Stagaard&Sivo

I have done everything I can to get this file uploaded. It even appeared uploaded for a moment. I give up. Here is my feedback to you;

|| 2. What are potential areas for improvement? || 3. General Comments || I enjoyed looking for modifications for advanced students. That is not something I thought for my lesson plan and would be beneficial for me to add in the future. Here is my feedback for you! It's rather extensive, but as I said I just finished a lesson on this exact subject! I hope you can use some of my suggestions. Let me know if you have questions! I also found this resource that you might find to be useful. :) ~Alyssa
 * ** Lesson Plan Feedback ** ||
 * Your name: MaryBeth Sivo ||
 * Partner’s name: Alyssa Staagard
 * 1. What are the strengths of the lesson (include aspects such as content, structure, UDL, accommodations, assessment, etc.)? ||
 * The content of this plan is phenomenal. Very detailed lesson. Clear step by step instruction. Very professional presentation. Interesting and creative way to present information. Who would not want to design their own pool. I think lesson plan would be very interesting and engage student learning. I loved the use of manipulatives and this will definitely make lesson more accessible with students with different ranges of learning. ||
 * One of the modifications included to try to visualize the pool the deck as separate components. I think this would be a good thing to with all students not just exceptional students. Making modification for ESOL students could be added to modifications. Working with a peer would be helpful. Extended time for assignment. Adding to modification teacher or co-teacher checking in with student as they progress with lesson on computer. May need 1 to 1 assistance. Possible adding that partners and small groups that would be open and helpful to student's with exceptional needs. It may be helpful to assign peers that work well with exceptional students. Writing and expressing some of the problems may be difficult for some students with exceptional needs. ||

How interesting! I ALMOST submitted a pi lesson as well! I'll give you feedback today. :) Here is my lesson - I still need to modify a few things (such as including the next generation SSS. I also need to discuss this with my professor to see if the use of manipulatives/technology is appropriate... I may need to modify that as well if not. I will let you know if/when I make any changes...

Hello! I look forward to working with you. :)

~Alyssa Stagaard

I am unable to insert my word document because the "upload" button doesn't click and there is a red X.

** MaryBeth Sivo ** ** EEX 6065 ** ** Academic Co-Teaching Lesson Plan 1 **

**Grade level:** 6th basic education **Content:** Mathematics

**Lesson:** Circle and Pi **Length:** Pi day morning lesson

**Next** **Generation** **Sunshine** **State** **Standards/Benchmarks:** MA.6.G.4.1 Understand the concept of Pi, know common estimates of Pi (3.14 22/7) and use these values to estimate and calculate the area of circles.

**Lesson Objectives:** By the end of lesson students will be able find the circumference, diameter, the radius of circular items and calculate the area of circle/pi with a calculator accurately 80% of the time.

**Alternative outcomes/objectives:** By the end of lesson student will be able to calculate pi, and identify pi in real world situations.

**Prior Knowledge/Preskills:** This lesson is an introduction to pi. Students should be familiar with the basic terminology association with circles, such as //center//, //radius//, and //diameter//.

**Materials:** Overhead projector, SmartBoard, various sized circular food items (two per group) such as pie, round cake, large cookie, pizza, or pancakes. Pencil, paper, calculator, tape measure, homework handout, and computer.

**Motivation:** Play this YouTube video for [|Circles Radius Diameter & **Pi** Math Learning Upgrade] (http://www.youtube.com/watch?v=eiHWHT_8WrE), as the anticipatory set: Students will watch video/song about pi. Also let students know this is a edible food lesson.

** Teacher-directed Instruction ** **-Model of Instruction:** Lead and support, Multiple Groups ** Lesson Procedures: **

Instructor role After viewing the YouTube video inform the students that they will learn the skills so they can measure some favorite circular foods. Let students know they will be working in assigned groups and measuring various food items and recording data. **- Overview** Define pi, circumference, diameter, and radius for students. Display definitions with visual examples on SmartBoard. Tell students that they will be measuring food items in their groups and recording the data for circumference, radius, and diameter. Tell students they will use their data and find area/pi of circle. Provide demonstration visual with round cake. Use tape measure to measure circumference. Provide visual demonstration of obtaining measurements of circumference, diameter, and radius. Model recording data on SmartBoard. Calculate area/pi using calculator and SmartBoard. Ask students if they have any questions Explain that student will be placed in assigned groups. Have groups obtain measurement data of two different food items. The measurements will be taken with tape measure and length measured with ruler provided. That the data they find will be shared with the class by placing their findings on the smart board. Content teacher will provide guidance and monitor group work and answer questions.
 * ** Content Teacher ** || ** Special Education Teacher ** ||
 * -**Opening**

** -Review ** Ask students if they have any questions and answer. Review lesson terminology orally by calling on students who raise their hand.

