Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Key understanding : Students should understand that similar triangles will have the same ratio of rise to run ( and therefore y = mx)
Content complexity: Level 2
- understand why the slope is the same between any points on a non-vertical line
- use similar triangles to explain why the slope is the same between any two distinct points
Prior Knowledge: What prior knowledge should students have for this lesson?
- Students should be able to plot points on a coordinate plane.
- Students should be able to solve linear equations.
- Students should be able to manipulate literal equations.
- Students should be able to set up and solve proportions.
- Students should understand what similar figures are.
- Students should understand the properties of a right triangle.
Guiding Questions: What are the guiding questions for this lesson?
- How can I accomplish the task of designing the next kicker ramp?
- How can I set up the proportions? Why? Explain.
- What do you already know about similar figures that may help you in setting up proportion?
- What is a pattern you see? Elaborate.
- Why do you think we are using the coordinate plane as our working space?
Teaching Phase: How will the teacher present the concept or skill to students?
In order to have all students in the same knowledge base show a short video on "Building a Kicker Ramp" (link also found on attached PowerPoint). A caution to teachers: the video is from YouTube. The teacher should prepare the video prior to teaching the lesson, so that no advertising will be seen by students.
Teacher will present the following scenario...
(Use the attached PowerPoint)Kicker Ramp.ppt
The local municipality is looking for entries of designs of Skateboard Kicker Ramp that will be used at the local skateboard park. A kicker skateboard ramp is one of the easier ramps to build, and doesn't take that much money. Kicker ramps are a lot of fun to play on - perfect for launching yourself, getting some air and doing tricks. You can also easily use this kicker ramp for bikes, or anything else! A beginner's kicker skateboard ramp is 4 feet long, 4 feet wide and a foot tall.
Here is a representation of the beginner's kicker ramp.
What is the height of the beginner's ramp? 1 ft
What is the length of the beginner's ramp? 4 ft
What is the ratio of the height (rise) to the length (run)? 1:4 or 1/4
The municipality will name the ramp they choose after the student's name. We are now challenged with coming up with 4 kicker ramp designs. After seeing the video and seeing what the Kicker Ramp looks like; what ideas can you think about? Write them down and be ready to share.
Allow some time for students to think and jot down ideas or questions they may have. Give students a brief time to share with the nearest student. After a brief period, allow the students to share with the class any ideas or questions they may have.
We will be drawing the design for at least 4 kicker ramps. All the ramps must have the same steepness (slope). The ramps can be up to 4 feet tall. The width will always be 4 feet wide.
This is an example of your design-working-area. Take the beginner's Kicker ramps designed and place it on the coordinate plane.
As students are working on the lesson the teacher will circulate, observe and ask questions as the need arises.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Provide each student with a Coordinate Plane.
Choose full page, 1/4 inch squares, 12 x 17 unit quadrants.
Click on yes and then click on "Create It".
The pdf can now be sent to print.
Guide students on placing the beginner's kicker ramp onto the coordinate plane (see PowerPoint).
Students are to use the Coordinate Plane to draw the design for at least 4 kicker ramps. All the ramps must have the same steepness (slope). The ramps can be up to 4 feet tall. The width will always be 4 feet wide.
Teacher continues to circulate, observe and, ask questions as students are working on the task.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The following is incorporated into the Guided Practice section - Students are to use the Coordinate Plane to draw the design for at least 4 kicker ramps. All the ramps must have the same steepness (slope). The ramps can be up to 4 feet tall. The width will always be 4 feet wide.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Exit slip: Give each student an index card. Ask students to answer the following.
Expected possible answer-the slope of the hypotenuse is the same for each of the triangles.
- How is the hypotenuse of each of the triangles you constructed related to the steepness (slope)?
Expected possible answer-the height to length ratio is the rise to run ratio which is the slope.
- How are the height and length related to slope?
- What question/s do you still have about today's lesson?
Expected possible answer- answers will vary depending on student needs.
Students will be required to figure the rise and run of 3 wheelchair access ramps for three different entrances to buildings using the specified slope of 1:8 as required by a Florida building code.
Source: Florida Building Code 2007
Give students two similar figures and have students figure out the missing length by setting up proportions.
Questions may be...
- What is the best way to represent your solution?
- How can you convince someone that those two figures are similar?
- Why would you set up a proportion in that way?
- As students are working on the lesson the teacher will circulate observe and ask questions as need arise.
Feedback to Students
As students are working on the lesson the teacher will circulate, observe and ask questions as needs arise. Questions may be...
How can you convince someone that those two figures are similar?
Answer to strive for - "The two triangles are the same type. Also, the corresponding angles are equal and the corresponding sides are proportional."
Possible student answers that may help the teacher decide on what question to ask next:
- They are the same.
- (What makes them the same?)
- The cross product is the same.
(What make it the same?)(What is the cross product showing?)
- It is the same but bigger.
(Explain what you mean by "bigger")
Why would you set up a proportion in that way?
Answer to strive for - "The proportion is set up to make the two ratios equivalent. One way in which this is accomplished is by setting up the ratios to corresponding sides."
Possible student answers that may help the teacher decide on what question to ask next.
- The sides match.
- (Elaborate on what you mean sides "match")
- To get it correct.
- (What do you mean by "it"? Explain what would be incorrect.)