Sarah Jamison

ED 431 Unit Plan

High School Geometry
Chapter Three

Table of Contents:

Page Number:

Introduction

Standards

Goals

Bibliography

Reflections:
Section 1

Section 1 Proofs

Section 2

Section 3

Section 3 Activity Cards

10

Section 4

11

Section 5

12

Evaluation of Unit
Student Evaluation Form

13

Self-Evaluation

14

Lesson Plans:
Section 1

L. P Doc 1

Section 1 Proofs

L. P Doc 2

Section 2

L. P Doc 3

Section 3

L. P Doc 4

Section 3 Activity Cards

L. P Doc 5

Section 4

L. P Doc 6

Section 5

L. P Doc 7

Assessment: Project Guidelines

Des.P Doc 1

Assessment: Project Check List

Des. P Doc 3

Assessment: Project Rubric

Des. P Doc 4

Introduction:
The following unit covers Chapter Three of a high school geometry course. In this chapter
students use deductive reasoning to make conclusions about parallel and perpendicular lines. As well as
gain an understanding of angle measures in triangles and other polygons. Students will need to use their
previous knowledge of writing and solving equations, writing the converse of conditional statements,
classifying angles and finding angle measures of given polygons. Within this chapter the students are
given a variety of methods to learn the information and a variety of means of expressing their
knowledge. Students are highly encouraged to work collaboratively, ask questions, and engage in
discussions. They are given opportunities to complete various homework assignments throughout the
chapter, two quizzes over the material, and finish the chapter by completing a destination project. The
following materials are all that was used to cover the content in the chapter.

Standards:
Section 1: G. CO.9
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a
transversal crosses parallel lines, alternate interior angles are congruent and corresponding
angles are congruent; points on a perpendicular bisector of a line segment are exactly those
equidistant from the segments endpoints.
Section 2: Extends G. CO.9
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a
transversal crosses parallel lines, alternate interior angles are congruent and corresponding
angles are congruent; points on a perpendicular bisector of a line segment are exactly those
equidistant from the segments endpoints.
Section 3: G. MG.3
Apply geometric methods to solve design problems (e.g., designing an object or structure to
satisfy physical constraints or minimize cost; working with typographic grid systems based on
ratios).
Section 4: G.CO.10
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum
to 180; base angles of isosceles triangles are congruent; the segment joining midpoints of two
sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet
at a point.
Section 5: Prepares for G. CO.3
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and
reflections that carry it onto itself.
Goals:
The learner will construct parallel and perpendicular lines.
The learner will prove that lines are parallel.
The learner will write equations for parallel and perpendicular lines.
The learner will find the measures of interior and exterior angles of a polygon.
Instructional Objective/Learning Targets:
I can identify angles formed by 2 lines and a transversal.
I can prove and use properties of parallel lines.
I can use a transversal in proving lines parallel.
I can relate parallel and perpendicular lines.
I can classify triangles and find the measures of their angles.
I can use exterior angles of triangles.
I can classify polygons.
I can find the sums of the measures of the interior and exterior angles of polygons.
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Bibliography:
Bass, Laurie, Randall Charles, Basia Hall, Art Johnson, and Dan Kennedy. "Parallel and
Perpendicular Lines." Prentice Hall Mathematics: Geometry. Pearson Education. 125-165. Print.
Section 3-3 Proof Activity Cards (Kris Hop)
Section 1 Proof Practice Worksheet (Kris Hop)
Geogebratube Classifying Triangles Student worksheet:
http://geogebratube.com/material/show/id/9832
Geogebratube Triangle Exterior Angles Student worksheet:
http://geogebratube.com/student/m48799
Polygon Interior angle sum discovery worksheet (Me)
Guided Notes Pages (Sections 1-5) (Me)
Destination Project Outline (Me)
Destination Project Checklist (Me)
Destination Project Rubric (Me)
Section 3-1 to 3-3 Quiz (Exam view)
Section 3-4 to 3-5 Quiz (Exam view)
Student Evaluation of the Chapter
(https://docs.google.com/forms/d/1Na7tzCQ0b0xxEXNtxrUHSfeJDT6B5uE1jie6XbNDvJs/viewfor
m?usp=send_form)

Section 1 Reflection:
After teaching the lesson to second hour I felt that the lesson went well but students seemed to
get bored with the lecture. Because of this I decided to adjust the lesson for 5th and 6th hour; I decided
to break up the sections between me talking and having students work together on problems. I gave the
students a little less guidance and more freedom to problem solve on their own. I think I helped
students learn by letting them work through the problems more on their own and really apply their
knowledge of the content to see how well they understood it. My structure of alternating between
instruction and partner work helps students practice the new concepts in a comfortable environment
with immediate feedback. The learning objective of correctly identifying angles formed by two lines and
a transversal and proving/using the properties of parallel lines was met through students
demonstration of their knowledge in the exit ticket. Ive learned that the pace of the lesson was good
but students need more individual practice time and less guided practice time. Students were more
engaged when they were allowed to work with their table partners or on their own. Or through the
discussion of the notes.
Section 1 Proofs Reflection:
After this lesson I feel that my students have a much better understanding of how proofs in the
current chapter are going to work. They seem to be beginning to notice patterns of when to use certain
reasonings and which steps follow one another. I think this lesson was successful because it allowed
students more time to work through the questions they had about the proofs I this chapter and ask
questions about the specific areas they were struggling with. This activity encouraged them to ask their
peers questions and reason together. Students met the learning objective through their work in the
proof packet which they turned in the next day. From looking these over it appears that students
became more comfortable with the proofs the more they worked through them and the more they
were exposed to. Next time, I think I would give students more time to work on the packet. I think they

