Amber Johnson

Central Focus, Standards, and Objective Revised

Definition of Central Focus from the edTPA Mathematics Handbook: “Central Focus a. Describe the
central focus and purpose of the content you will teach in the learning segment. b. Given the central
focus, describe how the standards and learning objectives within your learning segment address
conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem-solving
skills. c. Explain how your plans build on each other to help students make connections between
concepts, computations/procedures, AND mathematical reasoning and/or problem-solving strategies to
build understanding of mathematics. d. Explain how you will help young adolescents make
interdisciplinary or integrative connections between the central focus of the learning segment and other
subject areas.”

Task: Students find the area of the Bermuda Triangle given locations on a map. (6th grade and Geometry
Unit)

Central Focus:

The purpose of this lesson segment is applying the student’s prior knowledge of using find area of
different shapes. Students will learn the relationship between the formula for area of a rectangle can
derive the formula for area of a triangle in the context of a real-world problem. This lesson segment will
serve as a building block forth understanding for surface area and volume of different 3D shapes.

Content Standard:

MGSE6. G.1 Find area of right triangles, other triangles, quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.

Practice Standard:

4 Model with mathematics. In grade 6, students model problem situations symbolically, graphically,
tabularly, and contextually. Students form expressions, equations, or inequalities from real world
contexts and connect symbolic and graphical representations. Students begin to explore covariance and
represent two quantities simultaneously. Students use number lines to compare numbers and represent
inequalities. They use measures of center and variability and data displays (i.e. box plots and
histograms) to draw inferences about and make comparisons between data sets. Students need many
opportunities to connect and explain the connections between the different representations. They
should be able to use all of these representations as appropriate to a problem context.

Content Standard Objective: Students will make a connection through finding the area of a triangle
using real- world scenarios by the given map and locations of important cities.

Practice Standard Objective: Students will create a model for area of a triangle through the provide
information from the teacher.