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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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