MGE Lesson Plan Template – Mathematics

Complete this lesson plan in enough detail so that another teacher or substitute can replicate it. This lesson plan
serves as a representation of your content and pedagogical knowledge, so be thorough.
Be sure to consider your learner as you plan this lesson: You are teaching young adolescents, so recall information
from EDUC 2130, EDMG 3300, and other coursework. You are encouraged to provide citations often (when
appropriate) and a reference list to develop the habit in preparation for your edTPA

Name Amber Johnson . Grade & Subject 6th grade / Mathematics .

Class Duration 50 minutes . School & CT Kennesaw State MS / Dr. Lawler .

I. Context for Learning

Provide a description of your school, class, and student contexts. School information should include:
• basic community information: SES- lower middle class, 76.3% of students are eligible for free
lunch.
• school type and grade levels; Middle school, grades 6th-8th grade
• special features of your school or classroom setting (e.g., charter, co-teaching, themed
magnet, remedial course, honors course) that will affect your teaching in this learning
segment; 5 class periods a day and 2 of the class periods are co-taught with a Special
Education teacher in the classroom during those class periods.
• district, school, or cooperating teacher requirements, or expectations that might affect your
planning or delivery of instruction, such as required curricula, pacing plan, use of specific
instructional strategies, interdisciplinary teaming, or standardized tests. Interdisciplinary
teaming with a Language Arts teacher, Mathematics teacher, Social Studies Teacher, and
Science Teacher. There is required curricula and pacing plan for the Georgia Standards of
Excellence.
Class information should include:
• name and length of the course, class schedule (e.g. 50 minutes every day); 6th grade
mathematics. 50 minutes a class period every day.
• describe how ability grouping and/or tracking affects your class; Students will be placed into
groups based in groups on their summative assessment grade and also their behavior.
• name of textbook or instructional program you primarily use for mathematics instruction;
and My Math, Grade 6 published by McGraw-Hill 2013
• list of other resources regularly used for mathematics instruction. Electronic whiteboard and
document camera.
Student information should include:
• grade level and student ages;
o Grade level: 6th grade
o Student ages: 11-12 years old
• number of students, including broken out by gender identities;
o 1st period: 8 males and 14 females -22 students
o 2nd period: 13 males and 15 females -28 students
o 3rd period: 15 males and 12 females -27 students

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Mathematics 1 rev. 10 apr 2019
 o 4th period: 14 males and 15 females-29 students
• what you’ve learned about student funds of knowledge that may be drawn upon in this lesson
or lesson segment; Students have many extend family in parts of US, Central America, and
South America. I draw upon this for the finding the area of the Bermuda Triangle.
• required or needed supports, accommodations, and modifications for students that impact
this lesson or lesson segment. You should consider students with IEPs, 504 Plans, language
needs, and others such as students identified as gifted, struggling readers, underperforming,
or with gaps in academic knowledge.
Learning Needs # of Supports, accommodations, modifications,
Category Students and/or relevant IEP goals
Struggling readers 29 Extended time to read directions and
(2nd period) directions read to them. Some students
during test have the test questions read to
them
Struggling readers 33 Extended time to read directions and
(3rd period) directions are occasionally read to them.
Some students that reading grades below
grade level have the test and quizzes read to
them.
Students with IEPS 9 Based on their accommodations in their plans
or 504 plans (2nd are the ones implanted into the class
period)
Students with IEPS 10 Based on their accommodations in their plans
or 504 plans (3rd are the ones implanted into the class
period)

Click to enter text

II. Mathematical Content

A. Central Focus
The purpose of this lesson segment is applying the student’s prior knowledge of using find area of
different shapes to solve real-world and mathematical problems involving area, surface area, and
volume (6.G.A, Cluster A). The conceptional understanding of this lesson segment is area formula
for a triangle which is 1/2 base X height. The procedural fluency for this lesson segment the
practice of find the area of the Bermuda triangle. The mathematical reasoning for this lesson is
that students have to work together and explain their thought process with fellow classmates.
This lesson segment will serve as a building block forth understanding for surface area and
volume of different 3D shapes.

B. State Standards
List one mathematics content standard most central to this lesson. List one mathematics practice
standard you will emphasize developing in this lesson. List one additional standard from a second
content area your lesson contributes toward.

