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WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Andrew Pollick Date 10/24/2011
Edline was updated this week:
Length of Lesson 12 days
Content Area Geometry Advanced
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:Congruent Triangles
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
2.3.11.A Select and use appropriate units and tools to measure to the degree
of accuracy required in particular measurement situations.
2.3.11.B Measure and compare angles in degrees and radians.
2.9.8.D
Identify, name, draw and list all properties of squares, cubes,
pyramids, parallelograms, quadrilaterals, trapezoids, polygons, rectangles,
rhombi, circles, spheres, triangles, prisms and cylinders.
2.9.11.C Identify and prove the properties of quadrilaterals involving opposite
sides and angles, consecutive sides and angles and diagonals using deductive
proofs.
2.9.11.B Prove that two triangles or two polygons are congruent or similar
using algebraic, coordinate and deductive proofs.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: Proving triangles congruent using SSS, SAS, ASA and
AAS. They will write proofs as 2 column, and possible flow and coordinate proofs.
They will classify triangles according to angles or sides and apply the Angle Sum
Theorem and the Exterior Angle Theorem. Students will use properties of
isosceles and equilateral triangles in proofs and also position and label triangles
for use in coordinate proofs.
ESSENTIAL QUESTIONS:
•
Identify and classify triangles by angles and by sides
•
Explain why triangles cannot be right and acute…
•
Identify relationships among the measures of interior
and exterior angles of a triangle
•
Apply the angle sum theorem (sum of 3 angles of
triangle = 180)
•
Apply the exterior angle theorem to find unknown
values
•
Name and label corresponding parts of congruent
triangles
•
Identify congruence transformations (slide, flip, turn)
•
Uses appropriate postulate to test and prove triangle
congruence (SS, SAS, AAS, ASA, HL, LL)
•
Understand properties of isosceles and equilateral
triangles and use them in an argument correctly
•
Plot points on a coordinate plane to allow for
coordinate proofs with triangles
VOCABULARY: Acute triangle, obtuse triangle, right
triangle, equiangular triangle, scalene triangle, isosceles
triangle, equilateral triangle, exterior angle, remote interior
angle, flow proof, corollary, congruent triangles, congruence,
transformations, included angle, included side, vertex angle,
base angles, coordinate proof.
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
1.
Identify and classify triangles by angles and sides [1
day]
2.
Do activity to discover the angle sum theorem and
exterior angle theorems. Apply the Angle Sum Theorem.
Apply the Exterior Angle Theorem [1- 2 day]
3.
Name and label corresponding parts of congruent
triangles. Identify congruence transformations [1 –2 day]
4.
Use the SSS and SAS Postulates to test for triangle
congruence [1-2 day]
5.
Use the ASA and AAS Postulates to test for triangle
congruence [1-2 day]
6.
Use properties of isosceles triangles [1 day]
7.
Use properties of equilateral triangles [1 day]
8.
Position and label triangles for use in coordinate
proofs. Write coordinate proofs [1-2 day]
9.
[1 day, review/ computer practice/test 2 days]
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will actively
participate in class examples, discussion, and group work.
FORMATIVE ASSESSMENTS:
#1. Exit Tickets
#2. Pre-Assessment
#3. Graphic Organizers
Others: Summarizing Main Idea
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Compare Contrast
Others: Graphic Organziers,
Summarizing, Cooperative
Education, Partnering
Unit 4 Congruent
Triangles
(Glencoe Geometry text)
Warm ups (daily)
Homework (daily)
“Grab & Go”
worksheets/ activities
Unit Test
Describe usage: See below for
Compare/Contrast, Graphic
Organizers, Cooperative
Education, Partnering, NoteTaking. Check for understanding
and summarizing using warm
up, homework, formative
assessment questioning or exit
tickets to determine whether to
continue lesson or do
interventions as needed. (model,
spiral scaffolding, instruct/
reteach as needed)
Scaffolding used:
#1. Guided Notes
#2 . Build on Prior Knowledge
Others: Graphic Organizers,
Build Vocabulary
Describe usage: Warm up to
include spiraling review of prior
CONTENT AREA
READING:
Guided Notes
INTERVENTIONS:
ASSIGNMENTS:
Struggling students will be
referred to RTII
Small group/flexible
grouping will occur.
Various computer programs.
•
•
(4-1)
Classifying Triangles –Day 1
Page 180-181 # 1-4, 7-10, 2229, 32, 33
•
(4-2) Angles of
Triangles –Day 1 Page 189
# 11-38, 47
•
(4-2) Angles of
Triangles – Day 2 4-2
Practice Worksheet or Page
188 # 1 – 10
•
(4-6) Isosceles
Triangles – Day 1 Page 219
– 220 # 9 – 28, 35 – 37
•
(4-6) Isosceles
Triangles – Day 2 4-6
Practice Worksheet or Page
219 # 1 – 6, 8
•
4-1, 4-2, 4-6 Test
•
(4-3) Congruent
Triangles – Day 1 Page 195
# 9 – 20, 22 – 25, 29 – 32
•
(4-3) Congruent
Triangles – Day 2 4-3
Practice Worksheet or Page
195 # 1 – 6, 8
•
(4-4) Proving
Congruence – SSS, SAS –
Day 1 Page 204 – 205 # 10,
11, 14 – 25
•
(4-4) Proving
knowledge to include upcoming
lesson. All notes are guided notes
to build vocabulary, interspersed
with group activities. Graphic
organizers utilized when
appropriate to compare/contrast
vocabulary.
Other techniques used:
MINI LESSON:
Based on daily assessments
(formative and summative),
additional modeling, instruction,
homework, review, interventions,
group work, computer or teacher
guided practice will be done.
Congruence – SSS, SAS –
Day 2 4-4 Practice
Worksheet or Page 203 # 1 –
9
•
(4-5) Proving
Congruence – ASA, AAS –
Day 1 Page 211 # 9 – 20, 25
– 28
•
(4-5) Proving
Congruence – ASA, AAS –
Day 2 4-5 Practice
Worksheet or Page 210 # 1 –
8
•
Chapter 4 Review
WS