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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