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 Content Standard: MGSE6. G.1 Find area of right triangles, other triangles, 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.
Practice Standard: 4 Model with mathematics. In grade 6, students model problem situations
symbolically, graphically, tabularly, and contextually. Students form expressions, equations, or
inequalities from real world contexts and connect symbolic and graphical representations.
Students begin to explore covariance and represent two quantities simultaneously. Students use
number lines to compare numbers and represent inequalities. They use measures of center and
variability and data displays (i.e. box plots and histograms) to draw inferences about and make
comparisons between data sets. Students need many opportunities to connect and explain the
connections between the different representations. They should be able to use all of these
representations as appropriate to a problem context.

C. Learning Objectives
1. Mathematics Content
Students will make a connection between the area formula of the triangle and the area
formula for a parallelogram through finding the area of a triangle using real-world scenario
by the given map and locations of important cities.

2. Mathematics Practice
Students will create a model contextually for area of a triangle through the provide
information form the teacher.

3. Interdisciplinary/Integrative Objectives
Identify an objective paired to the non-mathematics standard listed in II.B. Provide a brief
description of how this lesson connects to these cross-curricular standards.
ELAGSE6RI5 Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the development of the ideas.
Students will analyze how parallelograms and triangles are similar and used together
through the map of the Bermuda Triangle.

D. Mathematical Understanding
Describe how the standard(s) and learning objective(s) in this lesson contribute to students’
development of conceptual understanding, procedural fluency, and mathematical reasoning
and/or problem solving.
The conceptional understanding of this lesson segment is area formula for a triangle which is
1/2 base X height. The procedural fluency for this lesson segment the practice of find the area
of the Bermuda triangle. The mathematical reasoning for this lesson is that students have to
work together and explain their thought process with fellow classmates.
III. Instructional Strategies and Learning Tasks
Provide an overview of the lesson by describing the Launch, Explore, and Summarize phases.
Respond in a way that would allow another teacher to carry out the activity as you imagine and that
makes clear connections to the learning objective(s). In each section, organize your response by
describing the sequence of events and approximate times. Write out the important statements you
will make and questions you will ask.

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 A. Anticipatory Set – i.e. Launch
A brief introductory activity or question that engages students’ curiosity, activates their
background knowledge, builds background when needed, focuses their thoughts on the learning
objective, and ensures all students have access to the learning task. Should be directly related to
the instructional objective. This lesson opener may be an opportunity to draw out initial
conceptions students have about the topic. List specific questions you will use to provoke wonder
in (to puzzle) your students. List specific prompts that guide or direct activity.
Launch will take about 10-15 mins depending on the class participation.
• What area of the world is displayed on the screen? (The teacher will show a map
of the Bermuda Triangle)
• Does anyone have a story or experience in this area?
• There is a myth surround the Bermuda triangle. Can anyone tell about the myth?
• So how big of an area do planes and ships have avoided?
• Talk with your elbow pair and come up with your estimate on how big is the
Bermuda Triangle?
o Also discuss what things you need to know to find the area of a triangle.
• Students will write their estimates on the board; the teacher will ask the whole
class if certain estimates are too small or too big.

B. Learning Tasks – i.e. Explore

Describe the learning tasks, specifically providing evidence how the task provides students
opportunity to achieve the learning objectives. During the lesson, students must engage in
cognitively demanding tasks and be supported during paired or small group discussion. List
specific prompts that initiate activity for this phase. List specific questions you anticipate will be
helpful to advance or extend student reasoning. Briefly describe the types of responses to the
task you anticipate from students, and how you plan to sequence these responses for discussion.
• As individuals, students will work through the problem before working in groups (2-3
minutes)
• Students will work in groups to work and discuss the problem. (15-20 minutes)
o The problem is to find the area of the triangle of the Bermuda Triangle. Students
will be given the distance between the cities that create the Bermuda Triangle.
• Students might have these questions?
o Where do we begin?
o Why do we have the 4th location of Springfield, VA?
o We find the area of the Bermuda Triangle now what?

C. Closure – i.e. Summarize

An activity that helps students bring together the experiences of the lesson and identify what
they have learned. A student-centered summary that engages students in discussion is an
effective way to do this. A student-centered summary begins with several students sharing
solution methods with one another. Next, the teacher helps students draw connections between
their solutions and other’s solutions, as well as the key mathematical ideas in the lesson. An
effective lesson concludes with the teacher restating these key mathematical ideas learned
during the lesson, and possibly foreshadowing what comes next—hopefully a new wondering

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 raised as a result of the lesson. List specific concluding comments to summarize the important
learning of the lesson.
Groups will present and share their findings. Groups will write down their answers on the
white. The teacher will select a couple of groups to share how they arrived at the
conclusion that they did.
Some Prompting Questions:
• What steps did you/your group make to find the area of the Bermuda Triangle?
• What formula did you group use to discover the area of the Bermuda Triangle?
• What shapes did you create for the locations on the map to discover the Bermuda
Triangle?
The teacher will have a guided discussion with students about make the connection that the
formula for area of a triangle is half of the area formula for a parallelogram.

