Single Subject Lesson Design - Box Format 1. TITLE OF THE LESSON Where do Polygons come from? 2.

CURRICULUM AREA & GRADE LEVEL Primarily grades 9th and 10th This lesson was designed to fall on Day 5 of my Unit. This lesson fits into the Unit Plan as students are developing their understanding of geometric figures. Students have been working with the Angle Addition postulate of segments and rays. Students will apply the idea of angle addition during this lesson and throughout the remainder of the unit. 3A. STUDENT INFORMATION: English Language Learners 1.) Readiness Level Alexa Jimenez Alexas skills are below average. As a 9th grade student, she received Bs in Algebra Readiness and Ds in Algebra. She currently has a 53.73%. Alexa is an Intermediate English Language Learner. 2.) Learning Profile Alexa Jimenez Alexa is a visual learner. She understands material best when I encourage her to draw out examples to understand the content of the question. 3.) Interest Alexa Jimenez Alexa likes to spend time with friends and family.
3B. STUDENT INFORMATION: Students w/ Special Needs 1.) Readiness Level Tommy Carrey Tommys mathematical skills have improved. As a 10th grade student, he went from receiving Cs as average in 8th grade to receiving Bs as an average in 9th grade. He currently has an 80.57%. John Michael Davidson John Michaels skills are below average. He is currently in 11th grade. His transcripts indicate he has received below average grades in his math classes. He also failed previous math courses. He currently has an 52.97%. Allison DeMaio Allison skills are below average. She is currently in 10th grade. Her transcripts indicate she has received below average grades in her math classes. She also failed and had to retake Algebra, where she received a P for passing. She currently has a 35.58% Matthew Hissong Mathews skills are above average. He is currently in 9th grage. His transcripts indicate he has received Bs in all of his math classes. Mathew has average range scores in academic skills but struggles with organization and attention in the classroom. Math calculation, fluency and applied problems are in the average range. He currently has a 85.65%. Steven Lake Steves skills are above average. He is currently in 9th grade. His transcripts indicate he has received Bs in

all of his math classes. He currently has a 84.96%. Robbie Sanford Robbies skills are below average. He is currently in 9th grade. His transcripts indicate he has received Bs in all of his math classes. He currently has a 48.77%. Davis White Steves skills are above average. He is in 9th grade. His transcripts indicate he has received Bs and above in all of his math classes. He currently has a 92.28%. 2.) Learning Profile Tommy Cary Tommy has hearing difficulties. However, he does learn best through auditory instruction when complimented by visual aids. He needs to be seated near instruction. He also likes to work is groups. John Michael Davidson John Michael needs to be seated near the sources of instruction because he gets distracted easily. He is an auditory learner. Preferential seating near source of instruction, small group seating, alternate environment for testing, assist student with organization, and copies of supplemental notes have all been previous successful differentiation strategies. Allison DeMaio Allison is both a visual and auditory learner. Frequent checks for understanding and preferential seating have been previous successful differentiation strategies. Matthew Hissong Auditory, Visual, and Kinesthetic Learning Preference. Frequent checks for understanding, access to fidget object, copies of notes to supplement student notes, extended time more than 100% for all assignments/assessments and preferential seating with left ear close to source of instruction have all been previous successful differentiation strategies. Steven Lake Steven is a visual learner. Preferential seating near the source of instruction to with well-focused learners, reduced homework load, and more than 100% for all assignments/assessments have all been previous successful differentiation strategies. He also likes to work in groups. Robbie Sanford Robbie is an auditory learner. Frequent checks for understanding and preferential seating have been previous successful differentiation strategies. Davis White Davis is a visual learner. Frequent checks for understanding and preferential seating have been previous successful differentiation strategies. 3.) Interest Tommy Carey Tommy plays football for the school. John Michael Davidson Likes to draw.

Allison DeMaio Allison likes to take classes online. She likes to spend time at home and with her friends. Matthew Hissong He is an athlete and has a special interest in surfing. Steven Lake Steven likes to skateboard. Robbie Sanford Robbie likes to run. Davis White Davis likes baseball.

