Revised June 2014

SINGLE SUBJECT CREDENTIAL PROGRAM

Lesson Plan Format
Foundational Level Mathematics
NAME(S)
REBECCA ETNYRE
SUBJECT
INTEGRATED MATH I
GRADE AND CLASS DESCRIPTION
10-12 STUDENTS ARE BOTH MALE AND FEMALE. THERE ARE 38 STUDENTS IN THE
CLASSROOM
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE)
THIS UNIT IS FOCUSED ON THE GEOMETRY OF THE COORDINATE PLANE
LESSON TITLE
TRANSLATING AND CONSTRUCTING ANGLES AND ANGLE BISECTORS
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION
CHROMEBOOKS WITH INTERNET CONNECTIONS FOR USAGE OF:
-GEOGEBRA , CHROMEBOOKS, CARNEGIE TEXTBOOK WITH CONTENT,
MICROSOFT OFFICE, INTERNET ACCESS

LESSON SUMMARY
The purpose of this lesson is to inform students of how to translate and bisect and angle
using Geogebra. You will see students engaged in inquiry through usage of GeoGebra,
Youtube and Internet Links. The teacher will coach students in using GeoGebra and guide
them to appropriate content. The evidence that students demonstrate mastery of the
content will include a pdf file of each step of their practices.

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING)

OR S (SUMMATIVE)

Type

Purpose

Implementati
on

Feedback
Strategy (for
students)

How Will the

assessment
Inform your
teaching

Informal

This will help

students with
mastery of the
content and
ensure they
are grasping
how to
correctly use
GeoGebrato
learn new
concepts.

Students will
take
screenshots of
the steps they
take in one
student
practice link in
partner groups.
They will paste
these
screenshots to a
Word
Document and
convert it to a
pdf to be turned
in. The teacher
will share
results of
correct steps
after student
completion.

Students will
receive a written
feedback from
their assignment
with comments
and a letter
grade.

This will show me

whether or not the
students
effectively
understood the
content. It will also
show me how the
students can
handle using
technology in the
classroom as a tool
of teaching .

PDF student
practice
assignment

STANDARDS AND OBJECTIVES

Content
Standard CA
CCSSM

Practice
Standard CA
CCSSM

English
Language
Development
Standards (ELD)
A.
1. Know precise
G-CO
Collaborative
definitions of
Congruence
1. Exchanging
angle,
Experiment with
circle, perpendicul information and
ideas with others
transformations in ar line, parallel
through oral
the plane
line, and
collaborative
line segment,
discussions on a
based on the
range of social and
undefined
academic topic

notions of point,

OBJECTIVE (s) of Lesson

(Students will be able to.)

Students will be able to:

-Translate given angles on coordinate
planes as described
-Construct angles using construction
tools
-Construct angle bisectors of given
angles

line, distance
along a line,
and distance
around a circular
arc.
2. Represent
transformations in
the plane using,
e.g.,
transparencies and
geometry software
; describe
transformations
as functions that
take points in the
plane as inputs and

2.
Interacting with
others in written
English in
various
communicative
forms (print,
communicative
technology,
and
multimedia)

give other points as

outputs. Compare

transformations
that
preserve distance
and angle to those
that do not.
4. Develop
definitions of
rotations,
reflections, and
translations in
terms of angles,
circles, perpendic
ular lines, parallel
lines, and
line segments.
5. Given a
geometric figure
and a
rotation, reflection
, or translation,
draw
the transformed
figure using, e.g.,
graph paper,
3

tracing paper, or
geometry
software. Specify
a sequence of
transformations
that will carry a
given figure onto
another. Understa
nd congruence in
terms of
rigid motions.
6. Use geometric
descriptions of
rigid motions to
transform figures
and to predict
the effect of a
given rigid motion
on a given figure;
given two figures,
use the
definition of
congruence in
terms of rigid
motions to
decide if they are
congruent.

Make geometric
constructions

12. Make formal

geometric
constructions with
a variety of tools
and methods
(compass and
straightedge,
string, reflective
devices, paper
folding, dynamic
geometric
software, etc.).

LESSON INTRODUCTION/ANTICIPATORY SET

Time: Teacher(s):
Description:

Students:
Description:

10 MINS

Teacher will have students draw

and measure an angle with a
protractor.

Students will draw and measure an angle with a

protractor. This will segway into using
GeoGebra to measure and manipulate angles.

BODY OF LESSON
how will you teach, support, manage, and monitor student learning?
describe what TEACHER (s) and students will be doing.

Time: Teacher(s):
Description:
90 MINS

Teacher will introduce GeoGebra

by having students open their
Chromebooks and log into
GeoGebra. Teacher will have
students read the directions to
guide them through the inquiry
lesson.

Students:
Description:
Students will open their Chromebooks and open
the GeoGebra Application. They will follow the
directions given on the handout. They will
watch a youtube video on how to bisect an angle
in Geogebra. From here they will complete two
guided Student Practice questions that will
allow them to use the YouTube knowledge to
bisect angles. While completing their practices,
they will choose one (with a partner) to screen
shot their steps and paste them into a word
document. They will them convert the focument
into a pdf to turn in.

LESSON CLOSURE

Time: TEACHER(s):
Students:
Teacher will have students
Students will complete an exit slip question
complete an exit slip question that that states the following:
asks them a question about
10 MINS
bisecting an angle.
If an angle measures 90 degrees and I want to
bisect the angle, how may degrees will each
bisected angle be? Draw a picture to explain
your reasoning.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

ONE TEACH, ONE ASSIST
DIFFERENTIATED TEACHING

SUPPLEMENTAL TEACHING
STATION TEACHING
TEAM TEACHING

PARALLEL TEACHING
ONE TEACH, ONE OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

ENGLISH LEARNERS

STRIVING READERS

STUDENTS WITH

ADVANCED STUDENTS

IDENTIFIED SPECIAL NEEDS

English Language
Learners will
benefit from this
activity by being
able to work on a
computer program
that requires little
English.

Striving Readers will

benefit by watching
the YouTube video
instead of reading
directions on how to
bisect the angle.

Students with
special needs
will receive
accomodation
s that coincide
with their
specific need.

Advanced
Students will
be
encouraged
to go beyond
their
requirement
s and find
additional
applications
in angle
bisecting.

RATIONALE SECTION:
PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES, ASSESSMENTS, AND
ADAPTATIONS

This activity of using GeoGebra and having students inquire will benefit them in the
learning process. The activity will utilize a variety of technology tools and should keep
students engaged.

ATTACH SUPPORT MATERIALS