Download Lesson Plan Template - Trousdale County Schools

Trousdale County Schools Weekly Lesson Plan
Teacher: Canaan Bowman
Pacing Guide Week #: 11
Dates: 10/13 – 10/17
4 days
Subject: Geometry
Common Core Standard(s) to be taught: (Write the entire standard)
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G.CO.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of
congruence in terms of rigid motions.
G.CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to
180°; base angles of isosceles triangles are congruent; the segment joining the midpoints of two sides of a
triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
SPI(s) to be taught: (Write the entire SPI)
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3108.1.1 Give precise mathematical descriptions or definitions of geometric shapes in the plane and space.
3108.4.2 Define identify, describe, and/or model plane figures using appropriate mathematical symbols
(including collinear and non-collinear points, lines, segments, rays, angles, triangles, quadrilaterals, and other
polygons).
3108.4.3 Identify, describe and/or apply the relationships and theorems involving different types of triangles,
quadrilaterals, and other polygons.
3108.4.11 Use basic theorems about similar and congruent triangles to solve problems.
3108.4.12 Solve problems involving congruence, similarity, proportional reasoning and/or scale factor of two
similar figures or solids.
Daily practice activity for citing text based evidence in conversation and/or writing:
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I Can Statements :
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I can deductively proof that two triangles are congruent
using the SSS, SAS, ASA, and ASA congruence
criteria.
Student Agenda:
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Posted daily but NOT included in Lesson Plan
I can use corresponding parts of congruent triangles to
prove that parts of two triangles are congruent.
I can apply the properties of isosceles and equilateral
triangles.
I can identify congruent overlapping triangles.
I can prove two triangles congruent using other
congruent triangles.
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Instruction: In outline form, describe each day of instruction.
Day 1
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Bell-ringer – identifying when to use SSS, SAS, ASA, and AAS
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Practice ASA and AAS Proofs
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WB 4-3
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Discover why SSA and AAA will not prove triangle congruence
Day 2
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Bell-ringer: Practice Proofs
Notes over 4-4 (CPCTC) and 4-7 (Overlapping Triangles)
Practice Problems in TB
Exit Ticket
Formative Assessment:
Bell-ringer – assesses students’
understanding of concepts taught in
previous lessons
Observation/questioning during
practice problems
Bell-ringer – assesses students’
cumulative understanding of the
chapter as they synthesize proofs
Observation/questioning during notes
and practice problems
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Day 3
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Day 4
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Day 5
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Bell-ringer – Practice Proofs
Notes over Isosceles and Equilateral Triangles (4-5) and Overlapping Triangles
(4-7)
Practice Problems
Exit Ticket
Bell-ringer: assesses students’
cumulative understanding of the
concepts addressed over the chapter
as they synthesize proofs
Observation/questioning during notes
and practice problems
Exit Ticket
Quiz
Bell-ringer: Prepare for Quiz
Quiz
Notes/Examples over Congruence In Right Triangles
Practice Problems
PLAN Practice
Observation/questioning during notes
and practice problems
Day 6
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Day 7
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Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
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Students who show difficulty with certain skills/concepts will be assigned additional practice from resources such as
Workbook, Infinite Algebra, Interactmath, etc.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
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Mobi for note-taking
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Pearsonsuccessnet.com used to show problems in book on projector
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Interactmath.com used for extra practice
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