Julie+Hanshaw

=[|Aug-Oct Calendar.rtf]= =__Lesson 1.1 Introduction to the Student Reference Book Day 1 :__=

District Benchmark(s): NO E5 Use benchmarks to help develop number sense.

Enduring Understanding: Reference materials can be used to solve problems and find information.

Essential Question(s): How can the Student Reference Book be used to support your learning?

//Support Materials:// Math Journal 1, p.2; Student Reference Book

Assessment:
 * Formative: Partners do Pg 2 together
 * Student Self-Assessment:
 * Summative: Pg 3 independently

Activities (Pedagogy): Partners look through the Student Reference Book and share interesting pages. Discuss and explore Table of Contents, Glossary, Index, and the World Tour section.

//Time to Complete:// 1 day

//__Peer Check:__//
=__Lesson 1.2 Points, Line Segments, LInes, and Rays (Day 2 & 3 ):__=
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 * ====== //[y_] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

District Benchmark(s): 1.2 Models right, acute, and obtuse angles, lines, rays, and segments.

Enduring Understanding: Two-dimensional shapes are classified by their sides, angles, and lines.

Essential Question(s):
 * What are line segments, lines, and rays?
 * Where are they found in our world?

Support Materials:
 * Math journal (MJ)
 * Student Reference Book(SRB),
 * Markers and Dry erase boards,
 * Rulers, Geometry Templates

Assessment:
 * Formative: Partner work, pg 4 MJ
 * Student Self-Assessment: Study Link pg 8
 * Summative: Pg 5, Math Journal

Activities (Pedagogy):
 * Mental Math and Reflexes (MMR) Pg 24
 * Math Message (MM) - Where is geometry found in our world?
 * Whole class: Discuss care of math tools, Review points, line segments, lines, and rays. Follow TM pg 24-26
 * Students practice drawing and labeling
 * Use Geoboards to practice line segments
 * Fact Triangles, MMstr 384

Time to Complete: 2 days

//__Peer Check:__//

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 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 1.3 Angles, Triangles, and Quadrangles (Day 4 & 5):__=

District Benchmark(s): 1.2 Models right, acute, and obtuse angles, lines, rays, and segments.

Enduring Understanding: Two-dimensional shapes are classified by their sides, angles, and lines.

Essential Question(s):
 * What are angles, rays, triangles, and quadrangles?
 * Where are they found in our world?

//Support Materials://
 * MJ pg 6
 * SRB pg 100
 * Strait edge
 * Straws

Assessment:
 * Formative: Whole group - MJ pg 6
 * Student Self-Assessment: Exit slip: TM 32 Compare and Contrast plane figures
 * Summative: Math Masters (MMstr) pg 12

Activities (Pedagogy):
 * MMR TM 30: Place value questions
 * MM TM 30: Make a goemetric shape using straws
 * Construct angles,triangles, quadrangles using straws, TM 30-31
 * Make a trapezoid, TM 32
 * MJ pg 6
 * Learn the game "Top-It", TM 27

//Time to Complete:// 2 Days

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * //[y_] EM/CP as primary materials//

=__Lesson 1.4 Parallelograms (Day 6 & 7) :__=

District Benchmark(s): G 2.1 Construct congruent line segments, parallel and perpendicular, and 2-D and 3-D dimensional shapes.

Enduring Understanding: Two-dimensional shapes are classified by their sides, angles, and lines.

Essential Question(s): //Support Materials:// Assessment:
 * What are the characteristics of parallelograms?
 * Where are they found in our world?
 * MJ Pg10-11
 * SRB pg 100
 * Goemetry Template
 * Formative: Teacher circulates when partners are sharing thinking about Math Message page.
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):
 * MM pg 14, Do independently then share results with a partner (Think, pair, share)
 * Develop and journal definition of various vocab. (Parallel, perpendicular, intersect) TM 37, whole class
 * Playground geometry: Students go out to playground and find examples of geometry terms: points, line segments, rays, parallel and perpendicular, trapezoid, parallelograms
 * Learn how to play "Sprouts"

//Time to Complete://

//__Peer Check:__//

 * ====== //[_y] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson 1.5 Polygons (Day 8 & 9) :__=

District Benchmark(s): G 2.1 Construct congruent line segments, parallel and perpendicular, and 2-D and 3-D dimensional shapes.

Enduring Understanding: Two-dimensional shapes are classified by their sides, angles, and lines.

Essential Question(s):
 * What are the properties of a polygon?
 * Where are they found in our world?

