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Transcript
Week of: January 16, 2016
Day
Duties /
Daily info.
Math - 8th Grade
Standard:
8.GM.5 Extend and apply previous knowledge of angles to properties of triangles, similar figures,
and parallel lines cut by a transversal.
c. Identify congruent and supplementary pairs of angles when two parallel lines are cut by
a transversal.
MONDAY
Essential Question:
How are the properties of congruence and similarity related?
Objective:

Identify pairs of vertical angles, alternate interior angles, alternate exterior angles,
and corresponding angles when parallel lines are cut by a transversal.

Find the measure of all angles formed when a pair of lines is cut by a transversal
when given the measure of one of the angles.
Procedure:
1) Warm-up/ Review Objective 1
2) CW- WS- Find the measure of angles
3) CW- P. 375 Independent Practice
Instructional Strategies:
Model, Guided and Independent Practice
Modifications/Accommodations:
Restate directions for clarity, allow calculator use, adjust classwork and homework
according to IEPs.
Assessment:
Formative- Observe student work during Independent Practice
Homework:
P. 377 Extra Practice Problems 14-28 even
Standard:
8.GM.5 Extend and apply previous knowledge of angles to properties of triangles, similar figures,
and parallel lines cut by a transversal.
c. Identify congruent and supplementary pairs of angles when two parallel lines are cut by
a transversal.
TUESDAY
Essential Question:
How are the properties of congruence and similarity related?
Objective:

Identify pairs of vertical angles, alternate interior angles, alternate exterior angles,
and corresponding angles when parallel lines are cut by a transversal.

Find the measure of all angles formed when a pair of lines is cut by a transversal
when given the measure of one of the angles.
Procedure:
1) Warm-up
2) Review HW 5-1
3) Quiz 5-1
Instructional Strategies:
Model, Guided and Independent Practice
Modifications/Accommodations:
Restate directions for clarity, allow calculator use, adjust classwork and homework
according to IEPs.
Assessment:
Formative- Observe student work during Independent Practice
Homework:
*Lunch
Duty
Standard:
8.GM.5 Extend and apply previous knowledge of angles to properties of triangles, similar figures,
and parallel lines cut by a transversal.
a. Discover that the sum of the three angles in a triangle is 180 degrees.
b. Discover and use the relationship between interior and exterior angles of a triangle.
WEDNESDAY
Essential Question:
How can algebraic concepts be applied to geometry?
Objective:

Find the missing angle of a triangle, given two of the angles

Find missing angles of a triangle using the Exterior Angle Theorem
Procedure:
1) Warm-up
2) Lesson 5-3 Angles of Triangles P. 390-391
3) Complete Guided Notes: Vocabulary (triangle, interior angle, Triangle Angle
Sum Theorem), Examples, and Got it? problems
4) Complete Guided Notes: Vocabulary (exterior angle, remote interior angles,
Exterior Angle Theorem), Examples, and Got it? problems
5) CW- Guided Practice- P. 393
Instructional Strategies:
Direct instruction, Model, Guided and Independent practice
Modifications/Accommodations:
Restate directions for clarity, allow calculator use, adjust classwork and homework
according to IEPs.
Assessment:
Formative- Observe student work during Independent Practice
Homework:
P. 394 Independent Practice
*Bus Duty
Standard:
8.GM.5 Extend and apply previous knowledge of angles to properties of triangles, similar figures,
and parallel lines cut by a transversal.
a. Discover that the sum of the three angles in a triangle is 180 degrees.
b. Discover and use the relationship between interior and exterior angles of a triangle.
THURSDAY
Essential Question:
How can algebraic concepts be applied to geometry?
Objective:

