K&E Math 10-4: Complementary & Supplementary

RETURN TO MICHAEL KOCHER’S PORTFOLIO

I believe that a well prepared lesson is extremely important in maintaining classroom management. In a K&E class, preparation is vital. This Here is an example of a successful lesson for a Knowledge & Employability math class. I found that I needed to modify my typical lesson plan format to order to accommodate the different skill levels and attention spans. ~ Michael

Lesson Title/Focus  Complementary & Supplementary Date  November 12
Subject/Grade Level  Math: 10-4 Time Duration  65min
Unit  Shape & Space (Transformation) Teacher  Michael

 

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:  Students will:use visualization and symmetry to:

  • extend their awareness of objects and shapes

use variables and equations to express, summarize and apply relationships as problem-solving tools in a restricted range of contexts.

Specific Learning Outcomes:  Students will:

  • 5. use variables, formulas and/or substitutions to solve problems in practical situations
  • 13. measure and classify pairs of angles as either complementary or supplementary
Differentiated LEARNING OBJECTIVES

Students will:

  1. classify pairs of angles as supplementary or complimentary on a formative assessment
  2. practice the concepts of algebra in “Free the Joker” card game.


ASSESSMENTS
Observations:
  •  During the algebra card game, observe which teams are not participating and assist them in understanding the rules.
Key Questions:
  •  How can you tell if a set of angles is supplementary or complementary?
Products/Performances:
  •  Formative assessment: Complimentary & Supplementary practice sheet.
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
  •  Smart Notes
  • Complimentary & Supplementary hand-out
  • 11 packs of playing cards
  • 11 Free the Joker – Playing mats
PROCEDURE
Introduction Time: 5-6 min
Attention Grabber  Display complimentary angle joke from SMART Notes. Students are already familiar with acute angles.
Warm-up or settle-down activity  Settle-down activity: As this is a double period (before lunch/after lunch), students are typically more restless. If students are having trouble concentrating after the attention grabber, give them a min or two to talk to their neighbor and talk about the long weekend. Then raise hand to get class attention.   2 min (if needed)
Set Expectations  During class we will learn a new game. Each round we will add a new rule to the game. It is important that you watch carefully if you want to win! <Show students the prizes>
Define Lesson Objectives  Today we will learn about two different categories for angles. We will also learn to play a new card came.
Transition to Body  In carpentry, construction, design, and engineering, there are two very important angles: Straight lines and right angles. We’ve already learned about these, now we will learn how to classify them.
Body Time: 50-55 min
Learning Activity #1  SMART Notes:

  • Show slides of jobs that require understanding how to make and use supplementary or complimentary angles.

Definitions to remember:

  • Complimentary angles:  These must add up to 90º. In cabinet making and construction, these make corners or support beams.
  • Supplementary angles:
12-15 min 
Assessments/ Differentiation:  Pause during notes and examples. Go around the room to those students who typically miss directions and help them one on one.  
Learning Activity #2  Practice time:Note: If student attention level is low, or if students are struggling with the concept, take the break now.Hand out the formative assessment. “Here is a short practice sheet with problems you would expect to answer if you had a job in carpentry.” You can work alone or ask a teacher or a friend for help.  15 min
Assessments/ Differentiation  The practice page will be too difficult for some of the students. Go around to those students and pick just a few for them to do. Instruct them to raise their hand when they have finished so you can check their work and give them a few more if needed.
 

—-BREAK—-

Refocusing Activity

 Youtube video: Complimentary & Supplementary.http://www.youtube.com/watch?v=GO20ZgUzlc0“Here is a short video to help remember the differences between complimentary and supplementary angles” 3 min 
Learning Activity #3  “Free the Joker” – Algebra Card GameStudents divide into groups of two. Each group gets a deck of cards. Make sure the jokers are set aside.One student will place the Joker and a few other cards on the mat.Rule for student creating the board:

  • There must be at least one card on the side of the mat with the joker.
  • You can only use a number (card value) once per mat (e.g. only one king, queen, 7, etc)

Rules for student freeing the joker: Level 1

  • Red guards (cards) and black guards are opposite.
  • To remove a guard you must stack it’s opposite on top of it. But every time you add a card to one side of the mat, you have to add it to the other side of the mat.
  • Once you have a pair of opposite guards, they destroy each other and you can discard them back into the deck.
  • Once the joker is alone, the round is finished!

