Download Lesson Plan - K. TIMME TEACHING PORTFOLIO

Friday Fun-day: Design A City (GeoGebra)
Teacher’s Name: Mrs. K Timme
Lesson Date: 09/18
Grade Level: 7th & 8th
Numbers of Days: 1
Learning Goals:

Students understand the terms: parallel lines, transversal, vertical angles, corresponding
angles, alternate interior angles, alternate exterior angles, consecutive interior angles, and
adjacent angles, and can label them in a given diagram.
Standards:
MCCL MA.08.GAP.01.03:
 Level 2: Knows the terms supplementary, complementary, vertical angles, adjacent
angles, transversal, alternate exterior angles, alternate interior angles, exterior
angles, interior angles, corresponding angles, and consecutive interior angles.
 Level 3: Understands supplementary, complementary, vertical angles, and adjacent
angles. Understands angle relationships: parallel lines cut by a transversal, angle sum
and exterior angles of a triangle.
Common Core State Standards (CCSS) Alignment
Content Area: Mathematics
Grade Level: Grade 8
Domain: Geometry
Cluster: Understand congruence & similarity using physical modes, transparencies, or geometric
software
Standard: Use informal arguments to establish facts about 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.
Marzano Taxonomy: Retrieval
Rationale: In this class, students use GeoGebra to create and identify the angles formed by
perpendiculars lines and when parallel lines are cut by a transversal.
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Assessments
Formative: During the GeoGebra tutorial, students use the “thumbs up, thumbs down” to indicate
whether or not they have been able to replicate the geometric figure being modeled by the teacher.
While students work on their city map, the teacher moves around the room providing feedback and
assistance to each pair of students.
Summative: During the “Design-A-City” activity, students self-assess their work by completing a
checklist confirming that there city map contains the required elements. When students have
finished their maps, both the digital file is sent to the teacher via e-mail, and a physical printout of
their map is attached to the checklist in order for students to receive teacher feedback.
Integration
Technology:
Students will use GeoGebra to create a map of their own imaginary city. Each map must include
parallel lines, perpendicular lines, transversals, and identify the angles formed.
Content Areas:
Art (New Media) - Students will have creative control of the overall aesthetic of their product, which
must include shops, parks, and street names.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
During the GeoGebra tutorial, students work independently with their table groups.
Section II – Groups and Roles for Product
Students will work with a partner of their choosing during the “Design- A-City” activity.
Differentiated Instruction
MI Strategies
Logical: Students will be connecting their knowledge of the angles, and the angle relationships,
formed when two parallel lines are intersected by a transversal and applying them during the
design a city activity.
Visual: The “Design-A-City” activity requires students to create their own city map using the
geometric figures and objects they have been learning about.
Intrapersonal: During the GeoGebra introduction and tutorial, each student will follow along using
their own laptop when familiarizing themselves with the program and its functions
Interpersonal:. tudents will work with a partner when creating their city map in GeoGebra.
Naturalist: When building their city, students will have autonomy over additional elements such as
parks, zoos, mountains, etc…
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Modifications/Accommodations
Student with partial deafness:
The lesson begins with class tutorial about GeoGebra basics (using the AppleTV). Links to written
explanations on how to build lines and figures will be on the class website for any student who
would benefit from written instructions.
(https://sites.google.com/a/rsu18.org/boothbay-2015-2016/home/math)
Other:
Students who do not feel comfortable using the technology, or those without access to a laptop, may
complete the activity using paper, a ruler, and a pencil.
Plan for accommodating absent students:
This class has its own Google Sites website. All handouts, assignments and GeoGebra files, have
been posted here: https://sites.google.com/a/rsu18.org/boothbay-2015-2016/home/math
Extensions
Type II technology: GeoGebra
Gifted Students: Provided students have the minimum requirements as laid out on the “Design-ACity” handout, students have the ability to make the activity as challenging as they would like.
Simply adding more lines beyond the minimum would add to the complexity of the task.
Materials, Resources and Technology
o
o
o
o
o
Whiteboard
o GeoGebra “Design-A-City” Sample
Projector or AppleTV
o “Design-A-City” instructions
Whiteboard markers
o All digital materials posted to class
GeoGebra on laptops or via Google Chrome App
website
GeoGebra “Design-A-City” Green Grid (for students)
Source for Lesson Plan and Research
Team Boothbay Class Website
Google Site: https://sites.google.com/a/rsu18.org/boothbay-2015-2016/home/math
GeoGebra Tutorial
Text-Only:
http://archive.geogebra.org/en/upload/files/UC_MAT/Teresa%20Munninghoff/Parallel_Perpendi
cular_Lines.html
Basic Geometry GeoGebra Video:
https://www.youtube.com/watch?v=m5R2TSOn6ik
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Teaching and Learning Sequence
Agenda (55 mins)
Time
Content to Cover
Notes/Process/Handouts
5 mins
Attendance
20 mins
1. GeoGebra Tutorial:
o Demonstrate: Points, lines, parallel
lines, perpendicular lines, polygons,
and writing text, & changing figure
color.
o Handout out “Design-A-City”
instructions
o Show “Design-A-City” GeoGebra
sample

25 mins
2. “Design-A-City” Activity
o Have students find a partner
o Direct to class site for GeoGebra file
o If complete: e-mail and print file
o If incomplete: save GeoGebra file to
laptop

5 mins
3. Wrap-up activity
4. Introduce next lesson: GAP 8 Matrix work
session


CFU’s
Write on board: Students will
need only their laptop and a
pen/pencil.
Repeat each element at least
twice.
Point out on sample what
required elements have been
met.
Thumbs Up, Thumbs
Down
All required documents and
files are posted on the class
site, including GeoGebra help.
Walk-around
Content Notes
Vocabulary
Parallel lines
Lines are parallel if they are always the same distance apart
(called "equidistant"), and will never meet.
Perpendicular lines
Two lines are perpendicular when they are at right angles to
each other.
Transversal
A line that crosses at least two other lines.
Vertical Angles
Angles that share the same vertex and are congruent.
Corresponding Angles
Angles in matching corners (same side of the parallel line and
transversal) and are congruent.
Exterior Angles
Angles on the outside of the parallel lines.
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Interior Angles
Angles on the inside of the parallel lines.
Alternate Interior Angles
Pairs of angles on opposite sides of the transversal but inside
the two parallel lines. These angles are congruent
Alternate Exterior Angles
Pairs of angles on opposite sides of the transversal but outside
the two lines. These angles are congruent.
Consecutive Interior Angles
Pairs of angles on one side of the transversal but inside the two
parallel lines. These angles sum to 180°.
Example:
Here is an image of two
parallel lines intersected
by a transversal, created
using GeoGebra, with the
angles labeled and
numbered.
o Students should be encouraged to work with a partner during the “Design-A-City” mapmaking activity. Only one GeoGebra file and checklist is required per pair.
o Those who would prefer to work alone may do so.
o Encourage students who are having difficulty building objects to first use the text-only
GeoGebra tutorial link on the class Google Site before assisting them directly.
o For additional resources relating to parallel lines and angle pairs visit:
https://www.mathsisfun.com/geometry/parallel-lines.html
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“Design-A-City” Sample
Handouts
“Design-A-City” Instructions
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