Download Document 10185713

[Subject]: [Unit]
[Teacher]
STAGE 1: Desired Results
Established Goals
(What content standards and or
mission related goals will this
unit address?)
Identifying and Labeling Similar
Polygons using congruent angles
and Corresponding Sides.
HSG-SRT.B.5
HSG-SRT.A.3
HSG-CO.C.10
Indirect Measurement and
Similarity
Using Trigonometric Ratios to
Solve Right Triangles
HSG-SRT.C.8
Classifying polygons and angle
measures in Polygons.
HSG-MG.A.1
Classifying quadrilaterals by their
properties.
Properties of Special
Quadrilaterals (Rhombuses,
Rectangles, Squares, Trapezoids,
and Kites)
HSG-CO.C.11
Transfer
Students will be able to independently use their learning to …
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Create and use proportions to identify similar polygons
Prove triangles are similar by writing proofs using shortcuts (AA, SSS, SAS)
Use proportions with a triangle or parallel lines
Using similarity when two right triangles share an altitude
Use triangle similarity theorems to apply indirect measurement to lengths that cannot be
measured directly
Use the sine, cosine, and tangent trigonometric ratios to find unknown side lengths and
angle measures in right triangles
Classify and analyze the properties of polygons
Investigate angle sums of interior and exterior angles in polygons
Find angle and side measures in parallelograms
Write a proof to show that a quadrilateral is a parallelogram
Construct quadrilaterals in coordinate planes and calculate side lengths and angle
measures using distance and slope
Classify special parallelograms using properties (rhombus, rectangles, and squares)
Identify special quadrilaterals
Use the properties of kites and trapezoids
Meaning
Understandings
Essential Questions
(What specifically should students be able to
understand after completing the unit?)
(What thought-provoking questions will foster
meaning-making, inquiry and transfer?)
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Comparing the corresponding parts of two
figures can show whether the figures are
congruent
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There are formulas to determine the
interior and exterior angle measures in a
regular polygon.
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Using the relationships between the sides,
angles, and diagonals of a polygon, you
can determine if a quadrilateral is a
How do you determine whether a quadrilateral is a
polygon?
How can you classify triangles and parallelograms?
[Subject]: [Unit]
[Teacher]
parallelogram and you can classify special
parallelograms
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Using the distance formula, midpoint
formula, and slope formula you can
classify a shape as a triangle or
parallelogram
Acquisition of Knowledge and Skill
Students will know…
Students will be skilled at…
(What facts and basic concepts should students
know and be able to recall?)
(What skills and processes should students be able
to draw upon and use?)
Using congruence and similarity
criteria for triangles to solve problems
and to prove relationships in geometric
figures
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Making sense of problems and
persevering in solving them.
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Constructing viable arguments and
critiquing the reasoning of others.
Using the properties of similarity
transformations to establish the AA
criterion for two triangles to be similar
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Using appropriate tools strategically
(correct formulas).
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Proving theorems about triangles.
Theorems include: measures of interior
angles of a triangle sum to 180°; base
angles of isosceles triangles are
congruent; the segment joining
midpoints of two sides of a triangle is
parallel to the third side and half the
length; the medians of a triangle meet
at a point
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Attending to precision.
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Looking for and expressing regularity
in repeated reasoning.
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Reasoning abstractly and
quantitatively.
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Looking for and making use of
structure.
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Using trigonometric ratios and the
[Subject]: [Unit]
[Teacher]
Pythagorean Theorem to solve right
triangles in applied problems
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Using geometric shapes, their
measures, and their properties to
describe objects (e.g., modeling a tree
trunk or a human torso as a cylinder)
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Proving theorems about
parallelograms. Theorems include:
opposite sides are congruent, opposite
angles are congruent, the diagonals of
a parallelogram bisect each other, and
conversely, rectangles
[Subject]: [Unit]
[Teacher]
STAGE 2: Evidence
Evaluative Criteria
Assessment Evidence
Performance is judged in terms
of…
Transfer Task(s)
(What criteria will be used in each
assessment to evaluate attainment of
desired results?)
(What assessment(s) will provide understanding and meet other Stage 1 goals?)
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Students will complete weekly assessments focused on the development of course skills
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Students will complete independent practice assignments including complex problem solving
focused on understanding the process behind key course concepts
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Students will complete exit tickets designed to gauge their understanding
Other Evidence
(What other evidence will be collected and evaluated to ensure that Stage 1 goals have been met?
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Students will present and explain their solutions to do now and guided practice problems in front
of the whole class
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Students will participate in small group activities aimed at increasing understanding through
hands-on work
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Students will complete daily homework assignments to get regular practice with course content in
the view that hard work is the key to success
[Subject]: [Unit]
[Teacher]
STAGE 3: Learning Plan
Day
Day1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Activities and Notes
[Subject]: [Unit]
Day 14
Day 15
Day 16
[Teacher]
[Subject]: [Unit]
[Teacher]
Resources and Links
Source
Link or Citation
[Subject]: [Unit]
Appendix A: Projects and Assignment Sheets
[Teacher]
[Subject]: [Unit]
Appendix B: Rubrics and Grading Criteria
[Teacher]