4. RATIONALE A. Enduring Understanding Students will be able to understand geometric figures as they grow their cognitive ability to visually determine elements of objects. B. Essential Questions How do you determine the sum of the interior angles of any polygon? How do you determine the measure of an individual angles of any polygon? How do you determine the number of exterior angles of a polygon? C. Reason for Instructional Strategies and Student Activities The Instructional Strategies used in this lesson will enable students to give examples of defined terms related to the standard. The teacher will verbally provide students with the definition of various polygons, convex polygons, concave polygons, and regular polygons. Providing verbal definitions will accommodate auditory learners. While the teacher gives verbal definitions, the students will be encouraged to draw correlating definitions. This student activity will allow will accommodate kinesthetic learners. These drawings will also accommodate the visual learners in the class. Students are able to engage in instruction as the teacher explains the origin of each new term. These instructional strategies introduce the concepts stated within the content standards and objectives. All students will be encouraged to use a standard dictionary to determine their understandings of these new terms. This instructional strategy introduces the skills stated within the ELD standard. Students will also be introduced to the sum of interior and exterior angles of polygons. This lesson is designed to be accessible to many learning profiles. The open format of this lesson will provide opportunity for all students to have equitable access to instruction. Students will be encouraged to participate and interact with one another. This interaction will allow students to communicate their understandings and correct their misunderstandings. Every ten minutes the teacher will give the students two minutes to understand and apply information provided throughout the lesson. This will provide opportunity for the students to solidify their understandings. The teacher will ask students to answer questions through a written explanation, visual representation, or verbal explanation. The teacher will also scan their notes as teacher walks around the room to check for understanding. This will allow the teacher to assess the understanding of all students. Teacher will be working with students who demonstrate misunderstandings and will guide them toward improved understanding. 5. CONTENT STANDARD(S) 6. ELD STANDARD(S)

GEOM: 12.0 Students find and use measures of interior and exterior angles of triangles and polygons to classify figures and solve problems. GEOM 13.0 Students prove relationships between angles in polygons by using properties of exterior angles. Interpret: Each of these standards address Interpretation as one of the Six Facets of Understanding. These standards require students interpret the information they were given to derive a desired outcome. 7. LEARNING GOAL(S) - OBJECTIVE(S) A. Affective GEOM 12.0: After listening to lesson, students will be able to distinguish components of various polygons, convex polygons, concave polygons and regular polygons as they compute interior and exterior angles to classify figures and solve problems. Interpret: This learning goal addresses Interpretation as one of the Six Facets of Understanding. This goal requires students interpret the information they were given to derive a desired outcome. B. Language Language Objective: Reading Fluency and Systematic Vocabulary Development Cluster 6 Early Advanced(i+1): After students watch the teacher model understandings of various polygons, students will be able to use a standard dictionary to determine a basis for the correct definitions of terms such as polygons, convex polygons, concave polygons, and regular polygons. Interpret: This learning goal addresses Perspective as one of the Six Facets of Understanding. This goal requires students to employ the ability to derive the meaning of terms to determine a basis for the correct definitions of new terms.

Systematic Vocabulary Development Cluster 6 Early Advanced(i+1) Students will be able to use a standard dictionary to determine the correct meaning of unknown geometric vocabulary within the topics addressed during this lesson. Interpret: Each of these standards address Interpretation as one of the Six Facets of Understanding. These standards require students interpret the information they were given to derive a desired outcome. 8. ASSESSMENT(S) A. Formative-Progress Monitoring (Affective) Every ten minutes the teacher will give the students two minutes to apply information provided throughout the lesson as they compute interior and exterior angles to classify figures and solve problems. The teacher will ask students to answer questions through a written explanation, visual representation, or verbal explanation. The teacher will also scan their notes as teacher walks around the room to check for understanding. B. Summative(Language) Systematic Vocabulary Development Cluster 6 Early Advanced(i+1): The homework assignments will require students to use a standard dictionary to determine a basis for the correct definitions of terms such as polygons, convex polygons, concave polygons, and regular polygons. Students will be assigned three homework assignments. The homework assignments will assess students understandings of the new definitions. The homework will come from their California Geometry book Section 3.5 p. 161 # 2-24 even, 32, 40, 42, 67-75, Practice 3.5 WS, and D-Day 3.1-3.5. My self and the Co-teacher are available before school, during lunch and after school to provide assistance and tutor student understanding. Students will correct their own homework during the next class session based on the provided solutions. Students will be

