Math Inquiry Lesson

EDUC 474 LESSON PLAN
Context:
The learners are in a 4th grade class at iLEAD Antelope Valley Charter School. The
charter school focuses on social emotional development, therefore many of the learners
have social emotional needs that require extra support. Most learners in the class are at
least one grade level below in all academic subjects. One focus learner is a learner with
Autism. He performs at grade level in academic subjects, but struggles socially. The
second focus learner is a learner with Auditory Processing Disorder. He is one grade
level below in academic subjects, and obtains academic support from the Educational
Support Staff who help with students who have Individual Educational Plans (IEPs).
This lesson focuses on real world application of geometry and its use to build structures.
The learners will have greater understanding of how geometry is present in their
everyday lives.
Candidate Name: Team A- Alicia Irwin, Kristin Date: 4/8/2018

Lindquist, Rhonna Horney, and Lauren Stratton
Lesson Title: Geometry Hunt Grade Level: 4

Type of Lesson: Inquiry
Content Area(s): Math
Subject Matter: Geometry
Content Standard:
4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse) and
perpendicular and parallel lines. Identify these in two-dimensional figures.
ELD Standard:
ELD. PI. 4.1 Ex. Exchanging information/ideas Contribute to class, group, and
partner discussions, including sustained dialogue, by following turn-taking rules,
asking relevant questions, affirming others, and adding relevant information.
Lesson Objective(s):
Students will be able to identify and draw points, lines, line segments, rays,
angles (right, acute, obtuse), and perpendicular and parallel lines with 90%
accuracy.
Driving Question:
If you were to design and build a two-dimensional structure, how can you use
the properties (lines, line segments, angles, etc.) to help you achieve that goal?
Assessment (formative & summative):
● Formative: The students will be able to correctly identify points, lines,
line segments, rays, angles (right, acute, obtuse) and perpendicular and
parallel lines within their environment and surroundings.
● Summative: The students will be able to correctly identify points, lines,
line segments, rays, angles (right, acute, obtuse) and perpendicular and
parallel lines on two dimensional figures by drawing and labeling such
properties on their structure.
Assessment Modifications (2 focus students):

● Autistic Student: Classroom noise levels will be emphasised to the class
as a whole. Students with autism will also have noise cancelling
headphones available. This student can also listen to the video shared in
class using his headphones. There will also be a daily outline/schedule
posted on the board along with an outline of the lesson being explained to
the students prior to beginning.
● Auditory Processing Disorder: Students will be provided with a word
bank to access as they are outside identifying the properties and making
their two dimensional structures. The anchor chart will also be posted
throughout the lesson for students to refer to and utilize as needed. The
powerpoint also includes visual representations with the definitions of
terms to supplement the video. Instructions will be written out for the
student s to be able to refer back to.
INTO (tapping prior knowledge, hooking students’ interest, sharing driving question)
1. Explain objective/outline and goal for the lesson to students. For example,
“we are going to focus on finding/identifying a number of properties
(points, lines, line segments, rays, etc.) and then drawing them.”
2. Have students refer to the anchor chart posted on the board and ask which
of the math terms are familiar to them and what they know about the
term(s).
(Words on anchor chart: points, lines, line segments, rays, right angles,
acute angles, obtuse angles and perpendicular and parallel lines).
3. Introduce and define the vocabulary terms with a PowerPoint which
includes the YouTube video, and have students take notes using the
powerpoint. https://www.youtube.com/watch?v=8eD3wODClh8
4. Share driving question for students to understand focus of inquiry and
then place students into groups.
THROUGH (cycle of inquiry, student research and discussion, formative assessment)

1. The students will work in small groups to search for angles, parallel lines,
etc. outside on the playground/cafeteria.
2. The students will record how many of each property they find using a
graphic organizer and clipboard.
3. Provide goals for students during inquiry: In the small groups, the
students will discuss what different math properties they found and will
write them in their personal math journal discoveries/important details
4. Return to classroom for StandUp-HandUp-PairUp activity with
vocabulary cards.
5. Explain to students how to do the StandUp-HandUp-PairUp activity.
6. Students do StandUp-HandUp-PairUp activity and then reflect as a class.
The teacher will ask questions such as: “Which was the most difficult term
you came across in the activity?”
BEYOND (application of new learning, lesson closure, summative assessment)

1. The teacher will ask the students the driving question again: “If you were
to design and build a structure how can you use these concepts to help you
achieve that goal?”
2. The students will be given pieces of construction paper, rulers, tape, and
glue.
3. The students will use the construction paper to create a structure using the
different line and angle properties they learned.
4. The students will present their creations to the class, pointing out which
properties they used. This will count as their summative assessment and a
presentation grade.
5. Ask students to write down one thing they learned from another group as
an exit slip.

Reference Page
Dodds, C. (2013 Feb. 12). Angle properties (Math song). Retrieved 10 Apr 2018
from https://www.youtube.com/watch?v=8eD3wODClh8
Kagan, S. (2015). Kagan Cooperative Learning. San Clemente, CA: Kagan
Publishing.
Simmons, B. (2017 June, 19). Math words. Retrieved 11 Apr 2018 from
http://www.mathwords.com/l/line.htm
Pierce, Rod. (3 Mar 2018). "Math is Fun - Maths Resources". Math Is Fun.
Retrieved 14 Apr 2018 from http://www.mathsisfun.com/

Math Inquiry Lesson

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Math Inquiry Lesson

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What is the driving question of the lesson?

What geometry terms will students identify and draw?

EDUC 474 LESSON PLAN

Candidate Name: Team A- Alicia Irwin, Kristin Date: 4/8/2018

Lesson Title: Geometry Hunt Grade Level: 4

Content Area(s): Math

Subject Matter: Geometry

Assessment Modifications (2 focus students):

THROUGH (cycle of inquiry, student research and discussion, formative assessment)

BEYOND (application of new learning, lesson closure, summative assessment)

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Math Inquiry Lesson

Uploaded by

Copyright:

Available Formats

Math Inquiry Lesson

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math Inquiry Lesson

Uploaded by

Copyright:

Available Formats

What is the driving question of the lesson?

What is the driving question of the lesson?

What geometry terms will students identify and draw?

What geometry terms will students identify and draw?

EDUC 474 LESSON PLAN

Candidate Name: ​Team A- Alicia Irwin, Kristin Date: ​ 4/8/2018

Lesson Title:​ Geometry Hunt Grade Level:​ 4

Content Area(s): ​Math

Subject Matter: ​Geometry

Assessment Modifications (2 focus students):

THROUGH ​(cycle of inquiry, student research and discussion, formative assessment)

BEYOND ​(application of new learning, lesson closure, summative assessment)

You might also like

Candidate Name: Team A- Alicia Irwin, Kristin Date: 4/8/2018

Lesson Title: Geometry Hunt Grade Level: 4

Content Area(s): Math

Subject Matter: Geometry

THROUGH (cycle of inquiry, student research and discussion, formative assessment)

BEYOND (application of new learning, lesson closure, summative assessment)