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Teacher: J Aguon
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – Tuesday, October 13, 2009
Objectives: 111.34.B.G.07.C - The student is expected to derive and use formulas involving length, slope, and
midpoint.
111.34.B.G.07.B - The student is expected to use slopes and equations of lines to investigate geometric
relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons ; and
Content
SWBAT use slope formula to find the slope of a line.
SWBAT use point slope formula to find the equation of a
line.
SWBAT use slope formula to determine parallel,
perpendicular, and coinciding lines.
TEKS: G.7B, G.7C
TAKS: 3, 4, and 6
Language
SWBAT explain (verbally or in writing) the slope of a line
and use slopes to identify parallel and perpendicular
lines.
Content Specific
Coordinate, ordered pair, x value, y value, formula,
slope, opposite reciprocal,
Related
Parallel, perpendicular, intersecting,
SWBAT explain (verbally or in writing) graphing lines
and writing their equations in Point Slope Form and
Slope Intercept Form and classifying lines as parallel,
intersecting or coinciding lines.
Materials:
HOLT Reteach 3.6, Lesson Slope-Pt.Slope practice worksheet,
Activities:
Warm-Up
SW answer warm up problems on Blackboard – 1 TAKS and 2 review questions
ENGAGE
SW formula chart to locate and count the number of formulas related to slope.
TW distribute formula charts as needed, verify 3 formulas
EXPLORE
TW post following groups of information of the board, have partners match the following numbers
with the formulas they should be used with…
1. m=2 (0,5)
2. (0,5) (5,0)
3. m=2 (5,0)
SW with a partner try to determine which formulas are best suited to the given information
EXPLAIN
TW question students
1) What does the m stand for in example 1?
2) ____(Choose student)_____, which formula to you think is needed? Why?
____(Name)_____, do you agree or disagree? Why?
Teacher labels example with student selected answer and questions for example 2 & 3 in the same
manner. After all are labeled, ASK Are all three formulas we found on the chart used?
Does anyone think any changes are in order?
SW answer questions and make connections between formulas and provided information
TW verify students’ responses and make corrections to student answers
ELABORATE
TW present notes and examples through Reteach 3.6
SW take notes using Cornell notes
TW demonstrate how to work explore problems on worksheet using student responses
SW fill in worksheet showing step by step of solving process
EVALUATE
SW complete Slope-Pt. Slope Practice Worksheet or teacher selected practice problems
TW check for understanding and assist student
WICR Strategies are used throughout the lesson.
Teacher: C. Gonzales
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – Wednesday October 14, 2009
Objectives: UNIT 3 REVIEW for Unit 3 TEST Friday
Content
SWBAT demonstrate their understanding of the Unit 3
material through Chapter 3 Section 6
SWBAT use the angles formed by a transversal to prove
2 lines are parallel
SWBAT develop an awareness of the structure of a
mathematical system, connecting definitions, postulates,
logical reasoning, and theorems.
SWBAT use slopes and equations of lines to investigate
geometric relationships, including parallel lines,
perpendicular lines, and special segments of triangles
and other polygons.
SWBAT find the slope of a line and use slopes to
identify parallel and perpendicular lines.
SWBAT graph lines and write their equations in Point
Slope Form and Slope Intercept Form and classify lines
as parallel, intersecting or coinciding lines.
TEKS: All Unit 3 TEKS
TEKS: G.7B, G.7C
TAKS: All Unit 3 TAKS
TAKS: 3, 4, and 6
Language
SWBAT explain (verbally or in writing) the use the
angles formed by a transversal to prove 2 lines are
parallel.
SWBAT explain (verbally or in writing) the structure of a
mathematical system, connecting definitions, postulates,
logical reasoning, and theorems.
SWBAT explain (verbally or in writing) the use of slopes
and equations of lines to investigate geometric
relationships, including parallel lines, perpendicular
lines, and special segments of triangles and other
polygons.
SWBAT explain (verbally or in writing) the slope of a line
and use slopes to identify parallel and perpendicular
lines.
SWBAT explain (verbally or in writing) graphing lines
and writing their equations in Point Slope Form and
Slope Intercept Form and classifying lines as parallel,
intersecting or coinciding lines.
Vocabulary:
Point Slope Form and Slope Intercept Form
Slope, Intercepts, Rise Over Run, Reciprocal, Opposite Reciprocal, Vertical Lines, Horizontal Lines, Slope of
Parallel Lines, Slope of Perpendicular Lines 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
All from Unit 3
Related
All from Unit 3
Materials:
Unit 3 Review on BlackBoard (class set of hard copies)
Activities:
Warm-Up
SW answer Warm Up questions on Blackboard - 1 TAKS question and 2 review questions
ENGAGE
N/A
EXPLAIN
N/A
EXPLORE
SW prepare notes to use on Unit 3 Test.
ELABORATE
SW answer review questions on Blackboard.
EVALUATE
SW assess their grades on BlackBoard Unit 3 Review (Whole group)
WICR Strategies are used throughout the lesson.