given credit in proportion to the satisfying each area of the rubric. The grading rubric was attached to the syllabus at the beginning of the year; students are required to keep it in their binder for continual reference. 9A. EXPLANATION OF DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS 1.) Content/Based on Readiness Students will listen and write down to the definitions of various polygons, convex polygons, concave polygons and regular polygons. These students have passed the previous tests and are at the correct readiness level to begin introduction into these definitions. Students will be able to follow drawn examples. The drawn examples will be a visual definition for various polygons, convex polygons, concave polygons and regular polygons. This will allow students with visual and auditory learning profiles the opportunity to learn. To provide differentiation and to prevent students from not following the definitions, pre-typed notes will be handed out to students in need, such as Alexa Jimenez. 9B. EXPLANATION OF DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS 1.) Content/Based on Readiness Students will listen and write down to the definition of various polygons, convex polygons, concave polygons and regular polygons. These students have passed the previous tests and are at the correct readiness level to begin introduction into these definitions. Students will be able to follow drawn examples. The drawn examples will be a visual definition for various polygons, convex polygons, concave polygons and regular polygons. This will allow students with visual and auditory learning profiles, such as Alexa Jimenez, Allison DeMaio. Mathew Hissong, and Davis White the opportunity to learn. To provide differentiation and to prevent students from not following the definitions graphic organizers will be handed out to students in need. 2.) Process/Based on Learning Profile and Interest Students will be introduced to the definition of various polygons, convex polygons, concave polygons and regular polygons. Each definition will have a drawn figure for a visual explanation. John Michael Davidsons interest is in drawing. Students like him will like this student activity. To provide differentiation and to prevent visual students from not following the definitions and coordinating figures, graphic organizers will be handed out to students such as Steven Lake and Davis White. Students will then be given the opportunity to contribute a drawn representation any polygons, convex polygons, concave polygons and regular

2.) Process/Based on Learning Profile and Interest Students will be introduced to the definition of various polygons, convex polygons, concave polygons and regular polygons. Each definition will have a drawn figure for a visual explanation. Alexa Jimenezs learning profile includes drawing. Students like her will like this student activity. To provide differentiation and to prevent visual students from not following the definitions and coordinating figures, pre-typed notes will be handed out to students.

Students will then be given the opportunity to contribute a drawn representation of any

polygons, convex polygons, concave polygons and regular polygons on the board. This will allow kinesthetic students the opportunity to learn. To provide differentiation, students who need visual assistance, like Alexa Jimez will have the opportunity to draw on their own papers. If students are struggling with information, geometric objects will be handed out. Students will collect in small groups and collect and complete independent work. Students will then be encouraged to share their findings. This will allow communal students the opportunity to learn. This will address the interest of students like Alexa Jimez. If students like her, are struggling with information, they will have the opportunity to verbally share their findings. 3.) Product/Based on Interest Teacher will provide correct answers when asking students to verbally respond. Teacher will also provide correct drawn examples. This will allow students to solidify their understandings. To provide differentiation for the students, the teacher will hand out visual examples. The teacher will pass out a home plate to scaffold the language development of students like Alexa Jimez. If students cannot grasp the physical concepts, the class will use their own personal objects for visual explanations to given words. 10. INSTRUCTIONAL STRATEGIES A. Anticipatory Set/Into(15 minutes) Teacher will give students pictures of one dimensional polygons. Teacher will instruct students to fill in the correlating number of sides and the defined name. This is meant to build students confidence about what they already know as they go into the new material. Students have already referred to three sided figures as triangles and four sided figures as quadrilaterals. Teacher will then explain the importance of

polygons on the board. This will allow kinesthetic students the opportunity to learn. To provide differentiation students will also have the opportunity to draw on their own papers. If students are struggling with information, geometric objects will be handed out as well. Students will collect in small groups and collect and complete independent work. Students will then be encouraged to share their findings. This will allow auditory students the opportunity to learn. This will address the learning profile of students like Tommy Carey and Steven Lake. If students are struggling with information, they will have the opportunity to verbally share their findings.

3.) Product/Based on Interest Teacher will provide correct answers when asking students to verbally respond. Teacher will also provide correct drawn examples. This will allow students to solidify their understandings. To provide differentiation for the students, the teacher will hand out visual examples. The teacher will pass out a home plate to grasp the interest of students like David White. If students cannot grasp the physical concepts, the class will use their own personal objects for visual explanations to given words.

