1. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 Welcome

2. Outcomes Participants will: Deepen their understanding of important geometrical ideas through their experience in solving a student concept task and its extension activity Increase their understanding of research-based strategies to meet the needs of ALL students, including EL, SEL, and SWD and Gifted Experience using elements of the Thinking Through a Lesson Protocol to facilitate the planning of the implementation of the Unit 3 Concept Task

3. Agenda: Unit 3 Concept Task: The Chocolate Factory Extension Task: Perimeter and Area ------------------------------- Debriefing the Task: Mathematics and Strategies Academic Vocabulary Development: 3x3 Sentence Builder ------------------------------- Planning: Addressing student misconceptions Feedback & Close

4. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 Fold the following Shapes What kind of questions could we ask about these shapes and the process? A cylinder A square prism A triangular prism with an equilateral triangle for a base

5. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 What’s your favorite type of chocolate?

6. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 Concept Task: The Chocolate Factory

7. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 Extension Task: Perimeter and Area Find a formula for the area of a regular polygon with n sides and perimeter p

8. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 Lesson Debrief: Mathematics What mathematical understandings would we want students to walk away with as a result of engaging with this task? What would you see or hear that may let you know that the students are meeting the overall mathematical objectives when they engage in this task?

9. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 Lesson Debrief: Strategies In our engagement with this task today, what instructional strategies did you see modeled in the task? How would the use of these strategies contribute to increased access to the mathematics for all students, EL, SEL, SWD, & gifted?

10. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 3x3 Sentence Builder Use the paper provided which has 9 squares. Pick 9 words from the target vocabulary list. Place a word into each of the 9 squares. Create a sentence using the 3 words on each vertical column, each horizontal row, and both diagonals for a total of 8 sentences. Be prepared to share your sentences.

11. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 Thinking Through a Lesson Protocol

12. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 TTLP: Student Misconceptions

13. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 TTLP: Student Misconceptions In your groups, come up with four misconceptions you think students will make. Discuss: –Where in the task would this be evident? –What strategy(ies) would you use to address this misconception –Describe how this/these strategy(ies) will address this misconception

14. GEOMETRYGEOMETRY © Prepared by the LAUSD Secondary Math Unit, 2008 © Prepared by the LAUSD Secondary Math Unit, 2007 Secondary Mathematics Los Angeles Unified School District 333 South Beaudry Los Angeles, CA 90017 Tel: (213) 241-2465 Fax: (213) 241-8450 Jeanne Ramos Director Thank you for your investment in raising student achievement!