Lesson Plan for edTPA

Lesson Title: Using mathematical vocabulary to relocate furniture

Grade Level: 9th grade

Interdisciplinary Connections: Reading

Lesson Duration: 42 min

Language Function: (Bloom’s Taxonomy) Apply

Syntax and Discourse Students will use the mathematical vocabulary in their reading to create an
alternate bedroom.

Special Ed
Communication Needs: I have several students that are bilingual and speak Spanish. I need to translate
their readings to support their learning.

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Central Focus/Purpose Statement: The purpose of this lesson is for students to apply their
understanding of parallel, perpendicular, line segments, angles and circles to real world examples.
Specifically, this lesson will prepare students for their final project since they will be asked to apply their
understanding of these terms in order to accurately rearrange furniture.
NYS Next Generation Learning Standards: (All phases) Know precise definitions of angle, circle,
perpendicular lines, parallel lines, and line segment, based on the undefined notions of point, line,
distance along a line, and distance around a circular arc as these exist within a plane.
Special Ed: Alternate Achievement: Dynamic Learning Maps- (DLM) Know the attributes of
perpendicular lines, parallel lines, and line segments; angles; and circles

Objective(s): Students will be able to recognize parallel, perpendicular, line segment, angle and circle in
a reading. Students will be able to apply their understanding of parallel, perpendicular, line segments,
angles and circles to solve real world problems.
Special Ed: IEP Goal(s) addressed: Students will be able to recognize parallel, perpendicular, line
segment, angle and circle in a text.

Academic Language: perpendicular, parallel, line segment, angle, circle

MATERIALS/RESOURCES

Technologies and Other Materials/Resources: smart board, worksheets

STUDENT ASSESSMENT

Before the lesson: Student’s ability to apply their understanding of parallel, perpendicular, circle,
angle and line segment will be assessed in the beginning of the lesson. Specifically, the students will
be asked to locate objects in the room that are parallel to each other, perpendicular to each other,
form a line segment, are shaped like a circle and form an angle. Since students will be asked to write
them in their notebooks, the teacher will walk around the room to monitor student understanding. In
addition, the teacher will conduct a class discussion and will ask student volunteers to explain the
relationship they found.

During the lesson: Student understanding will be assessed during the lesson. During the lesson, the
students will be working in groups of 4 to read and comprehend the text provided to them . Each
group member will take on the role of meaning maker, code breaker, text analyst and text user. As
students are working, they will be answering various different questions about their reading
depending on their assigned role. The teacher will work around the room to monitor student progress
and assess students understanding of relationships between objects. In addition, the teacher will
assess student’s ability to apply the meanings of the terms perpendicular, parallel, angle, circle and
line segment in order to accurately relocate the object in the room. The teacher will ask students to
explain why they are moving certain objects to explain the meaning of the vocabulary term they used.
For example, the teacher will ask the student how the meaning of perpendicular implied where the
bed should be located.
At the end of the lesson: At the end of the lesson students, ability to apply the meanings of the terms
perpendicular, parallel, angle, circle and line segment to real life examples will be assessed.
Specifically, students will complete an exit ticket in which they are given a floor plan and asked to
“Move the desk so that it is perpendicular to wall B” and “Move the bed so that is perpendicular to
wall C and forms a line segment with the closet”.

CONTENT AND PEDAGOGY

Anticipatory Set/Hook: Elicit Prior Knowledge. Students will be asked to find objects in the room that are
parallel to each other, perpendicular to each other, form a line segment, are shaped like a circle and form an
angle. Students will write these relationships in their notebook. After students individually complete this
activity, the teacher will facilitate a class discussion. Student volunteers will be asked to explain why they think
those objects are parallel to each other, perpendicular to each other, form a line segment, are shaped like a
circle and form an angle. In addition, students will be asked to explain why they think the room was decorated
this way and why understanding the geometry of the room will help us understand interior decorating.

