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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) 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) 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: I Can Statements : I can deductively proof that two triangles are congruent using the SSS, SAS, ASA, and ASA congruence criteria. Student Agenda: 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 Bell-ringer – identifying when to use SSS, SAS, ASA, and AAS Practice ASA and AAS Proofs WB 4-3 Discover why SSA and AAA will not prove triangle congruence Day 2 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 1 Day 3 Day 4 Day 5 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 Day 7 Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching. 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. Mobi for note-taking Pearsonsuccessnet.com used to show problems in book on projector Interactmath.com used for extra practice 2