//Support Materials://
 * Math Journal pg 12 -13
 * Student Ref. Bk pg 97
 * Straws and ties

Assessment:
 * Formative: Math boxes
 * Student Self-Assessment: Journal -"Where are polygons found in our world?"
 * Summative:

Activities (Pedagogy):
 * Math Message - Take 3 of each size straw and 8 twist - ties. Make a shape with 5 sides.
 * Introduce terms vertex and vertrices, concave and convex
 * Partner read SRB pg 97
 * In small groups, create polygons (TM 43) using straw
 * MJ pg 12 -13
 * Learn the game "Sz'kwa" TM 40

//Time to Complete:// 2 Days

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 1.6 Drawing Circles with a Compass (Day 10) :__=

District Benchmark(s): G 7.1 Select appropriate units, strategies, and tools to solve problems that involve estimating and measuring perimeter, area.

Enduring Understanding: Tools are used in our world to measure distance distance.

Essential Question(s): How is the compass beneficial in our world?

//Support Materials://
 * MM TM 48: Draw a large circle on the playground. How will you do it? Discuss with a partner. Journal
 * Math Journal pg 14-15
 * Compass
 * SRB pg 258

Assessment:
 * Formative: Journal response
 * Student Self-Assessment:
 * Summative: Math Box pg 16

Activities (Pedagogy):
 * Math Message follow-up, TM 48
 * Demonstrate methods for drawing circles with a compass.
 * Construct an Inscribed Square
 * Math Boxes pg 16
 * Learn how to play "Polygon Pair-Up"

//Time to Complete:// 1 day


 * //[y_] Problem-Based//


 * //[y_] Aligns with ICC//


 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 1.7 Circle Constructions (Day 11) :__=

District Benchmark(s): G 2.1 Construct congruent line segments, parallel and perpendicular, and 2-D and 3-D dimensional shapes.

Enduring Understanding: Two-dimensional shapes are classified by their sides, angles, and lines.

Essential Question(s):
 * What is a circle?
 * How are they important in our world?

//Support Materials://
 * MJ pg 17-19
 * Teaching Master pg 25
 * SRB p 258
 * Compass, Straight edge

Assessment:
 * Formative: Math Box p 20
 * Student Self-Assessment: Circle Construction pg 18
 * Summative:

Activities (Pedagogy):
 * Math Message, Do alone and then check in partners
 * Whole group, TM 53 Math Message follow up
 * Practice circle constructions, MJ pg 17-19
 * Play "Polygon Pair-Up"

//Time to Complete:// 1 Day

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson 1.8 Hexagon and Triangle Constructions (Day 12-13) :__=

District Benchmark(s): G 2.1 Construct congruent line segments, parallel and perpendicular, and 2-D and 3-D dimensional shapes.

Enduring Understanding: Two-dimensional shapes are classified by their sides, angles, and lines.

Essential Question(s):
 * What are figures constructed with math tools?
 * How are these tools important in our world?

//Support Materials://
 * MJ 21-24
 * Math Message TM 58

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative: Definition Match pg 25, Math Boxes pg 26

Activities (Pedagogy):
 * Math Message in partners, TM 58
 * Math Message follow up
 * Make Constructions with a compass and straightedge TM 58
 * Review previous terms from chapter, Refer to playground geometry journal
 * Games from the chapter, in partners

//Time to Complete:// 2 days

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

=__Lesson 1.9 Progress Check 1 (Day 14) :__=

District Benchmark(s): See Lessons 1.1 - 1.8.

Enduring Understanding: Daily learning can be applied to solve problems.

Essential Question(s): How can I use what I know to solve these problems?

//Support Materials://
 * Assessment Handbook

Assessment:
 * Formative:
 * Student Self-Assessment: Pg 154, Lesson 1.9 Self-Assessment Handbook
 * Summative: (Choices)
 * 1) Assessment Handbook pg 155-157
 * 2) Assessment Handbook pg 246-249

Activities (Pedagogy):

//Time to Complete:// 1 Day

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

=__Lesson :__=

District Benchmark(s):

Enduring Understanding:

Essential Question(s):

//Support Materials://

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete://

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======

=__Lesson :__=

District Benchmark(s):

Enduring Understanding:

Essential Question(s):

//Support Materials://

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete://

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======

=__Lesson :__=

District Benchmark(s):

Enduring Understanding:

Essential Question(s):

//Support Materials://

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete://

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary material// ======

//copy and paste the information below as needed for next lessons// =__Lesson :__=

District Benchmark(s):

Enduring Understanding:

Essential Question(s):

//Support Materials://

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete://

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======