Lesson Plan : Distance and Midpoint
Teacher Name: | Emelie Day |
Grade: | Grade 9-10 |
Subject: | Math |
Topic: | Distance an Midpoint Formulas The student will learn to find the distance and midpoint between two points. |
Content: | Distance Formula, Midpoint Formula, perimeter, area, ordered pair, distance, midpoint |
Goals: | Students wills be able to identify which formula to use, distance/midpoint formula, to solve each word problem. |
Objectives: | The student will learn how to use the distance and midpoint formula and understand how to apply the formula to real situations. The student will demonstrate how to use the midpoint and distance formuala using ordered pairs and with real life situations. |
Materials: | Smartboard, dry erase board |
Introduction: | I'm going to talk with the students about perimeter and area. I will give them a scenario about a person walking around town and ask them to tell me how to find the total distance the man walked. Given coordinates, define (x,y) and graph two pair of points on a graph using a smart board. Review line segment notaion. Draw a line between the two points. Discuss options on how to find the length of the line. |
Development: | I will introduce the Distance Formula and Midpoint formula and give the definitions of what they are and why we would use it. Have the class guess what they think is the length of the line and what they think is the midpoint. Write the formulas for midpoint and distance on the board. Label each point and substitute values into the formulas to reveal the answer for distance and midpoint. Compare guesses to actual answers. |
Practice: | We will work on 2 examples that are simple calculations to make sure they understand how to use the formula. Then we will move onto 2 word problems and how to interpret them. I will show them how to find key words so they will know what to be looking for and which formula to use. Put one on the board for students to work on in pairs. Have one pair work the problem on the dry erase board. |
Accommodations: | When we are taking notes I like to provide a copy of all the problems we do so all they have to do is copy down the work. This way they can spend more time focusing on the material. Also when it comes to groups, if I have students who need it, I will pick groups for the class. I will choose a student that can explain well how to work on the problems. Students who learn slower should be given a handout with the practice problem already on it with an example of how to solve for distance and midpoint. Pair them with a student who can help walk them throught the problem. |
Checking For Understanding: | At the end a student from each group will present their answer. The students will have to create their own word problem or homework, draw a picture of it, and solve it. Have students work a problem alone without a partner. Walk around while they work to see who seems to be able to perform alone. |
Closure: | Discuss what jobs they think would use this information. Ask for examples of how they can use the distance formula in an every day situation. |
Evaluation: | -how groups worked (each class is different: some need to be picked for them) |
Teacher Reflections: | - students needed one more practice example - not enough time to do all of the presentations. I need to make either bigger groups or cut back on some of the presentations. Having student go to the board and work problems is a good way to evaluate their knowledge. It also gives me a chance to give someone-on-one assistance and allows the student to verbally explainwhat they have learned. |
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