Download STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Nichole Kurtz
April 29, 2009
Backward Design Unit
STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
A. LIST Content Knowledge:
 Uses of polygons in construction of bridges and real world situations
 The sum of any triangle’s interior angles equals 180 degrees
 A right angle is 90 degrees
 An acute angle is less than 90 degrees
 An obtuse angle is greater than 90 degrees
 For any triangle, the sum of the two shorter sides must be greater than the longest side or
it will not form a triangle
 An equilateral triangle has three sides that are the same length
 An isosceles triangle has two sides that are the same length
 A scalene triangle has three sides of different lengths
 A triangle cannot have two right angles
 An equilateral triangle always has three acute angles (always 60 degrees each)
 Polygons are closed figures with straight edges
 Quadrilaterals are four-sided polygons
 Triangles are three-sided polygons
 Squares have four congruent sides and angles
 Rhombi have four congruent sides
 Rectangles have two opposite pairs of congruent sides and four congruent angles
 Parallelograms have two opposite pairs of congruent sides
 Kites have two adjacent pairs of congruent sides
 Trapezoids have one pair of parallel sides
 Many polygons can be classified as more than one shape
 The Quadrilateral Hierarchy Theorem links together shapes that are classified as more
than one shape
 Parallel lines never intersect
 Perpendicular lines intersect to form four 90-degree angles
 Intersecting lines intersect but do not form right angles
 translations are slides (same position, congruent figure, different location)
 rotations move about a specific point (congruent figure, different position)
 reflections are mirrored across a line of symmetry
 dilations make an object larger or smaller by a scale size
B. LIST the Process Skills:
 Add interior angles of a triangle to determine that the sum is 180 degrees
 Measure and identify right, acute and obtuse angles
 Given side lengths, determine whether they can form a triangle
 Measure and identify equilateral, scalene and isosceles triangles
 Determine whether it is possible to create certain triangles (e.g., a right isosceles triangle)
 Identify and classify polygons
 Describe polygons in terms of congruency, angles measures and parallel sides
 Identify and draw parallel, perpendicular and intersecting lines and shapes
 Build a model of the relationship between characteristics of quadrilaterals
Nichole Kurtz
April 29, 2009
C. List Titles of 10 Lessons:
1. Angles of a Triangle Angles
2. The Side Lengths of a Triangle
3. Triangle Classification
4. Sorting Shapes and Polygons
5. Marshmallow Quadrilaterals
6. Quadrilaterals with Geometer’s Sketchpad
7. Translations
8. Reflections
9. Rotations
10. Dilations
Backward Design Unit