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# 248

## STRUCTURED CURRICULUM LESSON PLAN

Day: 068 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 7A; 9A
TAP:
Understand geometric properties and
relationships; apply geometric concepts and
formulas
ISAT:
Understand and apply geometric concepts and
relationships
Unit Focus/Foci
Exploring Congruent Triangles
Instructional Focus/Foci
Investigating Geometric Designs
Materials
Copies of Geometric Designs
Educational Strategies/Instructional Procedures
Review the parameters for the Geometric Patterns Project with the students.
Answer any questions the students may have.
Have the students begin the project working in cooperative groups.
Integration with Core Subject(s)
LA: Understand explicit, factual information
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: Have the students interview grandparents and older family members about
the history of family quilts and the art of quilting. Write a paper detailing
the interview accompanied by sketches or photographs of the quilts.
Fine Arts: See Enrichment.
Home: See Enrichment. Have students find articles pertaining to the historic aspects of quilts.
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Remediation:
Technology: Have students search the World Wide Web to locate information on the Geometric
Patterns Project.
Assessment
Teacher observation
Homework
Begin the research for the Geometric Patterns Project.
Teacher Notes
Assign group projects as follows:
Create an equal number of cards for Project A and Project B. Place the project cards in a
bag/box, and have a representative from each group draw a card.
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STRUCTURED CURRICULUM LESSON PLAN
Day: 069 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 9A4
TAP:
Identify and describe geometric figures
ISAT:
Understand and apply geometric concepts and
relationships
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Specializing Segments in Triangles
Materials
Patty paper or plain paper
Rulers
Educational Strategies/Instructional Procedures
Return Unit Four Assessment and discuss any major issues concerning the assessment.
To start class, give the students the following problem. Put the problem on the chalkboard or the
1. In ABC, mA = 2x + 10, mB = 3x -10, mC = 3x - 20.
a. Find the measure of each angle.
b. What kind of is ABC?
2. Given that XYZ MOR, complete each statement below:
A. X
B. O
C. Z
D. MO
E. YZ
F. MR
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Solutions to problems:
a. A = 60
B = 65
C = 55
b. scalene
a. X M
b. O Y
c. Z R
d. MO XY
e. YZ OR =
f. MR XZ
Review the definitions of Angle Bisector and Perpendicular Bisector with the students. Give a
few examples of each.
Draw an angle on a sheet of plain paper.
Fold the angle in half such that the two rays which make the angle lie on each other. Make a
crease.
Using a protractor, measure each angle formed by the crease and a ray.
What do you notice about the angle measure?
The creased line is called an angle bisector.
Write a statement to explain an angle bisector.
Example (Angle Bisector)
If NP CD bisects ACB, what is the measure of ACD?
Example
If NP bisects MNO, what is the value of x? What is the
m MNP?
A
C B
D
50
(x+3) M
P
O
(2x+1)
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Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
Connection(s)
Enrichment: The supplement of 1 is five times the complement of 1. Find the measure of
1, its complement and its supplement.
Fine Arts:
Home: Define the terms for parents and check for understanding.
Remediation: Have students construct the perpendicular bisector of a segment (use three
different lengths). Define midpoint of a segment and have students explain the meaning.
Technology: Have students write for the graphing calculator a program for finding the midpoint.
Assessment
Have the students draw a scalene triangle and construct the perpendicular bisector for each side.
Homework
Assign appropriate problems from your text.
Teacher Notes
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STRUCTURED CURRICULUM LESSON PLAN
Day: 070 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1; 7A6; 9A3
TAP:
Perform arithmetic operations involving
integers, fractions, decimals, and percents,
explicitly stated or within context
Understand number systems
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Understand and apply geometric concepts and
relationships
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Special Segments in Triangles
Materials
Plain paper
Scissors
Ruler
Educational Strategies/Instructional Procedures
Review how to find the midpoint of a segment using the midpoint:
m
x x y y
=
+ +
F
H
G
I
K
J
1 2 1 2
2 2
,
Use the midpoint formula to find the midpoint of the segment joining the following points.
