Download Lesson Plan Template - Trousdale County Schools

Trousdale County Schools Weekly Lesson Plan
Teacher:
Clinard
Pacing Guide Week #: 11
Dates: Oct 13 – Oct 16
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:
1. Daily Warm-ups over pervious state aligned curriculum objectives
2. Exit tickets over the state aligned lesson objectives to inform me how to proceed with future lesson planning.
Short answer chapter tests and lesson specific quizzes to see if the students have mastered the state standards being
tested.
I Can Statements :
Student Agenda:
 I can deductively proof that two triangles are congruent
 Posted daily but NOT included in Lesson Plan
using the SSS, SAS, ASA, and ASA congruence
criteria.
 I can use corresponding parts of congruent triangles to
prove that parts of two triangles are congruent.
 I can recognize congruent figures and their parts.
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
Instruction: In outline form, describe each day of instruction.
Day 1
 Bell-Ringer (SSS and SAS)
 4.3 Notes
 Guided and Independent Practice
 Exit Slip (Using AAS and ASA)
 If time permits, introduce CPCTC
Formative Assessment:
Bell-Ringer
Observation/questioning during
practice problems and notes
Exit Slip
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Day 2
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Day 3
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Plan Practice Test
Guided and Independent Practice on Triangle Congruence
Announce quiz on Thursday
Exit Slip
Observation/questioning during
practice problems
Exit Slip
Bell-Ringer
Bell-Ringer
4.4 Notes
Group Practice with proofs and Triangles
Exit Slip
Day 4
 Review Plan Practice
 Quiz on Triangle Congruence
 Guided practice with proofs of triangle congruence
Observation/questioning during
practice problems and notes
Exit Slip
PLAN Practice
Quiz
Day 5
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.
 Some students will be placed on interactmath to work additional problems.
 Reviewing the homework will determine who needs the additional practice.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Mobi for notetaking and practice
 Powerpoint
 Interactmath for additional practice
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