11. STUDENT ACTIVITIES A. Anticipatory Set/Into(15 minutes) Students will be given pictures of one dimensional polygons. They will fill in the correlating number of sides and the defined name. This will build students confidence about what they already know going into the new material. Students have already referred to three sided figures as triangles and four sided figures as quadrilaterals. Students will listen as the teacher explains the importance of root words and prefixes. Student

root words and prefixes. The teacher will explain how polygon comes from the Latin word polygnum. The teacher will communicate the origin of the sequential names of polygons. Polygons use the suffix gon and are accompanied by the Greek numerical prefixes. Teacher will provide the Counting in Greek Worksheet PolygonA closed plane figure with at least three sides that are segments. The sides only intersect at their endpoints, and no adjacent sides are collinear. Ploy-Many Gon-Angle Various Types of polygons Sides/ Meaning Triangle Tri 3 Quadrilateral Quad 4 Pentagon Penta 5 Hexagon Hexa 6 Octagon Ocat 8 Nonagon Nona 9 Decagon Deca 10 Dodecagon Dodeca 12 n -gon The teacher will also explain how the vocabulary words addressed in this lesson will be used in the next chapter. The names of sequential polygons are important as the next chapter addresses congruent polygons and corresponding parts. The teacher will inform the class how every student will have access to an iPad. Each iPad has a translating computer program, Google Translate, that English Language Learners can use to translate material from English into their primary language. This will allow all students the ability to access academic language and derive the definition to new terms at the i+1 level for Early Advanced English Language Learners. Name Prefix

will listen to teacher explain how the word polygon comes from the Latin word polygnum. Students will listen to the teacher communicate the origin of the sequential names of polygons. Students will note that the names of polygons use the suffix of gon and are accompanied by the Greek numerical prefixes. Students will practice counting in Greek to remember the sequential names of polygons. PolygonA closed plane figure with at least three sides that are segments. The sides only intersect at their endpoints, and no adjacent sides are collinear. Ploy-Many Gon-Angle Various Types of polygons Name Prefix Sides/ Meaning Triangle Tri 3 Quadrilateral Quad 4 Pentagon Penta 5 Hexagon Hexa 6 Octagon Ocat 8 Nonagon Nona 9 Decagon Deca 10 Dodecagon Dodeca 12 n -gon Students will understand explain how the vocabulary words addressed in this lesson will be used in the next chapter. The names of sequential polygons are important as the next chapter addresses congruent polygons and corresponding parts. Every student will have access to an iPad. Each iPad has a translating computer program, Google Translate, that English Language Learners can use to translate material from English into their primary language. This will allow all students the ability to access academic language and derive the definition to new terms at the i+1 level for Early Advanced English Language Learners.

B. Instruction/Through(20 minutes)

B. Instruction/Through(20 minutes) Teacher will provide the definitions of convex polygons, concave polygons and regular polygons. Teacher will provide drawn examples of these definitions. Teacher will check for understanding by asking students to identify various drawn objects. This accommodates visual learners. Teacher will also discuss some of the examples around the classroom. To provide differentiation and to prevent students from not following the definitions pre-typed notes will be handed out to students in need. Teacher will also provide a graphic organizer to students in need. Teacher will check for understanding by asking students to identify various geometric objects. Convex Polygon- A convex polygon has no diagonal with points outside the polygon. Concave Polygon- A concave poly one has at least one diagonal with points outside the polygon. Regular Polygon- A polygon with all sides and angles of equal measure. Polygon Angle-Sum TheoremThe sum of the measures of the angles of an ) gon is ( Polygon Exterior Angle-Sum TheoremThe sum of the measures of the exterior angles of any polygon, one at each vertex, is . C. Guided Practice/Through(10 minutes) Teacher will model two Finding Polygon Angle Sum problems. These problems are included in the fill in the blank notes. Teacher will provide two minutes for students to answer each question. Teacher will walk around room to assess student understanding. When students are misunderstanding information, teacher will guide them toward the definitions. Teacher will check for understanding by asking students to answer questions by verbal and written communication. D. Independent Practice/Through(5

Students will sit in assigned seats. Students will take out their note taking resources. Students will take out the class Geometry book to follow along while teacher lectures. Students will write the definitions that the teacher provides. Students will draw correlating figures. Students will demonstrate their understanding by identifying drawn figures questions asked by the teacher. Students who need differentiation will fill in the notes handed out and/graphic organizers. Students will demonstrate their understanding by answering when they teacher asks students to identify various geometric objects. Convex Polygon- A convex polygon has no diagonal with points outside the polygon. Concave Polygon- A concave poly one has at least one diagonal with points outside the polygon. Regular Polygon- A polygon with all sides and angles of equal measure. Polygon Angle-Sum TheoremThe sum of the measures of the angles of an ) gon is ( Polygon Exterior Angle-Sum TheoremThe sum of the measures of the exterior angles of any polygon, one at each vertex, is .