1. A(-4, 3), B(10, 6) 2. A(7, 5), B(-8, 4)
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Solutions:
1. (3, 4.5) 2. (-5, 4.5)
A perpendicular bisector follows directly from its name. Perpendicular implies two lines that
intersect to form two right angles and bisector means to break in half. Therefore, perpendicular
bisector means a line that is perpendicular to a segment at its midpoint.
Draw and cut out an acute scalene triangle (ABC).
Can you, based upon the above definition, fold the triangle to create the perpendicular bisector
for segment AB?
Using the same triangle, can you find the perpendicular bisector for BC?
Using the same triangle, can you find the perpendicular bisector for AC?
What do you notice once you have completed all three perpendicular bisectors?
This is called the circumcenter.
Write a definition for the term circumcenter.
Median
A median is a line segment from a vertex to the midpoint of the opposite side.
Draw and cut out an acute scalene triangle (ABC).
Using a ruler, measure side AB and mark the midpoint. Do the same for sides BC and AC. (An
option to using a ruler and measuring is to fold the side in half and pinch the paper at the
midpoint.)
Draw a line from C to the midpoint of AB. This is a median.
Draw a line from A to the midpoint of BC. This is a median.
Draw a line from B to the midpoint of AC. This is a median.
What do you notice about the three medians? This is called a centroid.
Altitude
An altitude is a segment from a vertex of the triangle perpendicular to the opposite side.
Draw and cut out an acute scalene triangle MNO.
Draw a line from M perpendicular to the side NO.
This is an altitude.
Draw a line from N perpendicular to the side MO.
Draw a line from O perpendicular to the side MN.
What do you notice about the three altitudes?
This is called the orthocenter.
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Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
Connection(s)
Enrichment:
Fine Arts:
Home: Select one of the homework problems and explain it to your parents. Have parents sign
homework.
Remediation: Sit with students and have them explain the meaning of the special segments
using drawings and/or diagrams.
Technology:
Assessment
Group presentations comparing and contrasting the special segments.
Homework
Assign appropriate problems from your text. Have students write definitions for perpendicular
bisector, median, and altitude; for each definition, have students make a drawing.
Teacher Notes
Remind students to include every step when writing a two-column proof and to give a thorough
explanation for a paragraph proof.
Prepare copies of Triangle Quick Quiz.
Make sure the students understand that the altitude is not always on the interior of the triangle.
Completing the exercise on different-colored paper creates a nice in-class reminder of these
concepts that you can post in your class.
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Midpoint Program
Disp: ENTER X1
Input A
Disp: ENTER X2
Input B
Disp: ENTER Y1
Input C
Disp: ENTER Y2
Input D
(A + B)/2 E
Disp: MIDPOINT (E, F)
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STRUCTURED CURRICULUM LESSON PLAN
Day: 071 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1; 7A6; 9A4
TAP:
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
Understand and apply geometric concepts and
relationships
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Special Segments in Triangles
Materials
Special Segments Activity
Patty paper or plain paper
Rulers
Educational Strategies/Instructional Procedures
Let several of the students share their drawings and definitions from yesterdays homework.
Have the students complete the Special Segments Activity.
Make a list of the observations and discuss them. Clear up any misconceptions that may arise
from the exploration. Discuss these theorems with the students.
Theorem - any point on the perpendicular bisector of a segment is equidistant from the endpoints
of the segment.
Theorem - any point equidistant from the endpoints of a segment lies on the perpendicular
bisector of the segment.
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Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
Connection(s)
Enrichment:
Fine Arts:
Home: Have parents sign homework.
Remediation: Have the students think of similar words to help them remember each term.
(Example: Median - is drawn to the midpoint or middle.)
Technology:
Assessment
List of observations from each group.
Homework
Assign appropriate problems from your text.
Teacher Notes
Review the following with the students:
Theorem--any point on the bisector of an angle is equidistant from the sides of the angle.