Teacher: C. Gonzales
Subject: Geometry
Grade Level: 9-12
5-E Model Lesson – Thursday October 15, 2009
Objectives: UNIT 3 REVIEW for Unit 3 TEST tomorrow
Content
SWBAT demonstrate their understanding of the Unit 3
material through Chapter 3 Section 6
SWBAT use the angles formed by a transversal to prove
2 lines are parallel
SWBAT develop an awareness of the structure of a
mathematical system, connecting definitions, postulates,
logical reasoning, and theorems.
SWBAT use slopes and equations of lines to investigate
geometric relationships, including parallel lines,
perpendicular lines, and special segments of triangles
and other polygons.
SWBAT find the slope of a line and use slopes to
identify parallel and perpendicular lines.
SWBAT graph lines and write their equations in Point
Slope Form and Slope Intercept Form and classify lines
as parallel, intersecting or coinciding lines.
TEKS: All Unit 3 TEKS
TEKS: G.7B, G.7C
TAKS: All Unit 3 TAKS
TAKS: 3, 4, and 6
Language
SWBAT explain (verbally or in writing) the use the
angles formed by a transversal to prove 2 lines are
parallel.
SWBAT explain (verbally or in writing) the structure of a
mathematical system, connecting definitions, postulates,
logical reasoning, and theorems.
SWBAT explain (verbally or in writing) the use of slopes
and equations of lines to investigate geometric
relationships, including parallel lines, perpendicular
lines, and special segments of triangles and other
polygons.
SWBAT explain (verbally or in writing) the slope of a line
and use slopes to identify parallel and perpendicular
lines.
SWBAT explain (verbally or in writing) graphing lines
and writing their equations in Point Slope Form and
Slope Intercept Form and classifying lines as parallel,
intersecting or coinciding lines
Vocabulary:
Point Slope Form and Slope Intercept Form
Slope, Intercepts, Rise Over Run, Reciprocal, Opposite Reciprocal, Vertical Lines, Horizontal Lines, Slope of
Parallel Lines, Slope of Perpendicular Lines 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
All from Unit 3
Related
All from Unit 3
Materials:
Unit 3 Review on BlackBoard (class set of hard copies)
Activities:
Warm-Up
SW answer Warm Up questions on Blackboard - 1 TAKS question and 2 review questions
ENGAGE
TW call on students for answers to Unit 3 Review.
EXPLAIN
TW provide answers during review process.
EXPLORE
SW prepare notes to use on Unit 3 Test.
ELABORATE
N/A
EVALUATE
WICR Strategies are used throughout the lesson.
Teacher: C. Gonzales
Subject: Geometry
Grade Level: 9-12
SW assess their grades on BlackBoard Unit 3 Review (Whole group).
5-E Model Lesson – Friday October 16, 2009
Objectives: UNIT 3 REVIEW for Unit 3 TEST tomorrow
Content
SWBAT demonstrate their understanding of the Unit 3
material through Chapter 3 Section 6
SWBAT use the angles formed by a transversal to prove
2 lines are parallel
SWBAT develop an awareness of the structure of a
mathematical system, connecting definitions, postulates,
logical reasoning, and theorems.
SWBAT use slopes and equations of lines to investigate
geometric relationships, including parallel lines,
perpendicular lines, and special segments of triangles
and other polygons.
SWBAT find the slope of a line and use slopes to
identify parallel and perpendicular lines.
SWBAT graph lines and write their equations in Point
Slope Form and Slope Intercept Form and classify lines
as parallel, intersecting or coinciding lines.
TEKS: All Unit 3 TEKS
TEKS: G.7B, G.7C
TAKS: All Unit 3 TAKS
TAKS: 3, 4, and 6
Language
SWBAT explain (verbally or in writing) the use the
angles formed by a transversal to prove 2 lines are
parallel.
SWBAT explain (verbally or in writing) the structure of a
mathematical system, connecting definitions, postulates,
logical reasoning, and theorems.
SWBAT explain (verbally or in writing) the use of slopes
and equations of lines to investigate geometric
relationships, including parallel lines, perpendicular
lines, and special segments of triangles and other
polygons.
SWBAT explain (verbally or in writing) the slope of a line
and use slopes to identify parallel and perpendicular
lines.
SWBAT explain (verbally or in writing) graphing lines
and writing their equations in Point Slope Form and
Slope Intercept Form and classifying lines as parallel,
intersecting or coinciding lines.
Vocabulary:
Point Slope Form and Slope Intercept Form
Slope, Intercepts, Rise Over Run, Reciprocal, Opposite Reciprocal, Vertical Lines, Horizontal Lines, Slope of
Parallel Lines, Slope of Perpendicular Lines 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
All from Unit 3
Related
All from Unit 3
Materials:
Unit 3 Review on BlackBoard (class set of hard copies)
Activities:
Warm-Up
N/A
ENGAGE
N/A
EXPLAIN
N/A
EXPLORE
N/A
ELABORATE
N/A
EVALUATE
WICR Strategies are used throughout the lesson.
Teacher: C. Gonzales
Subject: Geometry
Grade Level: 9-12
SW demonstrate mastery of Unit 3 material on Unit Test.
840981477 5 of 6
Teacher: C. Gonzales
Subject: Geometry
Grade Level: 9-12
840981477 6 of 6