This lesson plan is for a 9th grade mathematics class on geometry and measurement. The topic is on identifying properties of similar and congruent triangles. Students will learn about congruency by determining if triangles are congruent, finding side proportions, and listing properties. They will also distinguish between similarity and congruency. The 80-minute class will involve direct instruction, examples, questions, and a quiz to assess understanding of congruent triangle properties and requirements.
This is Rencana Pelaksanaan Pembelajaran (RPP) in English. This text tells about description of lesson plan for topic similarity and congruence. Happy reading!
This is Rencana Pelaksanaan Pembelajaran (RPP) in English. This text tells about description of lesson plan for topic similarity and congruence. Happy reading!
7th Grade Homeschool Curriculum - Seventh Grade Math - Best Homeschool Curric...<a>My Homeschool Texts</a>
The In Flight with Seventh Grade Math program offers a diverse approach for learning and affirming the material presented. The student is questioned and quizzed through exercise and Assessments, while also creatively challenged through writing and project assignments, on the practical nature of the mathematical principles.
Consistent with all Complete Curriculum texts, In Flight with Seventh Grade Math is dedicated to capturing the student’s immediate interest in each Lesson’s topic and focus by providing a thematically tied Engaging Question. Designed to be each Lesson’s opener, the Engaging Question will help the student be more receptive to acquiring the skill or principle being introduced or expanded.
If you are exploring a variety of Homeschool Curriculum's, such as ABC Mouse, Easy Peasy Homeschool or Ron Paul Homeschool, please check out this Complete Curriculum First. It is comprehensive, easy to understand, very sequential and a great deal!
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
7th Grade Homeschool Curriculum - Seventh Grade Math - Best Homeschool Curric...<a>My Homeschool Texts</a>
The In Flight with Seventh Grade Math program offers a diverse approach for learning and affirming the material presented. The student is questioned and quizzed through exercise and Assessments, while also creatively challenged through writing and project assignments, on the practical nature of the mathematical principles.
Consistent with all Complete Curriculum texts, In Flight with Seventh Grade Math is dedicated to capturing the student’s immediate interest in each Lesson’s topic and focus by providing a thematically tied Engaging Question. Designed to be each Lesson’s opener, the Engaging Question will help the student be more receptive to acquiring the skill or principle being introduced or expanded.
If you are exploring a variety of Homeschool Curriculum's, such as ABC Mouse, Easy Peasy Homeschool or Ron Paul Homeschool, please check out this Complete Curriculum First. It is comprehensive, easy to understand, very sequential and a great deal!
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
Running head Aligning standards and objectives1GC.docxhealdkathaleen
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Aligning standards and objectives 10
Aligning standards and objectives
ELM-210
Vanessa Gonzalez
10.27.19
Part 1: Lesson Plan Analysis
What is the academic standard?
To utilize information gained from illustrations such as maps and photographs and the words in text to illustrate comprehension of the text. This entails identifying when, where and how major events occur.
· What is the learning objective?
At the end of the lesson students should be able to explain the importance of illustration in understanding a text. They should be able to utilize the pictures and words in the text to illustrate their comprehension of material with an accuracy of 80%.
· Are the standard and objective aligned? How do you know? Provide a rationale.
The standard and objective are entirely aligned. To determine whether standards and objective are aligned, one is supposed to determine to what level the learning objectives support and interact with the academic standards (Estes, 2015). The academic standards pay attention on utilization of illustrations to understand a text and the learning objectives support this because they focus on students being able to explain the importance of illustrations in comprehending a text.
· What is the lesson about? What does this lesson cover?
The lesson is about a medieval feast study. It focusses on reading information text. Students are supposed to utilize illustrations and words acquired from the Medieval Feast text to illustrated their understanding of the text.
· Do the assessments effectively measure the academic standard and learning objective? Justify your response.
The assessments adequately measure the academic standard and learning objective. Assessments adequately measure standards and objectives in case they are able to determine how well students have mastered what they were taught in the classroom (York, 2017). By completing a vocabulary activity, the instructor will be able to evaluate the results and determine how well the students mastered the concepts taught in class. By developing a list of vocabulary words and trying to determine their meanings, the instructor will be able to determine the areas students have understood and areas that he/she should teach.
Part 2
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Grade level 3
Date:
October 27th 2019.
Unit/Subject:
Perimeter.
Instructional Plan Title:
Mathematical problems involving perimeters.
