Lesson/Unit Plan Title: Set Goals

Lesson/Unit Plan Title
Set Goals
Content
Area(s):
Time Required:
Math Geometry using CAD
Content
Standard(s):
Grade 7: GEOMETRY
Draw, construct and
describe geometrical
figures and describe the
relationships between
them.
Solve real-life and
mathematical problems
involving angle measure,
area, surface area, and
volume.
Grade 8: GEOMETRY
Understand congruence and
similarity using physical
models, transparencies, or
geometry software.
Understand and apply the
Pythagorean theorem.
Solve real-world and
involving volume of cylinders,
cones and spheres.
GEOMETRY 7.G Draw,

construct, and describe
geometrical figures and
describe the relationships
between them.
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
Understand congruence and

similarity using physical
models, transparencies, or
geometry software.
1. Verify experimentally the
properties of rotations,
reflections, and translations: a.
Lines are taken to lines, and
line segments to line segments
of the same length. b. Angles
are taken to angles of the same
measure. c. Parallel lines are
taken to parallel lines.
1 hour each day for

estimated 2 weeks
Author:
Grade Level/Audience:
ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

University of Toledo, Dr. Judy Lambert
Reatha Harrison
Pre-req: some basic geometry for
this lesson/module
Grades 7 to 8
http://education.ohio.gov/getatta
chment
/Topics/Ohio-s-New-LearningStandards/Mathematics/MathStandards.pdf.aspx
scale.
2. Draw (freehand, with
ruler and protractor, and
with technology)
geometric shapes with
given conditions. Focus on
constructing triangles
from three measures of
angles or sides, noticing
when the conditions
determine a unique
triangle, more than one
triangle, or no triangle.
3. Describe the twodimensional figures that
result from slicing three
dimensional figures, as in
plane sections of right
rectangular prisms and
right rectangular
pyramids. Solve real-life
and mathematical
problems involving angle
measure, area, surface
area, and volume.
4. Know the formulas for
the area and
circumference of a circle
and use them to solve
problems; give an
informal derivation of the
relationship between the
2. Understand that a twodimensional figure is congruent

to another if the second can be
obtained from the first by a
sequence of rotations,
reflections, and translations;
given two congruent figures,
describe a sequence that
exhibits the congruence
between them.
3. Describe the effect of
dilations, translations, rotations,
and reflections on twodimensional figures using
coordinates.
4. Understand that a twodimensional figure is similar to
another if the second can be
obtained from the first by a
sequence of rotations,
reflections, translations, and
dilations; given two similar twodimensional figures, describe a
sequence that exhibits the
similarity between them.
5. Use informal arguments to
establish facts about the angle
sum and exterior angle of
triangles, about the angles
created when parallel lines are
cut by a transversal, and the
angle-angle criterion for

Learning
Objectives:
circumference and area of

a circle.
5. Use facts about
supplementary,
complementary, vertical,
and adjacent angles in a
multi-step problem to
write and solve simple
equations for an unknown
angle in a figure.
6. Solve real-world and
involving area, volume
and surface area of twoand three-dimensional
objects composed of
triangles, quadrilaterals,
polygons, cubes, and right
prisms.
similarity of triangles. For

example, arrange three copies
of the same triangle so that the
sum of the three angles
appears to form a line, and give
an argument in terms of
transversals why this is so.
Big Ideas or Key

Concepts
How geometry
knowledge drives
CAD
Knowledge and Skills
Why students do
need to understand
geometry terms and
what cartesian
coordinates are and
their importance in
engineering design.
Dispositions or Attitudes
Basic geometry
Trust in instruction, trust

in peers
Computer Aided Design

usage that will translate to
professional CAD programs
used in corporations
Teamwork and
brainstorming as a class,
in smaller groups and as
individuals
2D and 3D printing
Presentation to Peers
What the difference is

Personal development working on their own to

create independent
project.
between 2D (X,Y
plotting) and 3D
space (X, Y, Z
plotting). 4D will
include the dimension
of Time.
Choice in product
approach, development
and design higher order
thinking
*Students with ADHD or

autism could become
agitated, especially with
introduction of new concepts.
Solid explanation of the why
we are learning this, along
with one-on-one will help
here.
Analyze Status
1. Analyze
learners (List
at least 3
different kinds
of learners)
2. PreAssessment
(How will you
determine what
learners know
before lesson?)
Gifted Learners
Autistic Learners
ADD/ADHD Learners
International/Cultural Learners
*In this section I would break down learning requirements for each special needs student in
my class and include IEP/504 provisions. I would also brainstorm what accommodations I
would need for each and how they can collaborate with classmates.
First 2-4 days: Review of geometry terms and acquaintance to CAD web2.0 program
Write CAD terms and students identify them to check for understanding
Groupwork: any terms not known will be looked up and presented to the class the next day
Observe students as they work in groups. Notice which students need assistance or seem lost.
Make a note of who each student is and set aside a time to check in with each of these
students.
Create an observation checklist of things to watch for when students are completing exercises
in a group.
Pay close attention to student thinking during discussions before and after an activity.