Teacher will go over each groups finding prior to presentation and ask questions of group.

Provide audience for group presentation and discuss group results.

Collect group data collection assignment for grade.

Let students know during computer time they will be getting on www.mathwarehouse.com and they need to complete Area of a Circle and its Formula || -**Opening** Instructor role

Approach students with cognitive disabilities to think about circumference, diameter, and radius. Present visual handout with space to take notes if they wish.

Provide separate circular example to demonstrate individually how to measure circumference, radius, and diameter with tape measure and document results on handout.

Demonstrate individually how to obtain pi with assistance of calculator as needed.

Have student demonstrate finding pi with calculator with example measurements you provide.

Monitor groups during assignment and have peers demonstrate how to find information to exceptional student and assist them.

Review and assist individuals as needed.

**-Overview** Provide visual handout

Check for understanding

Assist with measuring items and encourage peers to assist exceptional students.

Encourage participation of students with disabilities in group setting.

Answer student question.

Monitor exceptional student and ESOL students for progress and any individual instruction required.

**-Review** Ask students what they learned today.

Review terminology of pi/area, circumference, diameter, and radius.

Answer any questions students may have.

Monitor students to make sure all complete computer practice.

Monitor student with special needs at computer to make sure they are completing assignment ||

-**Expectations** Students working in mixed ability cooperative learning groups will encourage all students in a group to practice measuring skills of the circumference, radius, and diameter and to use a calculator to find pi for the provided circular food items. They will provide documentation of findings, calculate pi, and create a table (demonstrated by content teacher at beginning of lesson) by referring to a provided example to present results.

** -Rationale ** Mixed ability cooperative group learning is beneficial with new material. This group format increases opportunities for peer interaction and teacher feedback. Student motivation and interest in group presentation with a edible items will encourage participation and interest in findings. This lesson allows students to actively measure the diameter, radius, and circumference of a food item and calculate pi.

** -Guiding Questions ** What is circumference of a circle? What is diameter of a circle? What is radius of circle? What food items are shaped in a circle? What items can you think of in your environment are circular shaped? How do you find the area of a circle?

** -Assessments ** There are multiple assessments (both formative and summative) throughout this lesson plan. Students will be asked review questions, group findings and presentation will be evaluated for accuracy, and the completion of Area of a Circle and its Formula at www.mathwarehouse.com. As noted below, a homework assignment will also be given.

** -Closure ** The students will use the computer and go to mathwarehouse.com and do lesson on Area of a Circle and its formula during computer time. The lesson has practice problems.

Assign homework: Each student will take home homework handout on Pi Pies worksheet, piece of yarn, and ruler. Homework to be completed and returned the next day.

= Extensions : Read the book Sir Cumference and the Dragon of Pi: A Math Adventure  = =The students may do extra practice on mathwarehouse.com for extra practice on Area of Circle and its formula. =

**Accommodations/Modifications:** Mixed ability , peer teaching groups , calculator , visual handout ( circle, circumference, area/pi, diameter, and radius). extra time for computer assignment ESOL Students with weaker communication skills will be paired with students with more advanced communication skills to assist them in assignment completion .Provide visual demonstration so language impaired students can visualize lesson. Spanish/English Dictionary

** Access Points: ** -Independent: MA.6.4.In.a: Compare the distance around the outside of circles (circumference) and using physical or visual models.

-Supported: MA.6.G.4.Su.a: Identify the distance on the outside of circles (circumference) and compare areas of circles using physical models.

-Participatory: MA.6.G.4.Pa.a: Recognize the outside (circumference) and inside (area) of a circle.

** References: **

Circle handout: https://www.tacomacc.edu/UserFiles/Servers/Server_6/File/academics/areasofstudy/mathematics/MARC/Circle%20handout.pdf

Sir Cumference and the Dragon of Pi: A Math Adventure by Cindy Neuschwander.

Homework handout: http://printables4kids.com/fun-with-math-pi-pies-worksheet/

Computer work: Area of a Circle and its formula http://www.mathwarehouse.com/geometry/circle/area-of-circle.php