UNIT 9.1C Investigating Polygons

LESSON #1

SCHOOL: NIS Aktobe

DATE: Teachers’ name: Laila Issayeva, Simon Lafaele

CLASS: 9F,G,H,I Number of present students: 10 Number of absent students:0

Lesson’s topic Classifying polygons and their properties (integrated with an English lesson)

Learning objective(s) that this lesson is contributing to

Learners will:know the definition of polygons and associated language e.g. Side, interior/exterior angle, vertex, diagonal; classify polygons as convex, non-convex, regular, semi-regular.

Lesson objectives Learners will: know the types of polygons and their properties.

Language objectives Learners will:Listen carefully and follow instructions, contributing to group discussion, using mathematical language to discuss what they know about shapes and polygons.Subject-specific vocabulary & terminology:Polygon; side; vertex; edge; face; corners; interior angles; exterior angles; convex and concave polygon; regular and irregular polygonUseful sets(s) of phrases for dialogue and writing:Use interactive geometry software to investigate the limits of the definitions:e.g. create a regular four sided shapeWhat is it called?Move one vertex slightlyIs it still the same shape?What is it now? Continue, moving vertices, adding and removing sides and stretching sides. Continue deforming shapes to generate discussion aboutregular versus irregular; convex vs. Concave.

Previous learning Students are familiar with shapes and their basic properties.

Ход урока

Planned timings

Planned activities for teachers Resources

The beginning

Encouraging students

5 minutes

i. To greet the studentsii. Introduce the topic of the lesson and learning

objectives.iii. Check up their home task and answer their

questions.iv. Join students into groups of threes by the dates of

their birth (Spring, Summer, etc.)Middle

30 minutes

v. The months’ explanation (Simon).vi. Russian explanation of the vocabulary (Laila).

vii. Terms on the screen (sort them out).viii. Give out the ten shapes.

Ask the students to label parts of the shape as

Application sheetPPT

we talk about it and demonstrate it. (Laila and Simon take turns)

ix. Gallery Tour (put their sheets on the glass, so they can walk around and check for mistakes)Students put arrow stickers on mistake places.Students get their own back.(Laila) Everyone stands up, ask them to join into groups.

x. Students are working in pairs with the tasks showed on the screen.

The end5 minut

es

XI. Reflection: interview with the students.

XII. Home task: some tasks from the application.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Group working in the main activity has been planned carefully so that less confident learners will be working in a group where they can learn through dialogue with, and watching the approaches of, more confident learners.There is a clear expectation throughout the class that all will participate in group activities, to mitigate against the less able becoming dependent on the more able.

Formative assessment through observation of learners’ engagement with activities and contributions to dialogue.The progress of, and feedback from the group activity will be carefully observed to gauge the contribution made by individuals, and to identify any misconceptionsThe learners’ notebooks will be examined to ensure that there are no misconceptions or incomplete understanding recorded

ICT links – use of PPT to make the students clearly understand the types of polygons ad their types.Learners will be creative, thinking of contexts for the equations; critical and supportive when working together in groups;

They will have opportunity for dialogue, particularly with peers in the group activity, developing communicative skills.As participants in group enquiries, they will appreciate the need to be responsible learners, listening to other learners, sharing ideas, and making contributions to discussions.

Reflection

Were the lesson /learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluationWhat two things went really well (consider both teaching and learning)?1: collaborative work in pairs2: achievement of all learning objectives which were plannedWhat two things would have improved the lesson (consider both teaching and learning)?1: time management2: physical activity

What have I learned from this lesson about the class or individuals that will inform my next lesson?Integrated lessons make children think critically and be more motivated towards learning.