IV. Assessments
In your responses to the three sections below, cite resources that justify the value and
appropriateness of the assessment methods you’ve identified.
A. Assessment of Prior Knowledge
How will you assess prior academic learning and prerequisite skills related to the central focus?
Describe formal or informal pre-assessment activities that will help you determine what resources
(i.e. funds of knowledge: skills, knowledge, experiences, and interests) students bring to the
lesson.
Note: A deficit-orientation focuses on misconceptions, partial understandings, and
misunderstandings. An asset-orientation focuses on what children know and can do (their
"conceptions"), as well as their interests and wonderings. Respond with a greater emphasis on an
asset- or resource-based orientation rather than deficit-orientation. What understandings, ideas,
and/or wonderings do the students bring that you can build upon or provoke them to refine?
N/A

B. Formative Assessments
Formative assessments provide information needed to adjust teaching and learning while they
are still occurring, i.e. a checkpoint for understanding that guides future instructional decisions.
This type of assessment can take place during or at the conclusion of a learning activity or lesson.
The purpose is to monitor progress toward the learning objective(s) and/or central focus.
In your description, be specific in terms of what you want students to demonstrate (must be
measurable and connected to your listed objectives) and how you will obtain the information you
are seeking (oral, written response, etc.). As a part of what, discuss which of conceptual
understanding, procedural fluency, or reasoning and/or problem solving your assessment targets.
As part of how, state the specific questions to be posed for the assessment when appropriate.

1. Informal Formative
Informal formative assessments monitor student progress during or after instruction, but
do not usually result in structured feedback. Informal assessments can be used to obtain
information about individuals or groups. These may include responding to student
questions and teacher observations made during student work.

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Mathematics 5 rev. 10 apr 2019
 Students will write on a sticky not-one thing they learned specifically from the lesson just
taught that day and one thing they would like to have more practice on. For this specific
lesson, students will reflect on the make connections between the parallelogram area
formula and the triangle area formula in the context of a real-world word problem.

2. Formal Formative
Formal assessments are designed in such a way to allow the teacher to provide individual
feedback. Students respond individually, verbally or in writing, to a question or task.
Typically, the teacher’s assessment of these responses is documented in some way. These
may include quizzes, exit tickets, journals, homework, projects, and performance tasks.
The formal formative assessment for this lesson will be an exit/enter ticket of the door. At
the end of the lesson or the beginning of class of the next day, students will answer the 4
questions on the board on a slip of paper with their name on it.
The 4 questions will be:
• What is the triangle are formula compared to the parallelogram are formula?
• What is the are of a background with a fence that creates one point will one side of
the house? The house side is 50 feet and the point of the fence is 90 feet at a
perpendicular angle.
• How can you derive the triangle area formula from the parallelogram are formula?
• What is one thing you learned in the lesson and one thing that you need more
practice on?
C. Summative Assessments
Evaluates student learning at the end of an instructional unit by comparing it against some
standard or benchmark. The purpose is to demonstrate attainment of the objective(s).
Summative assessments provide information about each individual student. Assuming the lesson
does not conclude with a summative assessment, briefly state how and when the objective(s)
from this lesson will be summatively assessed.
At the end of this unit of surface area, volume, and area, the students will have a project as their
summative assessment for this unit. The students will create a map of a city. The will provide
measurements of the areas for each building, park, or object on the map. Students will also
create 3D figures of some of the buildings. The buildings that are 3D, the students will provide the
measurements of the surface area and the volume of that building. The standard of finding the
area of different shapes will be met and assessed during the first part of the summative
assessment with the creation of the map and finding the measurement of the areas.

V. Academic Language
The language demands of a learning task include any of the receptive language skills (e.g., listening,
reading) or the productive language skills (e.g., speaking, writing) needed by the student in order to
engage in and complete the task successfully. Your responses below should describe how you will
provide opportunity for students to engage in these skills.

