> SUR'` e!bjbjLULU 8D.?.?eDDDDDDDX ,L\X''''''''$)h+\2'D2'DDG'~~~DD'~'~~V$@DD%PWzz
%@&]'0'%xQ,vQ,%%bQ,D%P~2'2't
'XXXD
XXXXXXDDDDDD1. TITLE OF THE LESSON
POW: Circular Pastures 5th day of Fractal ITU
(57 minute lesson)
2. CURRICULUM AREA & GRADE LEVEL
Geometry (9th/10th graders)GENERAL STUDENT INFORMATION:
1.) Readiness Level
Reading at grade level, some students need some pronunciation help
1/3 of class gifted in math, 1/3 average, 1/3 below average
2.) Learning Profile
Most students are visual learners (needing models/representations), auditory and kinesthetic are also prominent
3.) Interest
Skateboarding, surfing, listening to music, socializing3A. STUDENT INFORMATION: English Language Learners
1.) Readiness Level
Alejandro writing/speaking academic language needs help, CELDT 4
2.) Learning Profile
Visual/kinesthetic learner, often needs repetition or rewording
3.) Interest
Basketball, skateboarding, technology 3B. STUDENT INFORMATION: Students w/ Special Needs
1.) Readiness Level
Zach ADHD, Need to build on his algebra skills while learning geometry, he is a good reader, and he needs organizational tools
Cindy Autistic, very good computational skills, good relationship with parents
2.) Learning Profile
Visual learner, likes to work alone
3.) Interest
Reading, drawing
4. RATIONALE
A. Enduring Understanding
The goal of this lesson is for students to reason with the relationship between area and perimeter, specifically in comparison to a circle.
B. Essential Questions
What is my understanding of perimeter and area?
C. Reason for Instructional Strategies and Student Activities
Students are also able to learn about the connection between geometric measurement and algebra in relation to proportionality. Students will also continue to explore the concept of area representing how much space a shape covers.5. CONTENT STANDARD(S)
Common Core Mathematical Practice # 7 Look for and make use of structure
Common Core: Geometry Measurement and Dimension 5: Determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures and solids. (CA standard Geometry 11.0)
6. ELD STANDARD(S)
Reading Comprehension/Synthesize Ideas: Apply knowledge of language to achieve comprehension of informational materials, literary text, and text in content areas (A)7. LEARNING GOAL(S)  OBJECTIVE(S)
A. Language
After students read POW handouts on their own and discuss it with their partner, they will be able to comprehend the assignment instructions and carry them out
B. Cognitive
After students complete their POWs, they will be able to make a connection to perimeter, area, and the ITU
8. ASSESSMENT(S)
A. Summative
Students will complete the POW handout. 9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
Content/Based on Readiness, Learning Profile or Interest
 Based on my ELs learning profiles, visuals help a lot so using the book to follow along and providing diagrams well help
Process/Based on Readiness, Learning Profile or Interest
Talking with peers and in front of the class, writing, and reading aloud are all things that will help improve second language acquisition.
Product/Based on Readiness, Learning Profile or
Interest
The completion of the math problems are assisted enough to meet students readiness.
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
Content/Based on Readiness, Learning Profile or Interest
At the same level as the rest of the class, so ready for this lesson
Enough discussion to get help
Process/Based on Readiness, Learning Profile or Interest
Multiple visual representations used
Product/Based on Readiness, Learning Profile or Interest
At a mathematical level consistent with the rest of class so with my constant observing and checking, the students will be able to produce a competent product.
10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into/Instruction
Make sure every pair, if not student, has a POW to look atPossibly explain how the POW and process of the lesson will go
Have students work individually to figure out the relationship between area and perimeter.
Ask students to think about what information they need to solve these questions.
B. Independent (Group) Practice/Through
 Have students work in partners.
 Have students open up conversation to the entire group. Prompt students with questions when they get stuck or have accomplished the previous prompt, for instance:  Which of these Pastures, A, B, or C, has the greatest area for animals to roam and graze? The least area? How did you decide? The owners of the three pastures need to put fencing around their pastures. Assume the fencing follows the edges of the figures that appear on the three pasture maps. Which Pasture needs the most fencing? The least? Why? How much fencing will it take for Pasture A, Pasture B, and Pasture C? How do these amounts compare with each other? Explain this relationship. Will the perimeter always be the same no matter how many mounds? Why is this happening?
C. Closure
Teacher is being the mediator at the moment, appointing students to speak and/or present. Allows students to be in charge of their own discussion about the solution to the POW.
D. Beyond
Prompt students to make connection between the POW and the ITU using the white board (make a Venn diagram)11. STUDENT ACTIVITIES
A. Anticipatory Set/Into/Instruction
Students think about the relationship between area and perimeter of the various pastures on the handout
B. Independent (Group) Practice/Through
Individually (reading the problem) think about how to begin solving the various questions on the handout
 Students share their thinking with their partner sitting next to them and further investigate the question in front of them.Students share their thinking with their group and try to come up with a general agreement on what they believe to be the answers to these questions.Have students work on their handouts withtheir group.
C. Closure
 Students are thinking about the various presentations of the process of solving the problem by their classmates. Students may also be asking and answering questions by and of other students in the class.
D. Beyond
Make connection between the POW and the ITU12. RESOURCES
(Attach any materials needed to implement the lesson, such as a power point presentation, graphic organizer, reading)
POW: Circular Pastures handouts, white board
134Z R o +
,


1VWXx
ĶĶīīq$h,fhi6B*PJ^JaJphh,fhS56^JaJ1h,fhS6B*^JaJfHphq
h,fhS^JaJh,fhS6H*^JaJh,fhS6^JaJh,fhi6H*^JaJh,fhi6^JaJhye6^JaJh,fhS5^JaJ(GZ[ R o x}kd$$Ifl0HD%
t0%644
laytS $IfgdS
e! ,