Lesson Summary and Focus:
The lesson focuses on how to determine the perimeter of polygons. The polygons range from three sided figures to even 10 sided figures. Students will practice how to measure the length of each side of a polygon and adding the measurements to determine the perimeter of the figure.
National/State Learning Standards:
Solve actual world and ma ...
1. LESSON PLAN
Level : Junior High School
Subject : Mathematics
Class : IX
Semester : I
Topic : Geometry and Measurement
Standard Competence : 1. Understanding the similarity
of figures and the use in problem
solving
Time Allocation : 2 x 40 minutes
Standard Competence
1. Understanding the similarity of figures and the use in problem solving
Basic Competence
1.2 Identifying the properties of two similar and congruent triangles
Indicators
1. Identifying two congruent or incongruent figures by showing the
requirements.
2. Determining two congruent triangles.
3. Determining the proportions of the sides of two congruent triangles.
4. Mentioning the properties of two congruent triangles.
5. Mentioning the requirements of two triangles to be congruent.
6. Proving two congruent triangles.
7. Distinguishing the concept of similarity from congruency.
2. Learning Objectives
1. Given the general definition of congruency, students can identify two
congruent or incongruent figures from the models provided by teacher
by showing the requirements.
2. Given several pair of triangles, students are able to determine whether
they are congruent or not.
3. Given two congruent triangles, students can determine the proportions
of the sides of the two triangle.
4. Students are able to mention the properties of two congruent triangles.
5. Students are able to mention the requirements of two triangles to be
congruent.
6. Given two triangles, students can prove that they are congruent.
7. After learning about similarity and congruency, students are supposed
to be able to distinguish the concept of similarity from congruency.
Learning Model
Learning Model : Conceptual Teaching
Learning Approach : Direct Presentation
Learning Method : Lecture Method, Question-Answer Method
Learning Sources
Handbook
Learning Materials
White board and board markers
PowerPoint Presentation
3. Learning Activities
Apperception (± 10 minutes)
1. Phase 1. Clarify aims and establish set
o Teacher communicates the outlines of basic competence and
indicators that will be learnt.
o Teacher leads students to recall the lesson that had been learnt in
the previous meeting.
o Teacher prepares the material and sets students ready to learn.
Main Activities (± 60 minutes)
2. Phase 2. Input examples and nonexamples
o Teacher names the concept being learnt and informs it to the
students. In this case, the concept is congruency.
o Teacher explains the general definition of congruency.
o Teacher provides students several figures and asks students
whether the figures are congruent or not.
o Further, teacher provides students several pairs of congruent
triangles and asks students to determine the proportions of the sides
of the triangles.
o Teacher leads students to mention the properties of two congruent
triangles.
o Teacher then poses the conditions in which two triangles are said to
be congruent.
o Students, by the guidance of the teacher, try to conclude and
mention the requirements in which two triangles are said to be
congruent.
o If it is possible, teacher can provide more examples and
noexamples of congruent triangles by leading the students to give
reason why the triangles are said to be congruent.
3. Phase 3. Test for attainment
o To check whether students have mastered the concept of
congruency or have not, teacher can ask several students randomly.
The questions can vary from determining whether two triangles are
4. congruent or not to rementioning the properties of two congruent
triangles and the requirements in which two triangles are said to be
congruent.
o Teacher then can give small quiz to the students to check their
understanding entirely. The questions in the quiz may vary from
proving that two triangles are congruent to providing their own
examples and nonexamples of two congruent triangles with the
reason/s.
4. Phase 4. Analyze student thinking processes and integration of
learning
o Teacher gets students to think about their own thinking processes,
about what they have learnt from that meeting. Teacher can modify
this activity by asking students to summarize what they have learnt
that day in a piece of paper without taking a look at the book or any
other sources. The only source of the summarization is student
understanding.
o Teacher then collects student summarizations and informs the
students that the score they get from the summarization will
contribute to their score of the quiz.
o Teacher then leads the students to integrate this new concept (about
congruency) by relating this concept to the previous concept which
is similarity.
o Teacher leads the students to again recall the concept of similarity
and then to compare the concept of similarity with the concept of
frequency.
o Teacher helps students to distinguish the concept of similarity from
the concept of congruency.
Closure (± 10 minutes)
o Teacher leads students to conclude what they have learnt that day,
this can be modified by opening ‘question’ session.
5. o Teacher can also give homework to the students before closing the
lesson. The homework can be provided by the teacher or by the
book students have.
Assessment
The assessment can be done by assessing the quiz given. In assessing the
quiz, teacher should give feedback for each student.