Download MTH Lesson 1 Plan

School of Education Lesson Design Template
Grade
Subject
Date
11th
Math SAT Preparation: Geometry Lesson 1 of 2
2012-03-07
3. Learning Targets – What are the objectives for the lesson?
3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs.
Grade Level: High School - Geometry
Core Content: G.2. Lines and Angles
(Geometry/Measurement)
Description: Students study basic properties of parallel and perpendicular lines, their respective slopes,
and the properties of the angles formed when parallel lines are intersected by a transversal. They prove
related theorems and apply them to solve both mathematical and practical problems.
Grade Level: High School – Geometry
Core Content: G.7. Reasoning, problem solving, and communication
Description: Students formalize the development of reasoning in Geometry as they become more
sophisticated in their ability to reason inductively and begin to use deductive reasoning in formal proofs.
They extend the problem-solving practices developed in earlier grades and apply them to more
challenging problems, including problems related to mathematical and applied situations. Students use
a coherent problem-solving process in which they analyze the situation to determine the question(s) to
be answered, synthesize given information, and identify implicit and explicit assumptions that have been
made. They examine their solution(s) to determine reasonableness, accuracy, and meaning in the
context of the original problem. They use correct mathematical language, terms, symbols, and
conventions as they address problems in Geometry and provide descriptions and justifications of
solution processes. The mathematical thinking, reasoning, and problem-solving processes students learn
in high school mathematics can be used throughout their lives as they deal with a world in which an
increasing amount of information is presented in quantitative ways, and more and more occupations
and fields of study rely on mathematics.
3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text.
G.2.A Know…about parallel and perpendicular lines.
G.2.B Know…about angles, including angles that arise from parallel lines intersected by a transversal.
NOTE: For G.2.B, we will not get to transversals until Lesson 2 in this sequence.
G.7.B Select and apply strategies to solve problems.
G.7.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the
context of the original problem.
G.7.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions
of mathematics.
G.7.F Summarize mathematical ideas with precision and efficiency for a given audience and purpose.
G.7.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of
others.
3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know
and/or be able to do at the end of the lesson?
Students will be able to state properties of angles created by the intersection of two lines. Namely:
 Students will be able to state that opposite angles are equal.
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

Students will be able to state that any two adjacent angles sum to 180°.
Students will be able to recognize the special case of lines intersecting at 90° (i.e.
perpendicular).
 Students will be able to define condition for parallel lines (i.e. never intersect in the plane).
 Students will be able to state and apply theorem for alternate interior angles.
 Students will be able to interpret and understand a multiple-choice, geometry-related problem
similar to those used on the SAT.
 Students will be able to choose an answer, defend/explain their answer, and explain why other
choices were not their answer.
3.6 – Rephrase your learning targets using student-friendly language.
When two lines intersect, students will notice that they are intersecting perpendicularly or not.
Students will also be able to state facts about the angles thus created (both in perpendicular and nonperpendicular case). Students will be able to recognize the parallel line case (no intersection). Students
will be able to state and apply the theorem of alternate interior angles.
Students will be able to read an SAT sample-question, determine the salient information, apply either a
formula from memory or from the Reference Information (at the beginning of every math SAT section).
Students will be able to defend their answers if asked to, and/or discuss why other multiple choice
options are unacceptable.
4. Lesson Assessment – How will students demonstrate their learning?
4.8 – Complete the following table to highlight what the students will do to demonstrate competence
specific to learning for this lesson.
Description of
What the assessment is
Evaluative criteria
Feedback to students
assessment activity
designed to assess
Plan to display a sample Evaluation will be:
Assessment is designed Feedback to the
SAT question on the
1. Students
to assess the
students will be
overhead. Students will
understand the
internalization that
admonition that they
collaborate as a whole
question.
students have made of
not allow the class to
class in solving the
2. Students participate angles that occur when proceed on any given
problem. Teacher will
in the discussion on lines intersect in a
point or problem until
supply additional
potential answers.
plane.
each and every one
questions for guidance /
3. Students agree on
agrees that they
illumination.
the solution.
understand.
4. Students confess
when they don’t
Will also give feedback,
understand.
if students are not being
5. Students who
respectful or behaving
understand offer to
in a way non-conducive
explain to those
to scholarly discussion.
who don’t.
5. Instructing and Engaging Students in Learning – What will happen in the lesson?
5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may
be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, the lesson should be
explicitly outlined.
Complete the following table:
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Provide an estimate of time.

List the sequence of the various learning experiences in the lesson.
Time
Learning experiences
0:00 –
Introduction to the SAT Prep Course. Current seniors at the school will present their
0:30
experiences with the SAT. Goal is to motivate students to adopt a growth mindset relative to
the SAT and realize that it will take solid preparation to get close to the score they would like
[30min] to have.
0:30I will present an introduction to the math section of the course via a PowerPoint. Slides will
0:40
be:
 Schedule.
[10min]
 Book we will be using.
 Table of Contents of the book.
 Quick overview of the plan for the math course, i.e. course rules and expectations
 My Philosophy for teaching mathematics
 Other resources available to participants in the course

0:400:50
Go over a sample problem #12 Section 3 from the Diagnostic SAT which was administered
and then graded by The Princeton Review.
[10min]
0:50 –
Goal is to establish a protocol for how we will be discussing problems in class:
 students will self-identify when they don’t understand something,
 other students may be asked to explain to those who don’t understand
 we will not proceed until explanations have been given by numerous folks, and
understanding is complete across the whole class
Go over a slide that illustrates intersection of two lines and angles thus formed.
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1:00
State the equality of opposite angles after motivating with the appropriate manipulative.
[10min]
1:00 –
1:10
Go over a sample SAT problem on the overhead together as a group which yields under the
application of these facts.
Go over a slide that illustrates the intersection of two lines that are perpendicular. State the
angle measure of *all* angles thus formed is 90°.
[10min]
1:10 –
1:20
Go over a sample SAT problem on the overhead together as a group which yields under the
application of these facts.
Go over parallel lines and transversals.
[10min]
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Have students visualize the separation of 𝑙2 and 𝑙3 which is some motivation for saying that
angle 𝑏 is equal to angle 𝑓
1:20 –
1:25
Go over a SAT sample problem on transversals
[5 min]
1:25 1:30
Ask students to commit to an answer. State the correct answer D.
Show how the prior theorem is applied to this problem.
Discuss why other answers are incorrect.
Wrap up class, go over the highlights of prior content.
Go backwards through PowerPoint asking for further questions relative to learning goals.
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[5 min]
5.9; 5.10 – Materials – What materials, including community resources and educational technology, will
you need in order to teach this lesson? What materials will students need for this lesson?
Computer with projection system, and PowerPoint for presentation.
Geometry Manipulatives: two sticks joined with a screw at the middle so they can pivot and illustrate
intersecting lines. Multiple sets of sticks (yardsticks cut into interesting lengths with screw holes drilled
at the ends for joining into triangles).
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