A. Language Functions
These are the measurable verbs embedded in your objectives, i.e. describe, explain, justify, prove,
compare/contrast, etc. List the language functions for your lesson here. Describe how the
language functions you have listed allow students to engage in both receptive and productive

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 language skills to increase content understandings, e.g., how does the act of analysis engage
students in learning as it relates to your content.
• Make a connection:
Students will engage in productive language skills because they are creating a connection
between the locations on the map and understanding that the area formula for triangles are
derived from area formula of a parallelogram. Students will be talking and discussing in groups
to be able to share ideas on how to find the area of the Bermuda Triangle. Though the talking
and sharing of ideas is the productive language skills.
• Create:
Students will engage in productive language skills because they will be producing a product
of a model to find the area of triangle to share within small groups and whole class
discussion.

B. Vocabulary
A. List vocabulary in the lesson that has different meanings across subject areas, providing the
multiple definitions.
• Distance- This vocabulary word has a couple of different meanings across different
contents. Distance can mean the avoidance of familiarity and/or reserve. Distance in this
lesson’s context is the amount of space between two things or people. For this task,
students will have to find the distance between cities that form the Bermuda triangles.
• Area- This vocabulary word has a general meaning that can be used across different
contents. The definition of area is a region or part of a town, a country, the world, or object.
For this task, students will discover the area of the Bermuda triangle.
• Base- This vocabulary word has a few different meanings in different subjects. One of the
meaning is the lowest part or edge of something. Example the base of a tree. The second
meaning is a conceptual structure or entity on which something draws or depends. An
example is the town’s economic base collapsed. For this lesson, the meaning of the
vocabulary word is the first meaning of that was given; the lowest part of something. For
this lesson the base with the lowest part of the shape on the map. For this task, students
will be using the base measurement in the area formula to find the area of the Bermuda
Triangle.
• Height- This vocabulary word has a couple different meanings. One of the meanings is the
measurement from base to top or from head to foot. The other meaning is the most
intense part or period of somethings. In this lesson the meaning being used is the
measurement from base to top. For this task, students will be using the height of the shape
in the area formula to find the area of triangle.
B. List subject-specific vocabulary for your lesson here and provide the appropriate definition.
• Triangle: This vocabulary word has a specific definition for mathematics. The definition
for triangle is a plane figure with three straight sides and three angles. The main part of
the learning task is to find the area of a triangle, so you have to have a triangle to find
the area of that shape.
• Parallelogram: This vocabulary word has a specific definition for mathematics. The
definition for parallelogram is a four-sided plane rectilinear figure with opposite sides
parallel. This term is included because the students in the learning task are given
information that creates a parallelogram on the map and the students are to derive the
area formula for triangles from the area formula of the parallelogram.

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 C. Describe how the structure of the learning tasks allow students to learn and engage with
the vocabulary you listed here, enhancing the learning of subject-specific vocabulary.
The structure of the learning task allows students to engage with the terms of height, base,
area, distance, triangle and parallelogram. The students will be discussing in groups, so the
students can use these terms to describe what they are doing through the process of
solving the word problem.

C. Syntax
Identify any specific syntax, i.e. the rules, special forms, conventions, and/or grammar associated
with (academic) writing or speaking in mathematics, that is part of this lesson. Describe how you
plan to teach the syntax, and provide opportunity for students to engage with the syntax with
both receptive and productive language skills. Note if no syntax is introduced during this lesson.
The syntax for this learning is the area formula for a triangle and parallelogram. The area formula
for triangle area is ½ b*h. The area formula for a parallelogram is b*h. B represents the
measurement of the base in the figure. H represents the measurement of height in the figure.
Students will be engaging with the syntax of this learning task through receptive language
skills of listening from the teacher summarizing the methods into the formula. The teacher
will be doing this during the summarize portion of the lesson.
D. Discourse
Describe how you will use or facilitate discourse in which your students participate in both
receptive and productive language tasks that serve to demonstrate or increase an understanding
of content including the academic language you are teaching. There will likely will be multiple
opportunities for and forms of discourse throughout your lesson for you to describe. Include
citations for the discourse structures you identify.
Students will be working in small groups to share (speaking and listening) that help increase their
understanding of the problem and finding the area of the Bermuda triangle. The students will also
be writing down their ideas and other groups ideas to fully understand that the concepts of
finding area of any triangle.

