geometrygeometry © prepared by the lausd secondary math unit, 2008 welcome

© Prepared by the LAUSD Secondary Math Unit, 2008

GEOMETRY Welcom

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OutcomesParticipants will:• Deepen their understanding of important

geometrical ideas through their experience in solving a student concept task and its extension activity

• Increase their understanding of research-based strategies to meet the needs of ALL students, including EL, SEL, and SWD and Gifted

• Experience using elements of the Thinking Through a Lesson Protocol to facilitate the planning of the implementation of the Unit 3 Concept Task

Agenda: Unit 3

Concept Task: The Chocolate Factory Extension Task: Perimeter and Area

-------------------------------Debriefing the Task: Mathematics and

StrategiesAcademic Vocabulary Development:

3x3 Sentence Builder-------------------------------

Planning: Addressing student misconceptionsFeedback & Close


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Fold the following Shapes

What kind of questions could we ask about these shapes and the process?

A cylinder

A square prism

A triangular prism with an equilateral triangle for a base


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What’s your favorite type of chocolate?


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Concept Task: The Chocolate Factory


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Extension Task: Perimeter and Area

Find a formula for the area of a regular polygon with n sides and perimeter p


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Lesson Debrief: Mathematics

• What mathematical understandings would we want students to walk away with as a result of engaging with this task?

• What would you see or hear that may let you know that the students are meeting the overall mathematical objectives when they engage in this task?


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Lesson Debrief: Strategies

• In our engagement with this task today, what instructional strategies did you see modeled in the task?

• How would the use of these strategies contribute to increased access to the mathematics for all students, EL, SEL, SWD, & gifted?


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• 3x3 Sentence BuilderUse the paper provided which has 9 squares.

Pick 9 words from the target vocabulary list.

Place a word into each of the 9 squares.

Create a sentence using the 3 words on each vertical column, each horizontal row, and both diagonals for a total of 8 sentences.

Be prepared to share your sentences.


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Thinking Through a Lesson Protocol


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TTLP: Student Misconceptions


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TTLP: Student Misconceptions

• In your groups, come up with four misconceptions you think students will make.

• Discuss: – Where in the task would this be evident?– What strategy(ies) would you use to address

this misconception– Describe how this/these strategy(ies) will

address this misconception


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Secondary Mathematics

Los Angeles Unified School District

333 South Beaudry

Los Angeles, CA 90017

Tel: (213) 241-2465

Fax: (213) 241-8450

Jeanne Ramos

Director

Thank you for your investment in raising student achievement!

geometrygeometry © prepared by the lausd secondary math unit, 2008 welcome

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