ED 345 Calvin College UDL Lesson Plan Form

Teacher Intern: Mary LePage Date: Subject/ Topic: Figures on a coordinate plane
Grade Level: 6th

OBJECTIVES & PREPARATION

Main Focus:
Area and Perimeter
Exploration and development of formulas
Brief Context:
Students finished a ratios unit before spring break. They took a test Wednesday and practiced unit
conversions on Thursday
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.MATH.CONTENT.6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.

Students will be able to practice using technology for math practice.

Students will be able to create and complete polygons given a set or incomplete set of vertices.
Students will be able to calculate area and perimeter of a polygon based on its coordinates.
I can use a net to find the surface area of a prism.
I can create a quadrilateral on a coordinate plane.
I can find the area and perimeter of a figure on a coordinate plane.
Assessment: [Formative and Summative]
Question meter that shows student progress in the bottom of the Kahn Academy screen

Prerequisite Knowledge/Skills:
Area and perimeter of a triangle, square, rectangle, surface area, volume
Technology:
Ipads, Kahn Academy
Ppt Slide with instructions
Materials:
Surface Area Task Cards
Ipads
Numbered roster
Coordinate Planes
Online stopwatch

CONTENT MANAGEMENT: THE LESSON

Universal Design for Learning Networks/Domains [see UDL Guidelines]

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception Options for action/interaction Options for recruiting
Working in partners for Task interest
Cards iPads!

Options for Options for Expression Options for Sustaining Effort

Language/Symbols
Options for Comprehension
Videos for students that need
them
& Persistence
Choosing own cards
Working at own pace on
cards/ipads
Options for Executive Options for Self-Regulation
Function Working individually with
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
MStep Practice
Check (10 min)

Development: [It may help to number your steps with corresponding times.]
Start with surface area task cards. Get them started with an example of one of the cards and then give
them 20/25 minutes to work on the cards on their own

Worldview Integration:
Who can give examples of when they see surface area in real life?
What about area and perimeter? (One example students gave regularly was construction. If they dont
come up with this on their own, guide them there.)
What about if we wanted to create a window and needed to find the 3 rd corner? Or just knew how much
space to fill up

IPads Kahn Academy

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-geometry-topic#cc-6th-quadrilaterals-on-
plane

Let students know this is similar to something they have done before in their integers unit. They found the
distance between two points on a coordinate plane and have created polygons on their HRP for homework
practice.

Pass out coordinate plane half sheets

Examples to do together on the document camera:
You have a rectangle that has point (1,3), (3,3), and (3,1). What is the fourth point?
You have a rectangle with the vertices (2,5), (2,7), (5,5), and (5,7). What is its area? What is its
perimeter?

Give each student a number (put roster onto document camera) Their number is the iPad number they
should take.

Give students a ppt with instructions:

From Safari, Log onto http://bit.ly/2p2u2V2
Before you begin, turn your sound all the way down.
Be careful on the 2nd game! There are units, so its easy to get the questions wrong because
youre on the wrong unit. Double check!
Remember you might need to draw it out. You have your coordinate plane.
Start on Practice: Drawing Polygons on the coordinate plane
o Next, Area and Perimeter on the Coordinate Plane
o Practice: Quadrilateral Problems on the Coordinate Plane
Once you answer 5 questions correctly in a row (theres a green meter in the bottom that will show
you when youve done this) you may go on to the next section. Ill tell you when to switch to the
next level if you havent yet.
When you have your iPad you may begin (3 min)

Videos if needed! (If teacher has a chance to guide students before they begin videos, suggest the
following.)
Area of a parallelogram on a coordinate plane:
Stop at 1:10 what is the length of that parallelogram? How do we do that? We Just did it two
units ago!
Coorindates of a missing vertex:
Start at 1:14
Dimensions of a rectangle from coordinates:
0:00-0:19 you can skip. Start at 00:19

Closure:
What questions do you still have? Is that something you need more practice on? How do you feel?
TEACHER INTERN POST OBSERVATION REFLECTIONS-
Your reflection on the lesson including ideas for improvement for next time.

I was amazed with students as they worked with iPads today! Wow! They rocked it. I created a Ipads
with Kahn Academy slide that laid out some expectations for them. They followed instructions so well. I
heard someone say I didnt think wed ever use iPads in math! it made me wish I wouldve done
something like this sooner. Students didnt have much time to work on the iPads, I wish we wouldve had
more time.

The task cards were great for some students and I know very challenging for a few. Because its
something new, I think they have a hard times letting themselves struggle through it at times. Maybe in
the future I should put suggestions on the board: Something like Struggling? Check your notebook on pg
___, ____, ____. Count the faces. Think about how many pairs of faces the figure has. What do you do with
that? Pick out a different card and come back to this one later. Ask the teacher!

I would even think about not giving an example for certain groups of students in the future or releasing
them to go on their own and then giving an example for students who desire it. Having the ones that want
to have an example work in a small group together on one side of the room. I think just having them go off
on their own would give them a sense of power and give them a chance to own the concept. The practice
questions are pretty self-guided so I would like to take advantage of that. Especially with the videos, it is a
good activity for them to be able to work at their own pace.