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Teacher: D. Luce Subject: Geometry Grade Level: 9-12 5-E Model Lesson – September 28, 2009 Objectives: Content SWBAT apply concepts learned from the first 5 weeks of Geometry when taking the district TEKS check. TEKS: All Unit 1 and Unit 2 TEKS Language N/A Vocabulary: Content Specific All from Unit 1 and Unit 2 Note: Vocabulary will be taught/reviewed directly Related Materials: Laptops Activities: Warm-Up SW complete warm-up on blackboard - 1 TAKS question and 2 review problems ENGAGE N/A EXPLORE N/A EXPLAIN N/A ELABORATE SW work on missing work when finished with the TEKS check. EVALUATE SW complete TEKS Check 1. WICR Strategies are used throughout the lesson. Teacher: D. Luce Subject: Geometry Grade Level: 9-12 5-E Model Lesson – September 29, 2009 Objectives: Content 111.34.B.G.09.A - The student is expected to formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models; Language SWBAT identify parallel, perpendicular, and skew lines. SWBAT identify the angles formed by two lines and a transversal. Vocabulary: Content Specific Parallel, perpendicular, skew, transversal, alternate, same side, exterior, interior Related The student is expected to recognize the historical development of geometric systems and know mathematics is developed for a variety of purposes; Materials: Lines and Angles PowerPoint. Spaghetti, small object for marking location, copies of Angle Tree Map Slide 18, Practice B, vocabulary Activities: Warm-Up On Blackboard: 1 TAKS Question and 2 review problems ENGAGE TW distribute spaghetti, straws or similar line objects and ask students to model parallel, perpendicular and skew lines, call on individuals to model separately to check for understanding (introduction of ppt) SW model lines as asked by teacher EXPLORE TW Distribute objects for marking location. asking student to make two parallel lines and a line crossing both (Diagram 1). Introduce the term transversal. Ask students to use their marking pieces to decide the location of interior, alternate sides, same side Questions: Which lines or lines pertain to exterior, interior, alternate sides, same side. SW should explore the locations, exterior, interior, alternate sides, same side EXPLAIN TW discuss answers provided by students in explore and correct errors using Diagram 1 or parallel and transversal then integrating the ppt. with student modeling, have students take notes of vocabulary. Questions: When 2 lines are parallel and the transversal is not perpendicular, how many acute angles exist? Obtuse? Compare the size of the acute angles, what word describes their relationship? Compare the obtuse…? Summarize this situation, how many possible angle measurements exist? SW take notes and model angle pairs ELABORATE TW explain tree map as a way to organize information, gather information from students as to what’s needed to complete tree map such as number of angles to be listed in each category. SW fill in tree map EVALUATE SW practice B from Holt 3-1, Find the measures of angles A-H in Diagram 2 TW check for understanding, provide assistance for solving problems, and understanding assignment Diagram 1 Diagram 2 WICR Strategies are used throughout the lesson. Teacher: D. Luce Subject: Geometry Grade Level: 9-12 5-E Model Lesson – September 30, 2009 Objectives: Content 111.34.B.G.09.A - The student is expected to formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models; Language SWBAT identify parallel, perpendicular, and skew lines. SWBAT identify the angles formed by two lines and a transversal. Vocabulary: Content Specific Parallel, perpendicular, negative and positive space, spreadsheet, Related The student is expected to recognize the historical development of geometric systems and know mathematics is developed for a variety of purposes ; Materials: Adapted Holt 2-6 ppt on geometric proofs, angle proofs packet w/logic puzzles, geometry proof toolbox copies, Practice B, textbooks, Activities: Warm-Up SW Warm up review problems on blackboard. ENGAGE TW Post Finished product of Project 1. SW View project on teacher website and be duly impressed EXPLORE TW have students open Paint and begin exploring how to make cool pictures using various features. SW Make a clever picture and then copy the grid out of a spreadsheet program and incorporate into their paint picture. (Optional) EXPLAIN TW Explain how varying the spacing between the parallel lines creates an illusion of depth in the geometric art. SW Try it on their own using paint, ELABORATE N/A EVALUATE SW finish their projects and submit the finished electronic copy on BB TW View student work. WICR Strategies are used throughout the lesson. Teacher: D. Luce Subject: Geometry Grade Level: 9-12 5-E Model Lesson – Thursday, October 1, 2009 Objectives: HOLT 3-2 Angles and Transversals Content Language SWBAT prove and use theorems about the angles formed by parallel lines and a transversal. SWBAT explain (verbally or in writing) theorems about the angles formed by parallel lines and a transversal. TEKS: G.C, G.9A TAKS: 3, 4, and 6 Vocabulary: Parallel Lines, Perpendicular Lines, Skew Lines, Parallel Planes, Transversal, Corresponding Angles, Alternate Interior Angles, Alternate Exterior Angles, Same-Side Interior Angles, Postulates, Theorems, Hypothesis, Conclusion, Congruent, Supplementary, Vertical Angles, Linear Pair Content Specific Related Theorems about the angles formed by parallel lines and a transversal Angles, Transversals, Parallel Lines, Angle Pairs, and Polygons used in examples Materials: HOLT 3-2 PowerPoint, Lesson Quiz, Reading Strategies (ESL) and Vocabulary, D2SC Parallel Lines and Transversals WS Activities: Warm-Up SW work Warm-Up exercise on Blackboard ENGAGE TW will ask students if they can name any examples in every day life where parallel lines save lives (sample: road construction, street engineering, air traffic control, etc…) and ask to explain. EXPLORE N/A EXPLAIN TW review Holt 3-2 PowerPoint (selected slides if necessary for time) and review vocabulary terms from earlier in the week with questions as needed. SW take notes using Cornell methodology. ELABORATE TW review Lesson Quiz with students in relay match. For ESL class, prior to relay, TW distribute and review Reading Strategies. EVALUATE SW complete Parallel Lines and Transversal WS from D2SC as homework. WICR Strategies are used throughout the lesson. Teacher: D. Luce Subject: Geometry Grade Level: 9-12 5-E Model Lesson – October 2, 2009 Objectives: Content 111.34.B.G.03.C- The student will be able to use the angles formed by a transversal to prove 2 lines are parallel Language SWBAT identify parallel, perpendicular, and skew lines. SWBAT identify the angles formed by two lines and a transversal. Vocabulary: Content Specific Parallel, perpendicular, skew, transversal, alternate, same side, exterior, interior Related Materials: Holt PowerPoint 3.3, Geometer's Sketchpad, Laptop Activities: Warm-Up On Blackboard: 1 TAKS Question and 2 homework problems ENGAGE N/A EXPLORE SW use Geometer's Sketchpad with Holt Exploration 3.3 to explore conditions under which 2 lines are parallel. EXPLAIN TW will explain converses of Postulates from Thursday's lesson and explain how we can use the converse of the postulates to prove two lines are parallel. TW use selected slides from Holt PowerPoint to present notes and example problems SW take Cornell Notes and work do guided practice problems. Guided Questions: Example 1: What other pairs of angles can you use the converse of the Corresponding Angles theorem with to determine the lines are parallel? Example 2: What are some pairs of angles that must be congruent for the lines to be parallel? What are some pairs of angles that must be supplementary in order for the lines to be parallel? Example 3: Classify the angle pairs in the diagram. What is the transversal for each pair? ELABORATE SW will discuss the Think and Discuss questions on page 165 EVALUATE SW practice B from Holt 3-3, TW check for understanding, provide assistance for solving problems, and understanding assignment WICR Strategies are used throughout the lesson.