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Differentiated Lesson Plan
Geometry
Unit 1: Chapter 1 & 2
Foundations for Geometry_Important vocabulary terms_Solve equations review
Content Standard(s):



1.0 —Students know key vocabulary terms in Geometry.
4.0 —Students prove basic theorems involving congruence and similarity.
17.0—Students prove theorems by using coordinate geometry, including the
midpoint and distance formula.
Developing An Objective: (Differentiation Formula T/S + C + R/S + P)
Thinking Skills
Students should be
familiar with resources
in the textbook.
A review of how to
solve equations
(especially equations
with variable on both
side) will be helpful
for later use.
Identify, name, and
apply basic facts about
certain key vocab:
Point, Line, Segment,
Length of segments,
Endpoint, Ray, Opposite
Rays, Plane, Collinear,
Noncollinear, Coplanar,
Right, Acute, Obtuse, and
Straight angle, Linear Pair,
Congruent, Midpoint,
Bisector, Vertex, Interior
vs. Exterior, adjacent <s,
Vertical angle,
Complementary angle,
Supplementary angle...
Differentiation
Strategies
Special Needs: Visual: the
following is another way for
students to remember which sum
is 90 and which is 180: Draw a
line along the C in complementary
to make a 9 for 90, and add a line
through the S in supplementary to
make an 8 for 180.
C0 MPLEMENTARY
1S0 UPPLEMENTARY
Open scissors to show an acute or
obtuse angle.
Below Level: Another strategy to
remember is C comes before S
and 90 comes before 180.
Resources &
Research Skills
Holt Materials
Assessment Resource
Grab & Go File
Lesson Transparencies
Review for Mastery wrkbook
Graphic Organizers
Student Practice worksheet
Standardized Test Prep
CD Test & Practice genarator
Product
Algebra reviews:
PEMDAS,
Solve Eq w/ Variable on bs
Textbook Scavenger Hunt
Flashcards
Solve equation review
Symbols & Meanings
Angle Pair relationships
Vertical angles
Constructions and/or Manipulatives
Distance & Midpoint Formulas
FaceMath
Congruence
Prob Solving Strategies
Internet my.hrw.com
Projects:
or regentsprep.org
Illustrating Vocabulary.
Other:________________
Tantalizing Tessellations.
The shape of letter ‘x’ suggests
the idea of vertical angles.
Advanced Learners: Each
student should create a simple
puzzle by dividing a square into
six regions using segments.
Students should measure all of the
angles formed and write several
hints for the puzzle solver. For
example, a hint might be that one
corner of the square is made of a
15 angle and a 75 angle. Students
should then exchange puzzles with
a partner and try to reassemble the
original square.
EL: Explain the bi is a prefix
meaning “two” and sect means “to
cut,” as into section.
Mid means “middle.”
Other Materials:
*ELMO
*LCD projector
*Overhead Projector
*WHITE BOARD
*Math Activity Kit
Objective:
SWAT identify, name, and classify angles and find measures of pairs of angles.
SWAT know and use the formula for midpoint and to find distance.
Century High School_Math Department_Ms. Nong x67447_Page 1
Performance Assessment:


Informal: active listening, spot checks, play math games (if time), project
Formal: notes summary, quizzes, Unit test
Alternative Assessment: Have students create a diagram containing each type of angle introduced
in this lesson. They should identify the angles in their diagram, measure each with their protractor,
choose one to copy, and bisect another.
Have students name and draw various pairs of angles introduced in this lesson. Ask them to write
and solve a word problem using complementary or supplementary angles on index cards, and then
rotate for other students to solve.
Have students draw and then define vertical angles in their own words. Ask them to give examples
of vertical angles used in real-world structures.
Lesson Notes / SDAIE Strategies / GLAD Strategies / ETC.:
Go over with students all the vocabulary words listed in the “Thinking” column above before
teaching the chapter. Review the parts of an angle. Discuss how to name angles. (3 ways to name
an angle), and how to measure angles symbol m<A. Unit for angle is degree ‘◦’ .
Review the different angle pairs and illustrations in the lesson. Remind students that a linear pair is
a pair of adjacent and supplementary angles, but not all complementary and supplementary angles
are adjacent. Then have students identify what kind of angle is a complement of an acute angle, a
supplement of an obtuse angle, and the supplement of a right angle.
Math Humor:
Teacher: Today we are going to learn about complementary angles.
Student: Does that mean the angles are nice to each other?
** Distinguish how to find DISTANCE and MIDPOINT for 1 and 2 dimensions.
C
H
ALGEBRA
AH
1
GEOMETRY
PPT, NOTES, HANDOUTS, WORKSHEET DESCRIPTIONS
X
Types of angles vocabulary, Facemath # 8 Solve Eq w/ variable on both sides
X
Calculate Distance and Midpoint In one and two dimensions
X
X
Transformations: Reflective, Rotation, Translation, Line of Symmetry:
1) Symmetry video:
http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/4_Line_Symmetr
y/index.html
2) http://www.misterteacher.com/abc.html ; 3)
http://www.harcourtschool.com/activity/icy_slides_flips_turns/
X
4) http://www.emints.org/ethemes/resources/S00002262.shtml
X
Tessellations projects (mathcat.com)
X
More teaching notes…
Closure: Ask “What type of angle is formed by a pair of adjacent angles that form a linear pair?”
“Do two angles have to be adjacent to be complementary or supplementary?”
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