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WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template Name Marks Date Feb 24, 2014 updated this week: Length of Lesson 14 days Content Area Geometry Edline was My Class website was updated this week: STAGE I – DESIRED RESULTS LESSON TOPIC:Congruent Triangles BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus) 2.3.11.A Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations. 2.3.11.B Measure and compare angles in degrees and radians. 2.9.8.D Identify, name, draw and list all properties of squares, cubes, pyramids, parallelograms, quadrilaterals, trapezoids, polygons, rectangles, rhombi, circles, spheres, triangles, prisms and cylinders. 2.9.11.C Identify and prove the properties of quadrilaterals involving opposite sides and angles, consecutive sides and angles and diagonals using deductive proofs. 2.9.11.B Prove that two triangles or two polygons are congruent or similar using algebraic, coordinate and deductive proofs. UNDERSTANDING GOALS (CONCEPTS): Students will understand: Proving triangles congruent using SSS, SAS, ASA and AAS. They will write proofs as 2 column, and possible flow and coordinate proofs. They will classify triangles according to angles or sides and apply the Angle Sum Theorem and the Exterior Angle Theorem. Students will use properties of isosceles and equilateral triangles in proofs and also position and label triangles for use in coordinate proofs. ESSENTIAL QUESTIONS: • Identify and classify triangles by angles and by sides • Explain why triangles cannot be right and acute… • Identify relationships among the measures of interior and exterior angles of a triangle • Apply the angle sum theorem (sum of 3 angles of triangle = 180) • Apply the exterior angle theorem to find unknown values • Name and label corresponding parts of congruent triangles • Identify congruence transformations (slide, flip, turn) • Uses appropriate postulate to test and prove triangle congruence (SS, SAS, AAS, ASA, HL, LL) • Understand properties of isosceles and equilateral triangles and use them in an argument correctly • Plot points on a coordinate plane to allow for coordinate proofs with triangles VOCABULARY: Acute triangle, obtuse triangle, right triangle, equiangular triangle, scalene triangle, isosceles triangle, equilateral triangle, exterior angle, remote interior angle, flow proof, corollary, congruent triangles, congruence, transformations, included angle, included side, vertex angle, base angles, coordinate proof. STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to: 1. Identify and classify triangles by angles and sides [1 day] 2. Do activity to discover the angle sum theorem and exterior angle theorems. Apply the Angle Sum Theorem. Apply the Exterior Angle Theorem [1- 2 day] 3. Name and label corresponding parts of congruent triangles. Identify congruence transformations [1 –2 day] 4. Use the SSS and SAS Postulates to test for triangle congruence [1-2 day] 5. Use the ASA and AAS Postulates to test for triangle congruence [1-2 day] 6. Use properties of isosceles triangles [1 day] 7. Use properties of equilateral triangles [1 day] 8. Position and label triangles for use in coordinate proofs. Write coordinate proofs [1-2 day] 9. [1 day, review/ computer practice/test 2 days] STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK: Students will actively participate in class examples, discussion, classwork and group work. FORMATIVE ASSESSMENTS: #1. Exit Tickets #2. Pre-Assessment #3. Graphic Organizers Others: Summarizing Main Idea STAGE III: LEARNING PLAN INSTRUCTIONAL PROCEDURES: MATERIALS AND RESOURCES: Active Engagements used: #1. Note-Taking #2. Compare Contrast Others: Graphic Organziers, Summarizing, Cooperative Education, Partnering Unit 4 (Glencoe Geometry text and supplementals) Describe usage: See below for Compare/Contrast, Graphic Organizers, Cooperative Education, Partnering, NoteTaking. Check for understanding and summarizing using warm up, homework, formative assessment questioning or exit tickets to determine whether to continue lesson or do interventions as needed. (model, spiral scaffolding, instruct/ reteach as needed) Scaffolding used: #1. Guided Notes #2 . Build on Prior Knowledge Others: Graphic Organizers, Build Vocabulary Warm ups (daily) Homework (daily) “Grab & Go” worksheets/ activities Unit Test Additional materials as needed (rulers, compass, grid paper, etc) CONTENT AREA READING: Guided Notes INTERVENTIONS: Struggling students will be referred to RTII Small group/flexible grouping will occur. Various computer programs. Math Lab ASSIGNMENTS: •• (4-1) Classifying Triangles –Day 1 Page 180181 # 1-4, 7-10, 22-29, 32, 33 • (4-2) Angles of Triangles –Day 1 Page 189 # 11-38, 47 • (4-2) Angles of Triangles – Day 2 4-2 Practice Worksheet • (4-6) Isosceles Triangles – Day 1 Page 219 – 220 # 9 – 28, 35 – 37 • (4-6) Isosceles Triangles – Day 2 4-6 Practice Worksheet • 4-1, 4-2, 4-6 Test • (4-3) Congruent Triangles – Day 1 Page 195 # 9 – 20, 22 – 25, 29 – 32 • (4-3) Congruent Triangles – Day 2 4-3 Practice Worksheet • (4-4) Proving Congruence – SSS, SAS – Day 1 Page 204 – 205 # 10, 11, 14 – 25 • (4-4) Proving Congruence – SSS, SAS – Describe usage: Warm up to include spiraling review of prior knowledge to include upcoming lesson. All notes are guided notes to build vocabulary, interspersed with group activities. Graphic organizers utilized when appropriate to compare/contrast vocabulary. Other techniques used: MINI LESSON: Based on daily assessments (formative and summative), additional modeling, instruction, homework, review, interventions, group work, computer or teacher guided practice will be done. Day 2 4-4 Practice Worksheet • (4-5) Proving Congruence – ASA, AAS – Day 1 Page 211 # 9 – 20, 25 – 28 • (4-5) Proving Congruence – ASA, AAS – Day 2 4-5 Practice Worksheet • Chapter 4 Review WS