might have felt a little rushed and would have maybe taken more from the activity if they had more
time.
Section 2 Reflection:
I think this lesson was successful in helping students gain an understanding of the learning
objective of the lesson. The structure of beginning the lesson with students making conjectures I think
was really beneficial to gaining a deeper understanding of the concepts. Students were able to think
critically about what might happen and then once we began notes they saw the connections they
needed to make to prove lines parallel when given the angle relationships. Students made connections
to previous lessons about how to create the converse of statements and use the converse in proofs. I
helped students learn the concepts by allowing them discuss the material and work through examples
on their own after first covering the broader topics together. Next time I teach this lesson I would allow
students to make more connections to past on their own; I think I made too many connections for them
when they could have done it on their own simply with guidance. I learned that my timing in this lesson
was pretty on target but my guidance was too much. My students could handle move independence and
gain a deeper knowledge from doing so. They were also more engaged when they were working
together or independently than they were when listening to me.
Section 3 Reflection:
This lesson builds on much of the information in past lessons. Students need to be sure they
understand what parallel and perpendicular lines are as well as the transitive property. The lesson went
well with students and I made sure that they were able to see these connections to previous material
and where the new content builds off of it. Students were able to work collaboratively and make these
connections on their own after we worked together as a class. I think this was really beneficial for
students to truly understand the new content. If students had a weak base of the previous lessons
material, I noticed it was difficult for them to make connections with the new content. For those
students that had a weaker base I made sure to work through the past material and give them a

refresher to help build their new knowledge. I think by doing this students were able to meet the
learning objectives and take from the lesson what I wanted them to. I learned the importance of taking
a step back in order to take two steps forward; aka re-teaching previous material in order to teach new
content. Students were more engaged when they had this base knowledge as well before moving
forward.
Section 3 Proof Activity Cards:
I think of all my lessons in chapter 3 this was one of the most successful. Students were very
engaged during this whole lesson. They were also actively making connections between all of the
sections covered in the chapters this year. This was also an activity where I think students learned the
most. They were engaged in making connections and problem solving. This lead to them gaining a
deeper understanding of the content in this chapter. I learned that if I can to get my students engaged I
need to have them a hands-on activity that incorporates movement to make the connections in the
mathematics. I think the activity cards really helped students learn by allowing them the time to practice
the concepts while incorporating motion (moving the cards around) and the visual of the cards.
Section 4:
If I had to pick the most successful lesson of the chapter I would pick this lesson. In this lesson I
incorporated something my students all enjoy using (technology) and made connections to the
mathematics. Students were able to work with the technology and make conjectures about the
mathematical concepts covered. They were able to work independently and explore the online student
worksheet. I think my students really enjoyed this and because of that they were very engaged
throughout the lesson. I would say this was a successful lesson because when we came back together as
a class all the students were able to identify all the triangles and the properties associated with them
they the student worksheet covered as well as explain how to find the exterior angle measure of a
triangle which they also explored in the student worksheet online. I learned from this lesson that the

more connections I can make to my students personal lives outside the classroom, the more
independence I can give them to work through the notes and explore the content more in depth.
Section 5:
This lesson also went really well; Ive noticed that the more time I give students to explore with
guidance the more deeply we can cover the content. For this lesson students were allowed to work with
what they knew from previous courses to fill in the notes for the lesson. I realize how much my students
already knew and this allowed me to adjust my lesson and cover where the formula for finding the
interior angle sum of a polygon came from. I think this really helped my students have a better
understanding of the formula and lead to them being able to understand how and where to use it in the
examples following. This activity also allowed me to notice how apt my students are at finding patterns.
They were able to see the patterns that lead to the general formula much faster than I anticipated. This
allowed for us to have more time as a class to work through the applications of the formula and new
concepts in the examples. Next time I teach this lesson I dont think I would make any changes. The
lesson went really well and students were engaged throughout the lesson and all of them were able to
reach the learning objectives.
Overall Reflection:
Overall I think this chapter went really well. Its interesting to look back on the lessons and see
how much I progressed throughout the planning process. In the beginning my lessons were very straight
forward and there was little differentiation. As the chapter progressed though I slowly started trying
more new approaches to teaching and really branched out from my comfort zone to try new things. I
noticed a difference in my students engagement as my lesson plans changed as well; they became more
engaged the more freedom I gave them and with more variety my lessons had. I can also see from the
quiz scores and the final projects I received that my students reached the learning goals and objectives
set for them.

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