`

1X'xjkd$$IflD%%
t0%644
laytS $IfgdS
(x}kd$$Ifl0HD%
t0%644
laytS $IfgdS
(
&7KL)@BSTUZ[anANTdڻڰڰΰڛڒڰ}ڒqΛhRAhS6^JaJhRA5^JaJhWhhi6^JaJhRA6^JaJhWh6^JaJh,fh,f6^JaJh,fhS^JaJ$h,fhi6B*PJ^JaJphh,fhS6^JaJh,fhS5^JaJ1h,fhi6B*^JaJfHphq
,&r78KL
[$If][gdSjkd$$IflD%%
t0%644
laytS)ABTU[mnxxxxxxxxxxxx $IfgdS}kd4$$Ifl0HD%
t0%644
laytS
nTxkZkM
&F$IfgdS$If^`gdS
&F$IfgdS}kd$$Ifl0HD%
t0%644
laytS $IfgdST*d%^
$If^gdS
&F$IfgdS
&F$IfgdS
$If^gdS $IfgdS
&F$IfgdS
$If^gdS
&F$IfgdS%^Ku}mn^_t{t`t'h,fhi6B*PJ]^JaJphh,fhy5^JaJ$h,fhy6B*PJ^JaJphh,fhi5^JaJh,fhi6^JaJh,fhi6PJ^JaJ$h,fhi6B*PJ^JaJphh,fhS5OJQJ^JaJh,fhS^JaJh,fhS6^JaJh,fhS5^JaJ!K#u}pggggggggg $IfgdS$If^`gdS}kdd$$Ifl0HD%
t0%644
laytS}=TVl m q t u 2!6!9!L!b!Ͽttkhye6^JaJh,fhS^JaJh,fhy6PJ^JaJ$h,fhy6B*PJ^JaJphh,fhi5^JaJ$h,fhi6B*PJ^JaJphh,fhS5OJQJ^JaJh,fhS6^JaJh,fhy5^JaJh,fhS5^JaJh,fhy6^JaJ*}=?m $If^`gdS $IfgdS 2!c!xxx $IfgdS}kd$$Ifl0HD%
t0%644
laytSb!c!d!e!h,fhS6^JaJh,fhS^JaJh,fhS56^JaJc!d!e!gdSjkd$$IflD%%
t0%644
laytS61hP:pS/ =!0"0#$%$$If!vh55#v#v:Vl
t0%655ytS$$If!vh5%#v%:Vl
t0%65%ytS$$If!vh55#v#v:Vl
t0%655ytS$$If!vh5%#v%:Vl
t0%65%ytS$$If!vh55#v#v:Vl
t0%655ytS$$If!vh55#v#v:Vl
t0%655ytS$$If!vh55#v#v:Vl
t0%655ytS$$If!vh55#v#v:Vl
t0%655ytS$$If!vh5%#v%:Vl
t0%65%ytSH@HSNormal OJPJQJ_HaJmH sH tH DADDefault Paragraph FontRi@RTable Normal4
l4a(k(No ListPOPSHanging indent0^`0OJQJDODSList Paragraph
^m$eDGZ[Ro,`1X'x
(&r78KL ) A
B
T
U
[
m
n
T
*
d
%^K#u}=?m2cdg00@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0 @0@0@0@0@0@0@0@0@0 @0 @0@00@0@0@000@0@0@0@0@0@00@0@0@000@00@0@0@00000@0@0@0 00 0 0 0@0 0@0@0 @0@0 0 0 0 0 0 0 0@0@0 @0000000000000 0000000000 0 000 0 @0Ro,X'
(&r7 [
*
d
%^K#u}=?m2cdg00@$*00@$*00
00
0000@$*00
@$*00G0000@$*00@$*000000W 6@$*000000@$* 00@0x00000 0:0 080#080 0 !@0@0@0@ 0@ 0@ 0@ 0@0@ 0@0@0@0@0@ 00"000010000000 00 00 00 0 090"0700700=0"0700700700700=00=00708070070@00700H00700700K00K0@0070@0;090090070@0< 0
b!e! nT} c!e!!e!_GoBackdgdg"%ggr) @
Z
Z
`
a
n
NN9Lgg7uF!_'GrX4
a^`^Jo(.)^`^J.L^`L^J.h^h`^J.8^8`^J.L^`L^J.^`^J.^`^J.xL^x`L^J.^`OJPJQJo(^`OJQJo(op^p`OJQJo(@^@`OJQJo(^`OJQJo(o^`OJQJo(^`OJQJo(^`OJQJo(oP^P`OJQJo(^`OJPJQJ^J.)^`^J.L^`L^J.^`^J.L^L`^J.L^`L^J.^`^J.^`^J.L^`L^J.
a7uF_'G>~ ?L j
Tgh"orl,X$1
TgXor
WhraiE;ye#mSr0S,fRAy '[,X8B
cdg@dd9+ddeP@UnknownGz Times New Roman5Symbol3&z ArialUMS ??Arial Unicode MS3z Times?5 z Courier New;WingdingsCFComic Sans MS"qhI..0xr4YY2QHX)?S21 Leslee Howe Leslee HoweOh+'0x
4@
LX`hp1 Leslee HoweNormal Leslee Howe7Microsoft Office Word@[@D:l@zz՜.+,0hp
.Y'1Title
!"$%&'()*,./0123456789:;<=>?@ACDEFGHIKLMNOPQTRoot Entry F fzzVData
#1Table+i,WordDocument8DSummaryInformation(BDocumentSummaryInformation8JCompObjq
FMicrosoft Office Word Document
MSWordDocWord.Document.89q