Procedures (Overview of lesson):

Time Instructional Strategies

# minutes
INQUIRY
1. The teacher will facilitate a class discussion. Student volunteers will be selected to
describe the relationship they found as well as how they know that relationship
exists. The teacher will use higher order thinking questions such as “What other way
could you recognize the relationship between those objects?”
INTRODUCTION/GUIDED PRACTICE?
2. The teacher will display an image of a living room on the board. The teacher will
model by stating that “the couch is perpendicular to the window because the arm
rest and the window form a 90 degree angle”. The teacher will explain that students
need to explain how they know the relationship exists. Students will be asked to
“Use the following terms to describe the room: Parallel, Perpendicular, Circle, Angle,
Line segment”. Students will independently write the relationships in their
notebook. The teacher will walk around the room to monitor student progress and
assist struggling students.
3. The teacher will facilitate a class discussion in which student volunteers contribute
their ideas. Students will be asked to explain how they know the relationship exists.
 The teacher will remind students of the defintions of each term by saying ““An angle
is a set of points consisting of two different rays that have the same endpoint. A
perpendicular line is two lines that intersect to form a right angle. A parallel line is
coplanar lines that do not intersect. A circle is the set of all points in a plane that are
equidistant from a given point. A line segment consists of two endpoints and all the
points between them. ”” In addition, the teacher will ask higher order thinking
questions such as “What would happen if you turned the couch to the right?”
INDEPENDENT PRACTICE
4. Students will be placed in groups of 4 students that speak the same language as
them. Students will be given the roles in their native language and English. Each
student in the group will be assigned one of the following roles: text analyst,
meaning maker, text user or code breaker. Each group will be given a text to read
and comprehend based on their role in the group. The teacher will place sentence
starters on the board for students to use. The sentence starters will be “I know
_________ is a __________ because_______. ______ and ________ are _________ to
each other because_________. The relationship between _________ and _______ is
________. ”
5. Students who are the text analyst will be given the following questions: “1) Redesign
Jessica’s bedroom according to her requests. 2) What steps did you use to redesign
Jessica’s bedroom? 3)Did you have to rearrange the furniture in the exact order
Jessica mentions or could you have changed the order? How do you know?”.
6. Students who are the meaning maker will be given the following questions: “1) In
what other scenarios would you see instructions similar to Jessica’s? 2) On the
original map of Jessica’s bedroom draw arrows to represent the movement of her
furniture. 3) Rewrite Jessica’s instructions without using mathematical terms.”.
7. Students who are the text user will be given the following questions: “1) Could the
information in Jessica’s narrative been presented in an alternate way? 2) How did
you use the image and text to create an accurate representation of Jessica’s new
bedroom? 3)How could you use this reading to influence the outcome of your final
project?”.
8. Students who are the code breaker will be given the following questions, “1) How
can you organize the text to make Jessica’s instructions less overwhelming? 2) How
does Jessica’s language specify the new placement of her furniture? 3) In Jessica’s
narrative she utilizes various reference points, could she have chosen different
reference points? If so, provide an example.”
9. The teacher will walk around the room to monitor student progress and assist
struggling students. The teacher will also ask higher order thinking questions such as
“Can you think of an alternative way to move Jessica’s desk using the word
perpendicular?”. The teacher will also ask students to explain why they moved
certain objects and to explain the meaning of the terms used.
INDEPENDENT PRACTICE
10. Students will independently complete an exit ticket. In the assessment students will
be given a floor plan and will be asked to answer the questions, “1) Move the desk so
that it is perpendicular to wall B 2) Move the bed so that is perpendicular to wall C
and forms a line segment with the closet”

Differentiation : This lesson can be differentiated to meet the needs of various students. Since there are
students in the class that are bilingual and speak Spanish, the materials can be translated to another language.
For example, the exit ticket can be translated to say, “1) Mueva el escritorio de manera que sea perpendicular
a la pared B 2) Mueva la cama de manera que sea perpendicular a la pared C y forme un segmento de línea
con el armario”
Specially and Culturally Designed Instruction (e.g. Students with IEPs, 504s, ELLs etc.): Students with IEP’s
can take their exit ticket in an alternate room. In addition, the teacher will read the instructions out loud to
the entire class to meet the needs of the students with IEPs.

Closure: At the end of the lesson the students will complete an exit ticket. In order to relate to the final
project and the essential question students will be asked to move various objects in a room by following
instructions. Specifically, students will be given a floor plan and will be asked to complete the tasks, “1) Move
the desk so that it is perpendicular to wall B 2) Move the bed so that is perpendicular to wall C and forms a
line segment with the closet”. By doing this, students will be able to answer the essential question, “How can
a shape be transformed in multiple ways to look different?”