C. Guided Practice/Through(10 minutes) Students will attempt two Finding Polygon Angle Sum problems. These problems are included in the fill in the blank notes. Students will have two minutes to attempt each problem. Students will work with teacher and peers to check for understanding. When students are misunderstanding information, teacher will guide them toward the definitions. Students will answer questions by verbal and written communication.

D. Independent Practice/Through(5 minutes) Students will answer the Make a Connection

minutes) Teacher will ask students to complete the Make a Connection problem written in the fill in the blank notes. Teacher will walk around room to assess student understanding. When students are misunderstanding information, teacher will guide them toward the definitions. Teacher will check for understanding by asking students to answer questions by verbal and written communication. E. Closure(5 minutes) Teacher will ask students to complete provided assignment. Teacher will check for understanding by asking students what connections they can now make with the application of the information they have learned. Teacher will ask for any questions they might have with the new material. Teacher will verbally review the definition to the new vocabulary terms. F. Beyond Teacher will discuss the homework to for finishing the section. Teacher will assign p.161 # 2-24 even, 32, 40, 42, 67-75, Practice 3.5 WS, and D-Day 3.1-3.5 for students to apply their definitions of polygons, convex polygons, concave polygons, and regular polygons.

problem written in the fill in the blank notes. Students will work with teacher and peers to check for understanding. When students are misunderstanding information, teacher will guide them toward the definitions. Students will answer questions by verbal and written communication.

E. Closure(5minutes) Students will be expected to complete provided assignment. Students will be asked what connections they can now make with the application of the information they have learned. Students will have the opportunity to discuss any problems they might have with the new material. Students will participate as the teacher will verbally review the definition to the new vocabulary terms. F. Beyond Students will understand the requirements for finishing the section. Students will be expected to complete p.161 # 2-24 even, 32, 40, 42, 6775, Practice 3.5 WS, and D-Day 3.1-3.5 to apply their definitions of polygons, convex polygons, concave polygons, and regular polygons

12. RESOURCES Polygon graphic organizer, Fill in the blank notes, Counting in Greek WS, iPads for all students equipped with a language translating program, Google Translate. Five historic female mathematicians you should know. (2011, October 7). Retrieved from http://blogs.smithsonianmag.com/science/2011/10/five-historic-female-mathematicians-youshould-know/ Five Female Mathematicians You Should Know is a primary resource for a teacher to use to inform their students about influential women in Mathematics. Students are often informed about male Mathematicians and are hardly informed about female Mathematicians. As I inform my students about female influence, females are given the reassurance that woman can be successful Mathematician. Male students are also able to develop a healthy perspective on woman being successful and having a positive influence on their surroundings. Gustein, E. (2005). Reading and writing the world with mathematics. (pp. 1-38). Routledge: CRC Press. Retrieved from http://cc.csusm.edu/pluginfile.php/

121654/mod_resource/content/1/Course_Readings/Reading_Writing_the_World_w_Math_ Ch1-2.pdf The resource provides insight into a consequence of Mathematics within education. When school districts and areas marginalize a set of people, they prevent them from developing mathematically. Consequently, students are not able to aspire to profitable occupations that are derived from Mathematics. Polygons! it's greek to me. (2012, December). Retrieved from http://www.racismnoway.com.au/teaching-resources/anti-racismactivities/lesson_ideas/20021211_53.html This resource provided the Counting in Greek Worksheet used in this lesson. This resource recognizes the importance of multilingualism as it refers to the Greek names of polygons. Students can begin to understand the connection between diverse cultures and languages. When students are comfortable with diverse cultures and languages they are more accepting and nurturing to their surroundings. Assignment Rubric Category Visual representations Exceeds 4 Draw with no inconsistency and all representational equations. Meets 3 Draw with no inconsistency and few representational equations. Approaching 2 Draw with a few minor inconsistency to the problem. Unacceptable 1 Draw with many inconsistency to the problem.

Completeness

80-100% of questions are answered. Solutions have no errors; determined definitions are used correctly.

60-80% of questions are answered. Solutions have no errors; derived definitions are used.

40-60% of questions are answered. Solutions have few errors and found definitions are used with slight error.

0-40% of questions are answered. Solutions have errors and know definitions are used incorrectly.

Answers with solutions

Systematic Vocabulary Development Cluster 6 Early Advanced(i+1)