Theorem--any point on or in the interior of an angle and equidistant from the sides of the angle
lies on the bisector of the angle.
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Special Segments Guidelines
1. Students should work in pairs while sitting in groups of four.
2. Each member should attempt the activity.
3. One person from each group should record the results.
4. Students should agree on results as a group before recording them.
5. Be prepared to present the results to the class.
Special Segments Activity
! Draw a scalene triangle, XYZ, on a piece of patty/plain paper. Fold the paper
so that point X meets point Z. Label the new segment NM. MN is a
perpendicular bisector.
! Now fold the paper and make a crease from point Y to point M. This new
segment YM is a median.
! Now fold the paper such that Z lies on XY and passes through point Y. Label
the new segment YO. YO is an altitude.
! Write as much as you can about the three special segments you have made
(perpendicular bisector, median, and altitude).
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STRUCTURED CURRICULUM LESSON PLAN
Day: 072 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1; 7A6; 9A3; 9B2
TAP:
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
Understand and apply geometric concepts and
relationships
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Right Triangles
Materials
Copies of Triangle Quick Quiz
Copies of Danas Conjectures
Chart paper
Markers
Educational Strategies/Instructional Procedures
Discuss the solutions.
Have the students work in groups of four to complete Danas Conjectures and prepare a
presentation for the class using chart paper and markers.
Randomly select four groups to present their explanations.
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Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: If A = 8x, B = 4x 6, and C = 11x + 2. What kind of triangle is ABC.
A
B C
Fine Arts: Have the students write an assignment tongue twister about geometry.
Home: Have parents sign homework.
Remediation: Have the students draw three pairs of congruent right triangles and identify the
parts. For each pair, select the parts that will prove them congruent. (LL, HA, LA, and HL)
Technology: Have students explore right triangles using a computer drawing program.
Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
Teacher Notes
Solutions to Triangle Quick Quiz:
1. ABC BDC SAS
BD DEF

by
is a median by
2 3 2 17
20
. x x
x
+ =
=
Sometimes
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Triangle Quick Quiz
B
1. Prove that if a triangle is equilateral,
then an angle bisector is also a median.
Given: ABC is equilateral.
BD is an angle bisector of ABC.
Prove: BD is a median of ABC.
A D C
2. Find AB if BD is a median of B
ABC.
A x + 3 D 2x - 17 C
State whether each sentence is Always, Sometimes, or Never true
3. The altitude of a triangle contains the midpoint of the opposite side.
4. The medians of a triangle contains the midpoints of the opposite sides.
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5. Given: ABC with altitude BD.
Prove: ABD DBC
Statements
Reasons
B
A D C
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Danas Conjectures
a. If the legs of two right triangles are congruent, the triangles are congruent.
b. If the hypotenuse and acute angle of one right triangle are congruent to the
hypotenuse and acute angle of another right triangle, the triangles are
congruent.
c. If the leg and acute angle of one right triangle are congruent to the leg and
acute
angle of another right triangle, the triangles are congruent.
d. If the hypotenuse and leg of one right triangle are congruent to the hypotenuse
and leg of another right triangle, the triangles are congruent.
a.
b.
c.
d.
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STRUCTURED CURRICULUM LESSON PLAN
Day: 073 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1; 9A4; 9B2
TAP:
Understand geometric properties and
relationships
Apply geometric concepts and formulas
ISAT:
Understand and apply geometric concepts and
relationships
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Indirect Proof and Inequalities
Materials
Educational Strategies/Instructional Procedures
Divide the class into cooperative groups of four. Assign the following problems to the students,
one problem per group. Each group will make a presentation to the class.
Explain why there are only two requirements to prove two right triangles congruent while other
triangles have three.
Compare and contrast the test for triangle congruence (SAS, AAS, ASA) and the test for
congruence of right triangle (LL, HA, LA)
State additional information needed to prove the s by HL.
(A and C are right s)
Give students about 5-10 minutes to complete the following problem (displayed on the
chalkboard).
A D
B C
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Write a two-column proof.
T
Given: STU and VUT are right s.
