ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education s1

Lesson Plan 2

Teacher(s): Farro Subject: Math Grade(s): 9-12 grade Grade band: High School Setting: Unit: Geometry Number of Students:

Standard: Geometry—Modeling with Geometry (MG) HS.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). Essential Question: What are Geometric Shapes that you see in the real world?

Essence: Essence: Identify geometric shapes in the real world

Extensions: E1: Label real-world objects as particular geometric shapes. E2: Find cones, cylinders, spheres, pyramids, or cubes in the environment. E3: Match cones, cylinders, or spheres with real-world objects.

Lesson Objective: Students will be able to identify the geometric shapes of real world objects. Least support Moderate support Most support Given a set of geometric shapes, Given a set of picture examples of Given Physical Support and use of students will find cones, cylinders, Geometric shapes, students will an AAC device using a set of spheres, pyramids, or cubes in the find cones, cylinders, spheres, Geometric shapes, students will environment. pyramids, or cubes in the find cones, cylinders, spheres, environment. pyramids, or cubes in the environment. Activities : 1) The teacher will split students into groups of 3 and 2) Students will work together to determine what will pass out 20 pictures of environmental objects pictures belong in which group. along with a set of geometric shape cards. 3) Students will record their groups of pictures using 4) The teacher will collect the findings from each the organizing graph provided to each group. group and will display the data for the class using the Smart Board as well as their completed charts. 5) The teacher will review each groups work and 6) Teacher will provide students with opportunities to discuss with the class each group’s findings and make locate geometric shapes with in the school and corrections if necessary. outside environment. They will use teacher provided booklet to record their findings. Warm-up: The teacher will review and introduce new vocabulary words Geometry, shapes, pyramid, cylinder and cube and cone. Students will be shown a worksheet for review on Smart board as a warm up lesson. They will be asked to first circle or mark the shapes in each category that is the same geometric shape at the top of each column. Students will be asked up to the Smart board to show their work.

Key Vocabulary:

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education

Geometry Pyramid Cube shapes Cylinder Cone

Cones Sphere Materials: For each group: 20 pictures of objects in the Shape organizing graphs environment and a set of geometric figure cards For each student: Math notebook for recording findings

Barriers:

Visuals

Fine motor

Universal Design for Learning (UDL) brainstorm: Representation Actions/ Expression Engagement How will instructional content and How are the students able to What interests and engages materials be presented to the interact with the materials and students in the learning process students (the “what” of learning)? demonstrate knowledge (the (the “why” of learning)? “how” of learning)?

Tactile Organizer

Math manipulatives

Picture cues

Teaching Strategies:

Direct Instruction

Modeling

Cooperative Pairs Assessments: Response mode:

Data Sorting Worksheets

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education Smart Board lesson review

Geometric Shape Booklets Possible accommodations to use with this lesson:

Closing Activity: Students will view and participate in a Smart Board activity which would act as a review for the lesson taught and an exit out ticket.

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education