3. What will
you
differentiate?
(Content,
Process, or
Product)
4. How will
you
differentiate?
(Readiness,
Interest,
Learning
Profile)
For all students: A routine will be established at the beginning of the school year (first 2
modules) for protocol on learning vocabulary, concept understanding (demonstration,
formative assessments) and summative assessments (project-based assignments). Be sure
directions are clearly understood by all students before moving through each step. Check for
understanding during each activity before they begin and while they work. Formative
assignments should show weak areas. One-on-one instructions will take place when required.
Use methods such as examples/non-examples, jigsaw, think-pair-share, etc Consideration
will be given to student comfort level with the goal of students feeling slightly uncomfortable
but not stressed, unless IEP or 504 directs otherwise.
Gifted look for gifted students to take on the lead role in groups, but check for student
comfort levels. If students take over in groups, redirect by allowing them to develop future
lessons or allow them to investigate more complex CAD work (assembly drawings).
Autistic Know 504 or IEP parameters. Check for comfort levels on assignments to
determine if they should work on their own or in groups. The object is not to stress students.
By this point, a routine for assignments will be in place so students know what to expect.
Possibly shorten tasks and assignments if they show that they understand concept
ADHD This Web2.0 approach should keep the ADD/ADHD students busy. Allow students to
work between groups if they need to move around. Teach ways to stay on task with each
section of the module.
International/cultural be sure students feel safe and secure in class. During first module,
classes should focus on fairness and teamwork. Mix students within groups to help them build
EL skills if needed.
Readiness: Will assign CAD projects based on ability. One-on-one instruction will be
important for those who are not staying on task for whatever reason. Generally, these
sessions are performed in open lab and during class time.
Interest: Rubric will have basic parameters so they are allowed to create a unique project
that they will enjoy making and displaying. Each will be different.
Multiple Intelligence profile:
Visual Learners one way to assist visual learners with this lesson is to use the actual objects
mentioned in the lesson. Where there is a point, line or plane mentioned, demonstrate an
actual point, line or plane. This will also assist students with special needs in making a

connection with the material.

Kinesthetic Learners allow move time so that students can walk around the classroom
identifying points, lines and planes in their surroundings. Request that students make a list of
the things that they find.
Interpersonal Learners have students work in pairs or small groups to discuss their findings
from terminology webquest. This engages students who need to talk about their work to gain
a better understanding of a concept.
Spatial Learners students who grasp CAD concepts faster will be asked to help those who do
not. Groups could be assigned according to ability range so each group is heterogeneous.
Intrapersonal LearnersStudents will complete an individual assignment.
Apply Status
Representation
(Content)
(Give learners options for
acquiring information)
1. Identify
UDL Methods
and Materials
Identify CAD terms:

May use internet to find
them
May use mobile or
computers
Work in groups or
individual
May use book
Learning CAD by hands-on
experience
Engagement (Process)
(Tap into learner interest, need
for challenge, and motivation)
Students will submit a project

proposal (idea for a product)
and can build a part in any
configuration they desire as
long as they meet the basic
parameters in the rubric
objectives. I may also create
several options for those who
are not as adventurous. This
way I can be sure all students
utilize the basic CAD tools.
Action & Expression

(Product)
(Give learners options for
demonstrating what they
know)
Printing product on 2D and 3D
printers
Students may present any
way they wish. They can use
technology, Smartboard, just
stand and talk about the
process. Each option here will
also have minimum
requirements.
Teach UDL Lesson

Identify key terms as class and groups

Basic geometry terms
1.
Procedures
(Describe
steps of lesson
including
instructional
methods and
learner
activities)
2. PostAssessment
(How will you
evaluate
learners and
success of
lesson?)
3. Websites
Used in this
Lesson/Unit
Review of prior terms

Introduction of new terms
Identify and apply basic postulates of terms by utilizing methods from no. 3 Analyze.
Draw objects in CAD and label terms on Smartboard simple demonstration

Demonstrate program with class. We design a simple part (or 2) together as a class or group
Formative assessment to check for knowledge either written quiz or oral demonstration of
CAD knowledge
Go over product project rubric submit Concept Map of idea for part
Design project and print in 2D once approved, print in 3D
Demonstrate project idea and product to the class in any way outlined in Action &
Expression above
Concept Map of product development
2D printing submission of part for 3D printing
Project presentation of printed part
Concept Map rubric
Presentation rubric
Project rubric
http://www.phschool.com/atschool/txtbk_res_math.html Textbook URL and partner website(s)
http://exchange.smarttech.com/ - Smartboard assets for term identification process
https://www.google.com/ Google for searching terms
http://www.wolframalpha.com/ - math app
https://quizlet.com/ - terminology collaboration software
https://www.ixl.com - practice for math and LA
https://drive.google.com Google Drive to share information - public URL doc for students
https://www.xmind.net/ - Concept Mapping app to design product will be turned in with
product at the end of presentation

http://www.3dtin.com/ - CAD app

https://www.tinkercad.com/ - CAD app
https://play.google.com/store/apps/details?id=com.autodesk.autocadws&hl=en
introduce ACAD app after students understand above apps


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Lesson/Unit Plan Title

Math Geometry using CAD

GEOMETRY 7.G Draw,

Understand congruence and

1 hour each day for

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

2. Understand that a twodimensional figure is congruent

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

circumference and area of

similarity of triangles. For

Big Ideas or Key

Knowledge and Skills

Trust in instruction, trust

Computer Aided Design

What the difference is

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

Personal development working on their own to

*Students with ADHD or

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

connection with the material.

Identify CAD terms:

Students will submit a project

Action & Expression

Teach UDL Lesson

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

Identify key terms as class and groups

Review of prior terms

Draw objects in CAD and label terms on Smartboard simple demonstration

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

http://www.3dtin.com/ - CAD app

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

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