Optional: Add up the values of the cards on the other side of the mat to discover the value of the joker’s bail.

Level 2: Fractions

  • The person setting the board can now place a guard (card) directly beside the joker.
  • In order to remove the card, the student freeing the joker must place the same card underneath. But if you add a card under one set, you have to place the same value/color of card under every set!!

Note: If students run out of cards they can make their own extras.

20 min or until 6 min of class remain.
Assessments/ Differentiation  If students are understanding the game and find it too easy, add level two.   
Closure Time: 5-7 min
Reflection of Learning:   Exit slip: Two hits and a miss.List two things you learned today, and one thing you found hard to get.  4min
Feedback From Students:  How would you rate the game? Give me 1 finger for easy, 2 for medium, or 3 for hard.  
Feedback To Students   Positive reinforcement for the students who preformed or behaved well during class. Thank them, and invite everyone to improve for the second half of class.  
Transition To Next Lesson  Meet back here after lunch! We’ll add another level to the game, and learn about coordinate grids.  

 

Sponge Activity/Activities  If needed:Run a copy of:

  • Angry Bird Basketball (select from a variety of topics)
  • DragonBox

Students sometimes like to take a vote. Dragon box requires less class energy.

 

Reflections from the lesson

Did you:

  • Practice positive reinforcement?
  • Interact with each student?
  • Include applications  to real life employment?

RETURN TO PORTFOLIO

Math 10-4 First Day

Grade/Subject:  PHYSICS 20 Unit:  FIRST DAY – Expectations Lesson Duration  25 min

 

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES  LEARNING OBJECTIVES ASSESSMENTS*
 n/a  Students will

  • meet their teacher
  • learn expectations
 
 Basic info sheetPractice classroom procedures
     
 
LEARNING RESOURCES CONSULTED
Resource #1:     The First Days of School – Wong
Resource #2:  
Resource #3:  
MATERIALS AND EQUIPMENT
  • Powerpoint with introduction slide
  • First assignment (Basic info)
PROCEDURE
Introduction (3min.):
Hook/Attention Grabber:   Stand at the front door and welcome each student individually. Inform the student that their place to sit is listed on the smart board, and that they can start the sheet as soon as they enter. As soon as the bell rings, begin class
Assessment of Prior Knowledge:  n/a
Expectations for Learning and Behaviour:  <This will be the body of the lesson>
Advance Organizer/Agenda:  Good afternoon class. My name is Michael Kocher and I will be your teacher this semester.
Transition to Body:  While you are filling out these sheets I will take attendance. Please say ‘here’ and raise your hand if you are present. That will help me get to know you.
Body (20 min.):
Learning Activity #1: Introductions So, my name is Michael Kocher. It’s pronounced Coke-er. You can call me Michael. <show slides>Here is a little bit about me.
Assessments/Differentiation:  
Learning Activity #2:  Expectations  I am excited to share this classroom with you this semester. Today we aren’t going to do any classwork, but we are going to practice some procedure and go over some rules and other business. If you have any questions about anything just raise your hand and I’ll get to you.How to enter the classroom.

  • enter quietly, organize belongings (sharpen pencils, etc), start bell question.

Class attention

  • Raise my hand (or give me 5).
  • PRACTICE – Tribe activity – Take 1min to ask questions, then 2 to answer. Watch for my hand

Handing in/out paper

  • Hand in the introduction sheets according to procedure.

End of class:

  • The bell is to remind me to end class. In other words, the bell does not excuse you, I do. Most of

Class grades

  • How will students be graded
Assessments/Differentiation:   Observe how students perform procedures. Repeat until the students understand.
Learning Activity #3: (Sponge)  We have 5 min+  left. Let’s repeat the activity above, but now going the other way.
Assessments/Differentiation:  
Closure ( 3min.):
Consolidation/Assessment of Learning:   n/a
Feedback From Students:   -collected data from basic info sheet-
Feedback To Students:   
Transition To Next Lesson:   Tomorrow we will cover learn about the class website, and start a basic topic.

*Observations, Key Questions, Written Assessments, Performance Assessments

 

Reflections from Lesson