SU VT
Prove: S V S
V
U
Review the proof with the class.
Ask the students: How do you find an answer on a multiple choice test when you are not sure of
the answer? If everyone in class hands in their quiz and one paper does not have a name on it,
how does the teacher determine whose paper it is?
Allow a few students to answer orally.
Give the students an informal definition of an indirect proof.
Allow 2 or 3 students to answer.
Give an example of an indirect proof.
Given: ABC
Prove: ABC has at most one obtuse angle.
Proof.
Assume ABC has more than one obtuse angle. A and B are obtuse angles. According to
the sum theorem, we know mA + mB + mC = 180
o
.
Because A and B are obtuse, we know that mA > 90
o
and that mB > 90
o
, which
leads us to mA + mB > 180
o
, which implies mC is less than 0, which cannot be
true.
Therefore, a triangle cannot have more than one obtuse .
267
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: Have the students make up five statements of their own and write an indirect proof
for each.
Fine Arts:
Home: Have parents sign homework.
Remediation: Have the students make up five statements of their own and determine the first
step in writing an indirect proof. (Assume that the conclusion is false.)
Technology:
Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
268
Teacher Notes
Solution to Proof:
T
Given: STU and VUT are right s.
SU VT
Prove: S V S
V
U

1. STU and VUT are right ' s; SU VT 1. Given
STU and VUT are right ' s 2. Def. of right
3. TU UT 3. Reflexive
4. STU VUT 4. HL
5. S V 5. CPCTC
Statement Reason

2.

Relate to students that indirect reasoning is often used in the legal system and in advertising.
Steps for writing an indirect proof:
Assume that the conclusion is false.
Show that the assumption leads to a contradiction of the hypothesis or some other fact, such as a
postulate, theorem, or corollary.
Point out that the assumption must be false and, therefore, the conclusion must be true.
Ask the students to state the assumption you should make to start an indirect proof of each
statement. Do not write the proofs.
1
2
.
.
AB bisects A. (AB does not bisect A.)
XTZ is isosceles. ( XTZ is not isosceles.)
3. m 1 is less than m 2. (m 1 m 2.)

269
STRUCTURED CURRICULUM LESSON PLAN
Day: 074 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A3
TAP:
Understand geometric properties and
relationships
ISAT:
Understand and apply geometric concepts and
relationships
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Indirect Proof and Inequalities
Materials
Straightedges
Educational Strategies/Instructional Procedures
Allow some of the students to share their indirect proofs with the class (from the enrichment
assignment yesterday).
In-class Examples 1 and 2 (Teacher Notes).
Example 1:
Write the assumption you would make to begin an indirect proof:
Points A, B, and C are noncollinear
Triangle XYZ is a right triangle
Example 2:
Given: m X m Z
Prove: XYZ is not an isosceles triangle with vertex y.
Y
X Z
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Exterior Angle Inequality Theorem.
If an angle is an exterior angle of a triangle, then its measure is greater than the measure of either
of its corresponding remote interior angles.
Example 3:
Example 4:
List the angles which have the measures less than m G.
m G > m F
m G > m E
Solutions to examples 1-3:
1. a. Assume points A, B, and C are collinear
b. Assume triangle XYZ is not a right triangle
2. Given: m X m Z
Prove: XYZ is not an isosceles triangle with vertex y.
3. 110 > 60
110 > 50
Assume XYZ is an isosceles triangle with vertex y. Then XY = YZ by definition of an
isosceles triangle. Then m!X = m Z, if two sides of a triangle are congruent, the angles
opposite those sides are congruent. But this contradicts the given. Therefore XYZ cannot be an
isosceles triangle with vertex y.
Discuss the Properties of Inequalities with the students.
Properties of Inequalities:
1. Comparison Property: a < b, a = b or a > b
2. Transitive Property: if a < b and b < c, then a < c
if a > b and b > c, then a > c
60
50 110
E
F A B G D
C
Y
X Z
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3. Addition and Subtraction: if a < b, then a c < b c
4. Multiplication: if a < b and c < 0, then a c> bc
if a > b and c > 0, then ac >b c
Remind the students that multiplication and division are inverses. Ask the students to write in
their notes the property for division of inequalities. Discuss the property with the class.
