Math Units Page

Lesson Purpose

The purpose of this lesson is to introduce students to questioning strategies to help them assess, and apply concepts to geometry material. Student will develop these thinking/reasoning skills, in order to study and prepare for their GED test.

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Lesson Objectives

Objectives based on Blooms Taxonomy

Knowledge: The students Solve multi-step real-life and mathematical problems by recognizing the problem as Geometry as well as the type (ie: area, perimeter, volume, surface area) using the questioning tools strategically close reading tools strategically.

The students will use higher order thinking skills to recognize the shape described in a real world geometry problems without error.

The students will be able to higher order thinking skills select the proper geometry formula from the given formula sheet without error.

Comprehension: The students will classify the information and translate it to a given formula

Application: The students will apply previously learned information about geometry and prepare the formula for the discovered variable. Students will be able to compute and find the information needed to solve the equation.

Analysis: Student will be able to analyze their answer and then distinguish its validity based on knowledge of the problem.

Student Target

“I can use questioning  skills to interpret information contained in any math question to find keywords needed to determine the type of problem  and/or steps needed to solve the problem.”

CCR Focus Standards

Algebra and Functions - Level D

• 7.EE.3

  Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

Geometry - Level D

• 7.G.4

  Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

• 7.G.6

  Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Supporting Standards

• 6.EE.5

  Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
  

• 8.G.4

  Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two- dimensional figures, describe a sequence that exhibits the similarity between them.
  

Standards for Mathematical Practice

• MP.1

  Make sense of problems and persevere in solving them. (MP.1)

• MP.2

  Reason abstractly and quantitatively. (MP.2)

• MP.4

  Model with mathematics. (MP.4)

KYAE Employability Standards

• E.6

  E.6 Identify and effectively use skills and materials needed for a particular task.

• E.7

  E.7 Accurately analyze information and respond appropriately.