Find the missing angle of a triangle, given two of the angles

Find missing angles of a triangle using the Exterior Angle Theorem
Procedure:
1) Warm-up
2) Review HW 5-3
3) CW- P. 395-396 Extra Practice
4) CW- Test Review WS- Lesson 5-1 and 5-3
Instructional Strategies:
White board response
Modifications/Accommodations:
Restate directions for clarity, allow calculator use, adjust classwork and homework
according to IEPs.
Assessment:
Formative- Observe student response during Independent Practice
Homework:
Complete WS
Standard:
8.GM.5 Extend and apply previous knowledge of angles to properties of triangles, similar figures,
and parallel lines cut by a transversal.
a. Discover that the sum of the three angles in a triangle is 180 degrees.
b. Discover and use the relationship between interior and exterior angles of a triangle.
c. Identify congruent and supplementary pairs of angles when two parallel lines are cut by
a transversal.
FRIDAY
Essential Question:
How are the properties of congruence and similarity related?
Objective:

Assess 5-1 and 5-3
Procedure:
1) Warm-up
2) Answer questions before Test
3) Lesson 5-5 The Pythagorean Theorem P. 411
4) Complete Guided Notes: Vocabulary (legs, hypotenuse, Pythagorean Theorem),
Examples, and Got it? problems
Instructional Strategies:
Direct instruction, Modeling
Modifications/Accommodations:
Restate directions for clarity, allow calculator use, adjust classwork and homework
according to IEPs.
Assessment:
Summative
Homework:
None
*Lesson plans are subject to change.
8.GM.5 Extend and apply previous knowledge of angles to properties of triangles, similar figures,
and parallel lines cut by a transversal.
a. Discover that the sum of the three angles in a triangle is 180 degrees.
b. Discover and use the relationship between interior and exterior angles of a triangle.
c. Identify congruent and supplementary pairs of angles when two parallel lines are cut by
a transversal.
d. Recognize that two similar figures have congruent corresponding angles.
8.EEI.6 Apply concepts of slope and y-intercept to graphs, equations, and proportional relationships.
a. Explain why the slope, m, is the same between any two distinct points on a non-vertical line using
similar triangles.
b. Derive the slope-intercept form (y = mx + b) for a non-vertical line.
c. Relate equations for proportional relationships (y = kx) with the slope-intercept form (y = mx + b)
where b = 0.
Know
8.EEI.6






Zero slope
Undefined slope
Equation y = mx
Equation y = mx + b
Non-vertical
Vertical lines
Understand
8.EEI.6






A zero slope is a horizontal line.
An undefined slope is a vertical line.
The equation y = mx passes through the origin.
The equation y = mx + b passes through the y axis at b.
Non-vertical lines can be written in the form y = mx or y = mx + b.
Vertical lines have no slope and cannot be written using these equations.
Do





Explain the difference between a zero slope and an undefined slope.
Understand the difference between the slope of a non-vertical and vertical line.
Identify the slope and y-intercept of the graph of a linear equation in y = mx + b form.
Write an equation of a line in slope-intercept form, given the slope and the y-intercept.
Graph linear equations using the slope and y-intercept.
___________________________________________________
8.EEI.8 Investigate and solve real-world and mathematical problems involving systems of linear equations in two
variables with integer coefficients and solutions.
a. Graph systems of linear equations and estimate their point of intersection.
b. Understand and verify that a solution to a system of linear equations is represented on a graph as the
point of intersection of the two lines.
c. Solve systems of linear equations algebraically, including methods of substitution and elimination, or
through inspection.
d. Understand that systems of linear equations can have one solution, no solution, or infinitely many
solutions.
Know
8.EEI.8





Solving linear systems by graphing
Solving linear systems by using algebra
Estimate solutions
Solutions of a linear system
Solve real world problems
Understand
8.EEI.8





The intersection point of two lines in a coordinate plane is the solution to the system of linear equations.
A system of linear equations can be solved algebraically, using elimination or substitution.
The algebraic solution of the linear system can be estimated by graphing.
A system of linear equations can have one solution, infinitely many solutions, or no solutions.
A linear system can represent a real world problem.
Do
8.EEI.8






Graph a system of two linear equations.
Find the point of intersection of the two linear equations.
Solve a linear system using elimination or substitution.
Estimate the algebraic solution by graphing.
Determine how many solutions there are to a linear system.
Write and solve a system of linear equations to model a real world situation.