## Student Work Sample 2.pdf - Section 2: Performance Task

# Fun House Doors

Lesson 11 of 13

## Objective: SWBAT draw an acute isosceles triangle, a right isosceles triangle & obtuse isosceles triangle.

## Big Idea: Using what you know about triangles, determine what kind of design the interior designer might use.

*55 minutes*

#### Warm Up

*10 min*

Following suit with career/college readiness, I introduce this lesson by letting students watch a quick 4 min. video on cake artistry. You'll need to click on the very first link. This lesson today focuses on being an interior designer specifically, but the connection between using math in your career is there, pleasing your clients, and being able to calculate correctly. I try to use some technology in each lesson. Particularly note worthy is how the cake decorator mentions that she didn't plan on a career in math, but she actually uses it so much.

We didn't use this during this lesson, but instead had our amazing Guidance Counselor work with our students in the 5th grade classes on career exploration. If you don't have someone who does that, you can use this link, Career Exploration to explore careers that are of interest to students. You would want to use a computer lab, and let students explore on their own after a little instruction of navigating the website.

#### Resources

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#### Performance Task

*30 min*

In each lesson, I typically do a Guided Practice, and then an Independent Practice. As it gets closer to the end of the year test though, I need to wean away from providing so much assistance. Today, I chose to use a performance task assessment. Instead of guiding students through how to do this, I let them explore on their own. I had faith that they would be successful because we've previously talked about the different types of triangles. After working through the word problems, I had students draw their own possible "blue prints" that meet Sophia's requirements.

a) Uses MP6 (Attend to precision), and is a Level 2 DOK; here students define an isosceles triangle.

(b) Uses MP5 (Use appropriate tools strategically), and is a Level 3 DOK; here students draw an acute isosceles triangle, and explain why it fits that definition.

(c) Uses MP3 (Construct viable arguments and critique the reasoning of others), and is a Level 3 DOK; here students draw a right triangle, and explain why it fits that definition.

(d) uses MP3 (Construct viable arguments and critique the reasoning of others), and is a Level 3 DOK; here students draw an obtuse triangle and explain why it fits that definition.

In this video, you'll see two students identify for me the appropriate types of triangles in their respective drawings. This is much more meaningful then using a worksheet to have students identify the types of triangles.

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#### Closure

*15 min*

To close this lesson, I use somewhat of an exit ticket. I have my students present a career that they might be interested in, and how it uses math. This way, writing, speaking, and listening are incorporated into math. (They've previously had time to do this, and now it's time to present.) You may allow another day to this lesson to incorporate this in; it would be worth it. It's very important that students relate this concept back to themselves.

#### Resources

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- LESSON 1: At the Farmer's Market
- LESSON 2: Granola Bars
- LESSON 3: Bean Recipes
- LESSON 4: Advertising A Sale: Organic Veggies
- LESSON 5: Deli Counter Dilemma
- LESSON 6: Parking Garage
- LESSON 7: Journey to Mt. EOG
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- LESSON 11: Fun House Doors
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- LESSON 13: Examining Exponents