Have the students select values for a, b, and c to verify the Properties of Inequalities.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
Connection(s)
Enrichment: Have students create their own chart for the Properties of Inequalities and provide
examples using values of a, b, and c to verify the properties.
Fine Arts:
Home: Have parents sign homework.
Remediation:
Technology:
Assessment
Teacher observation. Monitor the proofs from the previous nights assignment and in-class
work.
Homework
Assign appropriate problems from your text.
Teacher Notes
Point out that in an indirect proof, all possibilities are looked at and the incorrect conclusions are
ruled out.
272
In-class Examples:
State the assumption you would make to start an indirect proof of each statement below. Do not
write a proof.
1. The number 117 is divisible by 13.
2. Akita is the best candidate in the election.
3. AB is a median of ACD.
4. m C < m D.
273
STRUCTURED CURRICULUM LESSON PLAN
Day: 075 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A3
TAP:
Understand geometric properties and
relationships
ISAT:
Understand and apply geometric concepts and
relationships
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Indirect Proof and Inequalities
Materials
Copies of Informal Proofs
Educational Strategies/Instructional Procedures
Have the students complete the following problem:
A farmer buys 100 animals for \$100. How many of each does he buy if chickens are \$.10
each, pigs are \$2.00 each, and sheep are \$5.00 each?
Answer: 70 chickens, 19 pigs, 11 sheep
Working in pairs, students should complete Informal Proofs. Randomly select pairs to present
their solutions to the class.
Announce that the Mid-Unit Assessment will be given tomorrow covering the following:
! Identify and use medians, altitudes, angles, bisectors, and perpendicular bisectors,
! Recognize and use tests for congruence of right triangles,
! Use indirect reasoning and indirect proofs to reach a conclusion,
! Recognize and apply properties of inequalities to the measures of segments and
angles,
! Solve problems by working backward.
274
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: Have students give three situations in which they have used indirect reasoning.
Fine Arts:
Home: Have parent sign homework.
Remediation: Have students write three statements. Have them exchange papers and write the
assumptions they would make for each to start an indirect proof.
Technology:
Assessment
Check in with each pair and ask questions for clarification. Ask students to explain their
reasoning on selected problems.
Homework
Assign appropriate problems from your text.
Teacher Notes
When working with the groups, allow all students an opportunity to explain. Make copies of the
Mid-Unit Assessment.
275
Informal Proofs
1. Victor purchased a new CD player and a new CD. He plugged the CD player
into an outlet and attempted to play the new CD. Nothing happened. How can
you determine if the CD or CD player is defective? Explain your answer.
2. Every day on the way to school Lewis passes the same panhandler who says
hes homeless. On Thursday, Lewis concluded that the panhandler was not
homeless. How could he come to that conclusion? Explain.
3. Mr. Jones drives a red car with a dented fender. A red car was seen speeding
away from an accident. How can Mr. Jones prove that he was not involved in
the accident?
4. Write an indirect proof.
Given: 2 4
Prove: l m
t
1 2
3
4
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STRUCTURED CURRICULUM LESSON PLAN
Day: 076 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A3
TAP:
Understand geometric properties and
relationships
ISAT:
Understand and apply geometric concepts and
relationships
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Assessing Direct and Indirect Proof
Materials
Educational Strategies/Instructional Procedures
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
277
Assessment
Evaluate the Mid-Unit Assessment using the Structured Curriculum Scoring Rubric.
Homework
Teacher Notes
Solutions to Mid-Unit Assessment:
1. See student work
2. False
3. True
4. True
5. True
6. False
7. Not congruent
8. HL
9. HL
10. Not congruent
11. Given: BUG is an isosceles triangle
UZG is a right angle
Prove: BUZ ZUG
Statements Reasons
1. BUG is an isosceles
2. BU GU
3. UZ UZ
4. BUZ and ZUG are right triangles
5. BUZ ZUG
1. Given
2. Def. of isosceles triangle
3. Reflexive
4. Def. of right triangle
5. HL
U
B Z G
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Mid-Unit Assessment
1. Given triangle XYZ, construct an
altitude to XZ, passing through Y.
