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* *Reflection: Modeling
What's The Point! - Section 1: Where Are We?

My students require additional support. To support their learning, I begin every lesson assessing what they know. I do this to determine the best instructional method to support their learning. Sometimes I have to incorporate some pretty interesting things to pull them into the lesson! This video captures the technique I use to understand what they are thinking.

*What does it mean to assess students knowledge?*

*Modeling: What does it mean to assess students knowledge?*

# What's The Point!

Lesson 1 of 3

## Objective: SWBAT identify and analyze the relationships between and among points, angles, and rays.

#### Where Are We?

*20 min*

I want to start this lesson by assessing where my students are in their learning. I tell my students to read the math problem of the day. After they have read it, I want to probe a little bit to see exactly what they are thinking.

1. What is the problem asking you to do?

2. What information does it give us to help us solve the problem?

3. What math skills can we use to help us solve?

4. Can you think of a way to visually explain your answer?

5. Take a look at the answer choices, are you familiar with the math vocabulary? If so, can you explain them to me?

At this point it is not necessary that my students are speaking proficiently about this math topic, because I am merely gaining information to help me design a lesson that will benefit them the most. I will explain more as I bring them deeper into the lesson.

#### Resources

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#### What We Need To Know

*20 min*

Based on the what I heard students saying as they analyzed the problem of the day, I think we need to review some vocabulary terms first.

**Math Vocabulary:**

point, mid-point, end-point, line segment, and straight line

**Vocabulary Boxing Time!**

To do this I ask students to fold a sheet of construction paper in to four equal sections. I tell them they can use the back and the front of the paper, since it is only four sections on each side. After that I ask students to write a vocabulary term into each square. First, write at least two sentences explaining what you think it means. Next, draw a picture that represents the term. After that, explain how this term can be used to help you solve the problem of the day.

**For struggling students**, I have prepared the foldable for them. I printed each vocabulary term into each box in bold print. I have inserted a picture for each term. I ask them to examine the picture and write at least one sentence explaining what they notice.

*I give them about 12 minutes or so to complete this task. As students were working, I noticed some students were struggling. To solve this problem I tell them that this is just a guess (prediction), you may not be correct, and this is ok. We will review the vocabulary terms when your time is up.*

When students are finished, I ask volunteers to share their work. As students explain, I ask why and how questions, and correct any misconceptions as needed. I ask my students to compare what they wrote and illustrated to the terms and illustrations I listed on the smart board. This will allow students to correct their own misconceptions of the terms.

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#### Applying What I Know

*20 min*

To bring students deeper into the lesson, I want to see if they can apply it. I ask students to move into their assigned groups.

**Task:**

How many of you can explain how you get to school every morning? Students begin to say "turn left" "turn right". If I gave you guys a ruler and a large sheet of chart paper can you draw straight lines illustrating your route to school? "yes" Can you remember the things you see along the way, that helps you remember the route? Be sue to include those things in your drawings. Can you tell me what you are creating? "maps" Yes! We use maps everyday to help us find our way. If you think about it, maps are designed using the terms we learned about today. Who can remember those terms? Which ones will you use to help you create your map?

**For struggling students,** I supply them with large print graph paper. The lines are already there, so students can use a ruler to connect segments to complete their illustration. Link to additional support online.

I give the students about twenty minutes or so to create their maps. As students are working, I circle the room to see what they are thinking and saying so far.

**Questions:**

Can you point to a straight line? How do you know?

Can you show me a endpoint on your paper? Why?

Can you pinpoint the midpoint of a straight line? explain?

Can you show me a line segment? How do you know?

I remind students of the problem of the day. I ask them how does it relate to their current activity. Can you use your problem solving skills you are using to create the map to help you solve the problem of the day?

After the given time is up, I ask student volunteers to share their work. As students are sharing out, have them to refer back to the questions listed above.

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#### Exit Ticket

*10 min*

Students are ask to return to their assigned seat to solve the problem of the day. To support their learning I ask them to examine the problem for about three minutes, and choose an answer. If they are feeling unsure after the three minutes is up, I ask them to turn and talk with their neighbor.

I use their response to the question to decide the level of mastery.

#### Resources

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