this lesson.
c. (Attach rubric here, if applicable):
There is no rubric for the formative assessments in this lesson.
d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
The student-centered discussion after the group activity should help students self-assess and reflect on what they
accomplished throughout the activity, even if they were not technically successful at making a scale model. The
teacher will ask for feedback about the activity by asking the students if they think that they were successful, how
they liked working in a team with little prompting, the steps that they took in making the model proportional, what
they discovered and realized throughout the activity, and how each of the group members participated. This
discussion will lead to the introduction of what a scale model is and how it relates to the activity that was just
completed.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning
This is an inductive, student-centered lesson. The opening activity will allow students to ask and answer questions,
collaborate with classmates, and construct a 3-dimensional object without explicit instruction from the teacher. The
students will be discovering how to apply proportionality to 3-dimensional objects. The construction activity will be
followed by a discussion that is facilitated by the teacher, but all of the substance and feedback will be coming from
the students. The homework assignment is also a hands-on, interactive assignment that will require students to
figure out as they go how difficult it can be to create a scale model of a real 3-dimensional object.

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Students will have access to building materials including: construction paper, masking tape, rulers, and scissors.
Students will also have access to calculators and their notebooks including notes from previous lessons. The teacher
will give the students a handout after they finish constructing their rectangular prisms, which will include the
instructions and checklist for their homework assignment.

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
0-5 min
Students will come in to find a tissue box, construction paper, masking tape, scissors, and rulers on their tables. They
are seated in groups of 4-5 students. Students will be instructed to create a proportional model of the provided tissue
box using the construction materials. They will have prior knowledge of what proportionality is from previous lessons.
They have learned that similar shapes are proportional, but they will need to apply that knowledge to a 3-
dimensional object.

BODY:
5-40 min
There will be very little teacher-involvement for this part of the lesson. Students will work together in groups to
construct a scale model of the provided tissue box. They have creative freedom to make their model larger or
smaller than the tissue box, but it must be proportional. The students will have 35 minutes to complete the
construction of their new rectangular prism.
40-50 min
The teacher will ask for feedback about the activity by asking the students if they think that they were successful at
creating a proportional model of the tissue box, how they liked working in a team with little prompting, how they
made sure that their rectangular prism is proportional to the tissue box, what they found out or realized throughout
the activity, and if everyone in their group participated. This discussion will lead to the introduction of what a scale
model is and how it relates to the activity that was just completed. Students will then clean up their tables.

50-60 min
The teacher will pass out a handout to the students which will include what scale means in mathematics, with
examples of real size objects, a scale model of the object, as well as the scale factor between the two. The teacher
will go through the first example with the entire class. Then the teacher will help guide the students through the
second example, focusing on how to find the scale factor. The students will then complete the remaining 2 examples
independently. The teacher will walk around during this independent practice to ensure students are on task,
monitoring their progress, and answering any questions they may have.

60-70 min
The teacher will demonstrate the basic instructions for the homework assignment to the students. The teacher will
choose a large 3-dimensional object (example: microwave). The teacher will measure and record all of the sides of
the object. Every student will be instructed to use the same scale model (3:1) regardless of the object that they
choose (but it should be a large object). The teacher will give more points to students who choose an object without
a regular shape (example: a couch, which has many more sides to account for than a microwave). Students must
include: what original object they chose, the measurements of each side/surface, their mathematical work
converting the original measurement to the scaled measurements (3:1), and the final measurements of the scaled
model of the original object.

CLOSE:
70-75 min
The teacher will have the students do an exit slip. They will need to answer the essential question: What does scale
mean in mathematics? Students will hopefully be able to make the connection between proportionality and scale and
how it applies to 3-dimensional shapes. The teacher will collect the exit slips before the students leave.

Part VI REFLECTION (TPE6.1)

 1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

4. What would you change about the lesson and why (according to your data analysis)?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.