VI. Support for Varied Student Learning Needs

This section allows you to describe how the lesson has been differentiated for the young adolescent
student population described in Section I, context for learning, to develop conceptual understanding,
procedural fluency, and mathematical reasoning and/or problem-solving skills. In your responses to
the three sections below, cite resources that justify the value and appropriateness of the instructional
strategies you’ve identified.
A. Build on student resources
Describe how you have designed or modified the learning task(s) in response to what you learned
in the pre-assessment about resources students bring to the lesson: their funds of knowledge and
their academic/mathematical assets.
Based off the gathering of the funds of knowledge of the classes, students know about the
Bermuda Triangle. Some students have family in that area, they have been themselves or they
know someone that has been to the area. Having students answering some prompting questions
to engage prior knowledge in the Launch proportion of the lesson, this will insure that all students

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 have some kind of understanding of the area in which they are using to discover the concept of
area formula of a triangle.

B. Respond to learning needs of the whole class

Identify the instructional strategies that provide opportunities for all students, given the variety
of physical, cognitive, emotional, social, and behavioral development among adolescents in a
middle grades classroom. Specifically, identify how students have multiple options to engage in
learning and/or to demonstrate what they have learned. (Identify the differentiation and/or
Universal Design for Learning strategies implemented.)
Differentiation on
Content (what the student is learning): Students will be given the options to choose from in
choice of different real-world problems to find the area of different shaped areas in the world.
Process (how the student accesses the information or the way in which the student engages with
the content): Tiered instruction with some students jumping right into the learning task. Some
students will work through smaller tasks to guide them to the finally answer. The groups that are
working through smaller tasks at a time will be given task cards.
Product (how students demonstrate their knowledge or mastery of the content): Students will
have the option to present their findings verbally in front of the class or visually in the whole class
discussion in the summarize portion of the lesson.

C. Respond to learning needs of individuals and groups with similar needs

How you will support the needs of the individuals and groups with similar needs—including
emergent bilinguals (ELs), students with IEP's, etc.—that you identified in Section I. (Name
specific modifications or accommodations, specifically as they related to the lesson design and
learning objectives.)
Struggling readers accommodations/ modifications: When the teacher provides instructions, the
instructions will be read aloud so students hear the instructions and see the instructions on the
board or the on page.
Students with IEP’s accommodations/ modifications: Depending on the individual plan for the
student, they might have more time to work through assignments, have instructions read to
them, learn content from audiobooks, movies, videos, and digital media instead of reading print,
have help coordinating assignments in a book or planner. There more accommodations available
but it depends on the Individual plan.

VII. Preparation
A. Materials Needed
List all materials needed by the teacher and the students for the lesson; assume that students
have writing paper and utensils.
• A class set of a map with the Bermuda Triangle drawn out.
• Have access for students that want to use a calculator.
• Power Point to help with the Launch portion of the lesson.
o https://docs.google.com/presentation/d/12hB-
wjAphCVVQ5iGbHsxI1lxxNjDX2TUJ22ITwjhFVg/edit?usp=sharing

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 B. Resources
List all resources used in the development of this lesson, including books, websites, and other
teachers. Cite all sources appropriately.
Kaplinsky, R. (2013, September 25). How Big Is The Bermuda Triangle? Retrieved March, 2019,

from https://robertkaplinsky.com/work/bermuda-triangle/

Miles, R. H., & Williams, L. A. (2018). Your Mathematics Standards Companion, Grades 6-8.

Thousand Oaks, CA: Corwin.

VIII. Reference List

You are encouraged to provide citations often in your responses above (when appropriate) and a
reference list for those citations, to develop the habit in preparation for your edTPA. Your citations
throughout the paper and reference list provided here must adhere to the guidelines defined in the APA
Publication Manual (6th Ed.).

Kaplinsky, R. (2013, September 25). How Big Is The Bermuda Triangle? Retrieved March, 2019, from

https://robertkaplinsky.com/work/bermuda-triangle/

Little, C. A., Hauser, S., & Corbishley, J. (2009). Constructing Complexity for Differentiated Learning.

15(1). Retrieved April, 2019.

Lynch, S. D., Hunt, J. H., & Lewis, K. E. (2018). MTMS Favorites: “Productive Struggle for All:

Differentiated Instruction”. Mathematics Teaching in the Middle School, 23(4).

Miles, R. H., & Williams, L. A. (2018). Your Mathematics Standards Companion, Grades 6-8. Thousand

Oaks, CA: Corwin.

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Mathematics 10 rev. 10 apr 2019