**1. Bellwork (7 minutes):**

Students should practice explaining how to solve a multi-step equation from Algebra class on a whiteboard. They should think about this individually and show their thinking on their whiteboards. I like having students show this thinking on a whiteboard because it helps me and the students understand what their inherent thinking style is. I choose an Algebra problem because most students in Geometry have taken and passed Algebra before and are much more used to working with an equation. After students are done, they should consider what their thinking style is.

**2. Discussion Questions (10 minutes):**

You might want to do a **think, pair, share format** for each question. In a virtual format, one could implement this by using the breakout room feature of Zoom and allowing students to discuss the questions in breakout rooms, and then as a whole class. Another way that this could be done is for students to respond in a Pear Deck, and then warm call and showcase exemplary responses as a class. The discussion questions on the PPT are pretty open-ended, but get students thinking about exemplar work and some of the features of effective proof style thinking that are seen in quality proof posters. I encourage maybe one minute of individual thinking, one minute of partner discussion and calling on 2-3 students for a whole-class discussion.

**3. Project Expectations (10 minutes):**

Walk students through the rubric and the different options for the project. Encourage students to think about the difference between the 3 point and the 4 point column of the rubric as that will encourage students to brainstorm about rigor.

- Idea for collaboration: Create or use 3 exemplar products that score between the 2 and 3 levels of the rubric that have a selection of strengths and weaknesses. Divide the room into sections or into breakout rooms. Each group is assigned an exemplar product to grade against the rubric. Have students arrive at what they would score each project and cold call or warm call on individual students to justify what score they would give.

**4. Feast of Proofs Work Time (50 minutes):**

Students should be able to finish at least ⅔ sections of the proof poster by the end of a block schedule period. It will be important to check in with students one-on-one regarding their progress and their interpretations of the directions. I would recommend for students, who are more likely to struggle, to have some exemplar projects on hand for students to look at.

#### Potential Accommodations for ELL and Resource Students:

- Encourage electronic formats like a PPT or a word document for students who have issues with fine motor skills and handwriting. I often find that for these students the task of writing things down is burdensome, but if they are able to screenshot an example and then write a few bullet points to summarize, they can have the benefit of learning by example.
- For students that have skill gaps, language issues, or issues following directions, having exemplar products out for students to interact with works out best. I like to show these students exemplar products in a variety of formats and ask them which one they prefer. I allow them to look at and interact with the exemplar product while they create a product of their own in the same format. If you are using push-in supports, my push-in support/resource department did the following to support:
- Utilize the theorem organizer where students have the written definition and picture. Students can connect the reading of the diagram with the triangle congruence theorem and written description.

- I recommend some of the guided proofs from the non-Delta Math proof document. My push-in teachers/resource departments found that focusing on 2-3 of these proofs and engaging the students in a sort of discussion over them taught them to really see the structure of proof-thinking while having some of the support of the given information.

**5. Closure (5 minutes):**

Consider doing a quick Google Form or a survey to give students a checkpoint on their progress, a time to take questions/concerns, and a game plan towards turning in a completed proof poster project during the next class.

**6. Presentations Formats (things to try the next day):**

Teaching during the pandemic has brought on certain social-emotional issues. The old model of calling all students up front to present in front of the whole class might make certain students feel uncomfortable in being called out. Therefore, it is better to put students in a position where they are presenting their ideas in a low pressure/collaborative situation. Here are a few ideas on how one could organize presentations in the time of pandemic:

**Whole class presentations:** If you are going the whole class route in person, I recommend doing the project in groups of 2-4 instead of individually, and to use larger sized poster papers. This creates a more time-efficient and collaborative experience. You could even create a peer grading form to ensure engagement and purposeful feedback.
**“A (Google Classroom) Library of Proof Posters”: **If you are doing the virtual format, I recommend taking the projects and creating a class library of projects on Google Classroom for students to interact with and study from. If you want to add to this assignment, you could create a Peer Grading Google Form where students can write feedback on the “Proof Posters” they saw (I recommend having students choose 2 projects if you go this route). Teachers can forward students’ feedback received from peers regarding the proof posters via email or through the online platform used by your school.
**MasterTeacher:** This is a creative and fun way of doing presentations that I have come up with during the pandemic. It’s called MasterTeacher because it’s structured like the game show “MasterChef.” It is my preferred method of presentations for in-class projects.
- ALL students participate in the “Team Challenge”- where students present their poster to their table partner. They have 5 minutes to present their poster.
- Upon the completion of the “Team Challenge,” students may opt into the classroom MasterTeacher competition. This is voluntary. Each MasterTeacher contestant is given a time limit of 5 minutes to present to the class. They are subject to questions of the peers and the teacher at the end of the presentation.
- When all presentations are complete, students vote on who will be crowned the _____ period Masterteacher (i.e. the B2 Geometry MasterTeacher). The winner could pose in front of a trophy and earn a triangular-shaped treat.