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Teacher:___Winders/Wilcox_______
Cooper Middle School
Weekly Guidelines
Grade/Subject: ___Math 8____________ Week:__March 17-21,2008______
GPS: M8G1. Students will understand and apply the properties of parallel and perpendicular lines and understand the meaning of
congruence. a. Investigate characteristics of parallel and perpendicular lines geometrically.b. Apply properties of angle pairs formed by
parallel lines cut by a transversal.c. Understand the properties of the ratio of segments of parallel lines cut by one or more transversals.
d. Understand the meaning of congruence: that all corresponding angles are congruent and all corresponding sides are congruent
Resources
Objective(s)/Standard(s)
Teaching Strategies/Instructional Methods
M ___ T.E.
O __x Text
N ___ Workbook
D __x_ Handouts
A __x_ Overhead
Y ___Video
___ Technology
___ Other
Essential Question:
T
U
E
S
D
A
Y
___ T.E.
__x Text
___ Workbook
___ Handouts
_x__ Overhead
___ Video
___ Technology
___ Other
Essential Question:
W
E
D
N
E
S
D
A
Y
___ T.E.
__x_ Text
_x__ Workbook
__x_ Handouts
___ Overhead
___ Video
___ Technology
___ Other
Essential Question:
When I draw a transversal
through parallel lines, what
are the special angle and
segment relationships that
occur?
(Activating, Vocabulary, & Summarizing Strategies)
Essential Question:
When I draw a transversal
through parallel lines, what
are the special angle and
segment relationships that
occur?
Warm-up
Lesson Concept: Complete Lesson 7-2—Possibly make the foldable with the following
Essential Question:
(Activating, Vocabulary, & Summarizing Strategies)
Warm-up
Lesson Concept: Performance Task “Where is McDs?”—Review of Parallel lines and
Transversals. Students will draw map according to the specifications stated in the task
T ___ T.E.
H __x_ Text
U x___Workbook
R ___ Handouts
S __x_ Overhead
D ___ Video
A ___Technology
Y ___ Other
F
R
I
D
A
Y
___ T.E.
___ Text
_x__ Workbook
___ Handouts
_x__ Overhead
___ Video
___ Technology
___ Other
How well did we master the
concepts from Unit 4
How do we classify and
name figures?
Can I find parallel lines
that intersect? Why or
why not?
(Activating, Vocabulary, & Summarizing Strategies)
Warm-up
Activating Strategy: Review how angles are classified
Unit 5 Post Test OR Go over test if tests were completed on Friday
HW: Unit 6 Pre-Test and take home Unit 6 Parent Letter
(Activating, Vocabulary, & Summarizing Strategies)
Warm-up
Activating Strategy: Draw pictures of a square, triangle, and rectangle. After
students identify each figure, explain that they are geometric figures
comprised of points, line seg., and angles.
Lesson Concept: Lesson 7-1, pp. 324-328
HW: p.327, prob. 13-22 and 25-30
Warm-up
Lesson Concept: Lesson 7-2, pp. 330-333, Parallel and Perpendicular Lines
HW: p. 332, prob. 1-17
angle relations: corresponding angles; alternate interior angles; vertical
angles; alternate exterior angles; same-side interior angles or consecutive
interior angles; same-side exterior angles; complementary angles; and
supplementary angles.
Begin Lesson 7-3 on pp.336-339
HW: Finish foldable
Evaluation/Assessment
__x_ Oral Response
__x_ Classwork
_x__ Homework
___ Quiz
___ Rubric
___ Project
___ Test
___ Other
_x__ Oral Response
__x_ Classwork
__x_ Homework
___ Quiz
___ Rubric
___ Project
___ Test
___ Other
___ Oral Response
_x__ Classwork
__x_ Homework
___ Quiz
___ Rubric
__ Project
___ Test
___ Other
___ Oral Response
_x__ Classwork
__x_ Homework
___ Quiz
___ Rubric
___ Project
___ Test
___ Other
__x_ Oral Response
__x_ Classwork
__x_ Homework
___ Quiz
___ Rubric
__x_ Project
___ Test
___ Other
=
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