Download Common Core Aligned Lesson Plan

Common Core Aligned Lesson Plan
Subject: Geometry
Unit: Lines and Transversals
Week: 5
Teacher: Mr. Ives
LESSON ELEMENT: Proving Lines Congruent
Common Core Learning Standards Addressed:
Grade: 10-11
Day: 2
Rocinante High School
STUDENT-FRIENDLY TRANSLATION
8-G.05 (Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion
for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.)
G-CO.09; G-GPE.05
Learning Goals and Objectives: (What will students know & be able
to do as a result of this lesson?)
The student will explore lines, transversals, and special angles
associated with them. The student will understand properties of
corresponding angles, alternate interior angles, and consecutive
interior angles formed when parallel lines are cut by a transversal.
Students also be able to use angle congruence to establish that two
lines are parallel in a two-column proof.
I can show that lines are
parallel using transversal
angles in a two-column proof.
Vocabulary Support: (What vocabulary will student need for this
lesson?)
Two column proof, parallel lines, transversal, corresponding angles,
postulate, alternative interior angles, consecutive interior angles
(or same side interior angles), and perpendicular lines.
I understand the vocabulary
of transversal proofs.
Formative Assessment Criteria for Success: (What does success on
this lesson’s outcomes look like?)
The student will work together with a small group and the class to
complete a two column proof of a transversal angle problem.
The student will complete the assignment with a rubric of 7 or
higher.
All notes and diagrams will be complete in their data folder.
I will work together to solve
transversal-related twocolumn proofs.
Activities/Tasks: (What learning experiences will students engage in?)
Focus Activity: Mini-Lesson "Proof: the Time/Value of Money"
Building a two-column proof presentation
Guided practice
Independent / small group practice
Vocabulary graphic organizer
Student reflection on learning.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
A combination of :
Agile Mind software and resources
Technology / Science / mathematics slideshow
Education Youtube videos
Glencoe Geometry textbook and resources
Glencoe Algebra II textbook and resources
Holt Algebra I Textbook and resources
manipulatives and Puzzles
Geometric Templates and drawing tools
laptop computer
pencil and paper
Vocabulary Graphic Organizer
Data folder and formula sheet
Actual Lesson Timeline:
Focus Activity: Mini-Lesson "Proof: the Time/Value of Money"
Building a two-column proof presentation
Guided practice
Independent / small group practice
Vocabulary graphic organizer
Student reflection on learning.
Modifications/Accommodations: What curriculum modifications and classroom accommodations will you
make for Students with Disabilities in your class?
Extended time for completion of assignments or tests.
Additional time for reading assignments.
Time for repeated drill and review.
small groups.
Data folders with study sheets, vocabulary sheets, and other supplemental aids.
Visual demonstrations which include the presentation of material in small steps.
Multisensory materials and activities (written, spoken, demonstration, kinesthetic.)
Mnemonic devices and aids.
Word processor with spell checker and calculator as well as graphing calculator.
Assisted note-taking and note-taking guidelines.
Credit for participation, effort and attendance as well as completed work.
One-to-one teacher contact daily.
Assistance with organization and planning as well as organized classroom procedures and
materials.
Peer / pair tutoring and cooperative learning.
Emphasis on success.
Seating to reduce distractions.
Clearly defined limits and classroom procedures.
Cooling off periods and concrete, positive re-enforcement.
 Does this lesson reflect one of the Common Core shifts in instruction (See: Common Core Shifts
EngageNY.org)
 In addition, please choose ONE question below to respond to after you have taught the lesson
OR create your own question and respond to it after you have taught the lesson.
1. How did this lesson support 21st Century Skills?
2. How did this lesson reflect academic rigor?
3. How did this lesson cognitively engage students?
4. How did this lesson engage students in cooperative learning and cooperative learning skills?
5. How effective was the work in this lesson?
Common Core Aligned Lesson:
Reflection
- Since this is the first time the students have tackled two-colum proofs, review the algebraic symmetry, reflexive, and transitive properties
first.
+Transversals are great for an introduction to proofs.
+ Teach of "working from one place to another,' and "pathways" to explain logic proofs.
∆ More independent practice is definitely needed!