Download Week 1

Westside High School Lesson Plan
Zita
Unit Name and #:
Course:
Geometry PAP
Dates:
Tuesday
Monday
Teacher Name:
Chapter 7A Special
Right Triangles
1/7/15-1/9/15
Student Holiday/Teacher Workday
Topic: 7.1/7.2 Working with Pythagorean Theorem Activity
 http://www.youtube.com/watch?v=l8-bnZh8Zuc
What are we learning?
Daily Objective:
 Students will be able to recognize the equality/inequality between the sum of the
areas of the squares on the short legs of a triangle compared to the area on the
longest side.
TEKS/AP/Standards:
 G. 5 (D): Identify and apply patterns from right triangles to solve meaningful
problems, including special right triangles (45-45-90 and 30-60-90) and triangles
whose sides are Pythagorean triples.
 G.8 (C): Derive, extend, and use the Pythagorean Theorem
 G.11 (C): Develop, apply, and justify similarity relationships, such as right triangle
ratios, trigonometric ratios, and Pythagorean triples using a variety of method.
How will we learn it?
Learning Activities:
 Students will work in groups of three on the Triangles of Squares Activity. Students
will explore and determine how many different-sized triangles can be made from four
sizes of squares.
How will we tell if we’re learning it correctly?
Assessment Methods:
 After the explore activity, students will answer the following Key Questions below:
Checks for Understanding:
 Key Questions:
- If you know the lengths of the three sides of a triangle, how can you determine if
the triangle is equilateral, isosceles, or scalene?
- If you know the lengths of the three sides of a triangle, how can you determine I
the triangle is acute, right, and obtuse?
 Teacher will randomly choose groups to share their findings to the above Key
Questions.
What do I need to be successful?
Materials:
 Chapter 7A Packet: Triangles of Squares Activity (Pg. 8-10)
 Teacher will cut out sets of squares with dimensions of 2, 3, 4, and 5 cm for each
group
Wed/Thur
Friday
What do I need to before next class?
Follow Up/HW:
 HW: Pg. 1-3
 Give out Recitation Project – Due January 16th
Topic: Radicals Review
What are we learning?
Daily Objective:
 Students will be able to simplify, multiply, and divide radicals using perfect squares.
TEKS/AP/Standards:
 11(A): Simplify numerical radical expressions involving square roots.
How will we learn it?
Learning Activities:
 Students will work in pairs on a warm-up that reviews simplifying and multiplying
radicals.
 Students will work on problems that simplify and multiply radicals.
 Teacher will go over rules for dividing radicals. Students will work on problems that
divide radicals.
How will we tell if we’re learning it correctly?
Assessment Methods:
 Guided Practice
 Closure Questions listed Below
Checks for Understanding:
 Teacher will walk around while students are working on guided practice, teacher
will go over practice with the class and will have a Q&A session.
 Closure Questions: Teacher will ask the students about key points from today:
1) What is another name for division of radicals?
2) What are the three rules for dividing radicals?
3) When dividing radicals, what do you multiply the fraction by?
What do I need to be successful?
Materials:
 Chapter 7A Packet: Pg. 4-7
What do I need to before next class?
Follow Up/HW:
 HW: Worksheet Radicals Review Day 1 & 2 odds Pg. 4-7
 Recitation Project due January 16th
Topic: 7.3 Similar Right Triangles (Mama, Baby, Daddy)
What are we learning?
Daily Objective:
 Students will be able to find geometry mean of two numbers and the missing
lengths of similar right triangles.
TEKS/AP/Standards:
 G.11 (B): Use ratios to solve problems involving similar figures.
 G.11 (C): Develop, apply, and justify similarity relationships, such as right triangle
ratios, trigonometric ratios, and Pythagorean triples using a variety of method.
 11 (A): Simplify numerical radical expressions involving square roots.
How will we learn it?
Learning Activities:
 Students will use the geometric mean to find the missing lengths of similar right
triangles that result when an altitude is drawn to the hypotenuse by using the
geometric mean. Students will be introduced to the “heartbeat” and
“boomerang” method to find the geometric mean.
 Students will work together in pairs to fill in Mean Geometry Notes
How will we tell if we’re learning it correctly?
Assessment Methods:
 Evaluation
Checks for Understanding:
 Students will share findings on practice problems on Mean Geometry Notes.
 Evaluation: Students will find the value of the variable to find the missing lengths
of similar right triangles and list which method they used to find the geometric
mean.
What do I need to be successful?
Materials:
 Chapter 7A Packet: Mean Geometry Notes Pg. 11-12
What do I need to before next class?
Follow Up/HW:
 HW: Worksheet 7.3 Similar Right Triangles Pg. 13-14
 Recitation Project due January 16th