- 94 Views
- Uploaded on
- Presentation posted in: General

South Pasadena High School

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

South Pasadena High School

By Christian Putnam

High school

Grades 9-12

Enrollment – 1516

9th Grade – 396

10th Grade – 409

11th Grade – 367

12th Grade – 344

Schedule

100 min. blocks, every other day

- 2005 Base API – 817
- 2005 Statewide Rank – 10
- 2006 Growth Target - “A”
- 2005 Student Included – 1100
- Computers – 275
- Students per Computer – 5.5
- Computers with Internet - 55

Ethnicity 2004-2005

The Class I observed was a high school geometry class made up of mostly sophomores and freshmen. The following lesson plans are designed for that class.

Standard 8.0

Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of a cone.

Objective

Student should be able to use their knowledge of mathematics to find the perimeter, circumference, area, volume, lateral area, and surface area of a cone.

Motivation

I will show them an ice cream cone and ask them questions about its geometry.

Input of Information

I will do example problems on the board.

Check for Understanding

Question kids if there are any problems.

Structured Practice

Split the class into small groups, give them a sample problem to solve, have each group teach their problem to the class.

Guided Practice

Provide the studentswith a few basic problems they are likely to see on the homework. Give the students time to finish the problems then go over them.

Closure

Clearly write and the label the equations on the board and discuss when each should be used.

Independent practice

Have student find conical objects outside of the classroom, take measurements of the object and calculate itsperimeter, circumference, area, volume, lateral area, and surface area

Assessment

Use the objects and measurements the students found to develop test questions.

Standard 9.0

Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders

Objective

Students should be able to compute by hand volumes and surface areas using memorized geometric equations.

Motivation

Each student will bring in an object or a picture of an object along with its measurements that is either a pyramid, a cylinder, or a cone.

Input of Information

I will provide the students with the equations for finding the volume and surface area of prisms, pyramids, cylinders, cones, and spheres.

Check for understanding

I will show the class different objects and ask them which equation I should use depending on what I want to find.

Structured Practice

I will give groups of students an object and ask them to find what measurements they can and use those to find the surface area and volume.

Guided Practice

I will give the student problems with given measurements and the shape of the object. They will hen try to compute the volume and surface area.

Closure

I will go back to the original equations and remind the student when it is appropriate to use each equation.

Independent Practice

The students will go home and take measurements of their house or local building draw the building and them compute the surface area and volume of the building.

Assessment

Take one student outside and show him/her an object, then ask hum/her how to find the volume and surface area with given values

Standard 10.0

Students compute the areas of polygons, including rectangles, scalene triangles, equillateral triangles, rhombi, parallelograms, and trapezoids.

Objective

Students should be able to compute areas of different types of polygons by hand.

Motivation

I will cut out small samples of polygons and pass them out to the students.

Input of Information

I will give the student the necessary equations to find the areas of polygons and use the cut outs as examples.

Check for understanding

I will ask the class if they have any questions regarding the material.

Structured Practice

In small groups the students will work out problems I will write on the board.

Guided Practice

The student will individually wok out sample problems from the book.

Closure

I will go over the equations and 1 basic example from the different types of shapes.

Independent Practice

I will give them worksheet with relevant math questions.

Assessment

The students will create pentagons, but will not provide all the measurements. They will trade with other students and will need to solve for the remaining side and the area.

The student can use the internet to find examples of objects for use on their independent practices

Identification of Objective

The teacher would write the object of the class for that day on the board and would repeat the objective verbally during the class

How Students Know What is Expected

The teacher would verbally point out what the student should be able to do and provide sample problems

Rational

None given

Check for Understanding

The teacher ask if the students had questions and do sample problems and ask a couple kids for their answers

Group activities

None observed, the students could do extra credit projects in small groups

Assessment

The students had homework problems every night and quizzes at the end of each chapter

good clear powerpoint, no distractions from the main ideas and the information. inventive lesson plans. only question i have is what grade the lesson plans are directed towards. good job. –Alison Segel

Good job! I liked your motivation for each lesson plan. I would recommend saying what grade the lessons are for. -Ashley Nick

I like the Trojan colors!! It was easy to read, very simple. For objectives, you should state specifically HOW they will be able to do what they're doing--verbally, on a worksheet, on the blackboard, through a project. –Celena Castillo

California High School Geometry Standards

http://www.cde.ca.gov/ci/ma/cf/documents/math-ch2-8-12.pdf

School Information from Ed-data

http://www.ed-data.k12.ca.us/Navigation/fsTwoPanel.asp?bottom=%2Fprofile%2Easp%3Flevel%3D07%26reportNumber%3D16