Mark the following questions True or False:
2. Two triangles are congruent if two sides and an angle of one is to two sides and an angle
of another .
3. A point on the bisector of an angle is equidistant from the sides of the angle.
4. If two legs of a right triangle are congruent to two legs of another right triangle, the two
triangles are congruent.
5. The leg of a right triangle is always an altitude.
6. If the vertex angles of two isosceles triangles are congruent, then the two triangles are
congruent.
Explain whether or not the pairs of triangles are congruent.
7.
8.
B
A C
Y
X Z
Z
Y X A
E
D F
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9. 10.
11. Given: BUG is an isosceles
with vertex U
Prove: BUZ ZUG
Statements Reasons
I J
H K
P Q
R
M N
O
U
B Z G
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STRUCTURED CURRICULUM LESSON PLAN
Day: 077 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A3
TAP:
Understand geometric properties and
relationships
Apply geometric concepts and formulas
Demonstrate an understanding of measurement
concepts and skills
ISAT:
Understand and apply geometric concepts and
relationships
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Inequalities for Sides and Angles of a Triangle
Materials
Plain paper
Rulers
Protractors
Educational Strategies/Instructional Procedures
Return the Unit Assessment and allow the students time to make all of their corrections for
homework. Turn in corrections with the original test.
Have students work in groups of four.
Discuss example 1 with the class.
Angle Measure Length of
Opposite Side
m A
Side 1 = BC =
m B
Side 2 = AB =
m C
Side 3 = AC =
B
2 1
A 3 C
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After completing example 1 in class with students, have each group draw and label a right,
obtuse, acute, and scalene triangle. They should measure the sides and angle of each triangle.
Have the students share their information and discuss their observations. Ask the students if
their observations are similar to those from example 1.
Explain to the students that their observations are the theorems:
1. If two sides of a triangle are not congruent, the larger angle lies opposite the longer
side.
2. If two angles of a triangle are not congruent, the longer side lies opposite the larger
angle.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: Have the students graph ABC A(-2, 2), B(8, 2), and C(3, 6).
a. Find the equation of AB
b. Find the equation of BC
c. Explain the significance of coordinate B
Fine Arts:
Home: Have parents sign homework.
Remediation:
Technology: Use a drawing program such as Geometers Sketchpad and record the
measurements of the angles and the sides of various triangles.
Assessment
Conjectures from the activity.
Homework
Make corrections on Mid-Chapter Assessment.
282
Teacher Notes
The activity leads students to conjectures that are formulated by the following theorems:
Theorem - If one side of a triangle is longer than another side, then the angle opposite
the longer side has a greater measure than the angle opposite the shorter side.
Theorem - If one angle of a triangle has a greater measure than another angle, then the
side opposite the greater angle is longer than the side opposite the lesser angle.
283
STRUCTURED CURRICULUM LESSON PLAN
Day: 078 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1; 9A3
TAP:
Understand geometric properties and
relationships
Demonstrate an understanding of measurement
concepts and skills
ISAT:
Understand and apply geometric concepts and
relationships
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Inequalities for Sides and Angles of a Triangle
Materials
Educational Strategies/Instructional Procedures
Review the theorems on inequalities for sides and angles of a triangle. Use these theorems to
prove: The perpendicular segment from a point to a line is the shortest segment from the point to
the line.
Example 1:
Given: BT AH
BA is any segment from B to H that is different from BT

Prove: BA > BT
Statements Reasons
1. BT AH 1. Given
2. 2 and 3 are right s 2. lines form four s
3. 2 3 3. All right s are .
4. m2 = m3 4. Definition .
5. m3 > m1 5. Exterior angle inequality theorem
6. m2 > m1 6. Substitution
7. BA > BT 7. If an of a is > another , then the side
opposite the greater is longer than the side
opposite the lesser .
1 2 3
A T H
B
284
Example 2:
Given: XZ > YZ
BD BC >
Prove: mX = mZ
Statements Reasons
1. XZ > YZ
2. mX = mZ
3. XY YZ
4. X Z
5. mX = mZ
6. mX = mZ
1. Given
2. If one side of a triangle is longer than
another side, then the angle opposite the
longer side has a greater measure than the
angle opposite the shorter side.
3. Given
4. If two sides of a triangle are congruent, then
the angles opposite those sides are
congruent.
5. Definition of congruent angles
6. Substitution property of equality
Have the students complete the following proof formally (2 column) or informally (paragraph).
Given: 1 2
Prove: BD BC >
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: Logic Problem: Victor, Leon, Kesha, and Sheri each play one instrument. They
play the viola, clarinet, trumpet, and flute. Sheri does not play the flute, Kesha lives near the
student who plays the flute and the one who plays the trumpet. Leon does not play a brass or
wind instrument. Which student plays which instrument?
Y
X Z
B
2
1 3 4
A C D
285
Fine Arts:
Home: Have parents sign homework.
Remediation: Give the students some practice exercises on solving linear equations.
Example: 9x + 29 + 93 - 5x + 10x - 2 = 180
Have students draw several triangles. Measure the length of the sides and angles. Put them in
order from largest to smallest.
Technology:
Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
Teacher Notes
Solution to Enrichment Problem:
Victor - flute
Leon - viola
Kesha - clarinet
Sheri trumpet
286
Solution to Proof:
Given: 1 2
Prove: BD BC >
a. Formal proof
Statements Reasons
1. 1 5
2. 4 = 1 + 2
3. 4 > 1
4. 4 > 5
5. BD BC >
1. Given
2. Exterior angle of a is equal to the sum of
the two remote interior angles.
3. The whole is greater than the sum of its
parts.
4. Substitution
5. If one angle of a triangle is greater than
another, then the side opposite the greater
angle is longer than the side opposite the
lesser.
Informal proof
4 = 1 + 2 and 1 5
4 = 5 + 2. Which means 4 > 5.
The side opposite the larger angle is longer.
B
2
1 3 4
A C D
287
STRUCTURED CURRICULUM LESSON PLAN
Day: 079 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A3
TAP:
Understand geometric properties and
relationships
ISAT:
Understand and apply geometric concepts and
relationships
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
The Triangular Inequality
Materials
Triangular Inequality Activity
Plain paper
Rulers
Spaghetti
Educational Strategies/Instructional Procedures
Review the homework and answer questions the students may have. Have the students complete
the Triangular Inequality Activity.
Triangular Inequality Activity Guidelines:
Have students work in groups of four.
Give each student 3 strands of spaghetti and a ruler.
Have one student record the results.
Have the students discuss their data.
Have one student report the groups observations to the class.
288
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: Make four triangles using six toothpicks. (Answer: Make a pyramid with a
triangular base.)
Fine Arts:
Home: Have parents sign homework.
Remediation: Have students make several examples of and use the triangular inequality test.
Make a drawing for each problem.
Technology: Have the students install a triangle program that tests the Triangular Inequality
Theorem and record the results.
Assessment
Evaluate student in-class assignment.
Homework
Assign appropriate problems from your text.
Teacher Notes
Remind students to study for the unit assessment.
289
TRIANGULAR INEQUALITY ACTIVITY
1. Break a strand of spaghetti into three arbitrary pieces.
2. Measure and record the lengths of each piece.
3. Form a triangle using the three pieces whenever possible.
4. Repeat the process for the 2
nd
and 3
rd
pieces of spaghetti.
Trial Measure of
Side 1
Measure of
Side 2
Measure of
Side 3
Triangle?
1
2
3
4
5
6
7
8
9
10
11
12
6. Make a conjecture based on your discussion.
7. Report your results to the class.
290
STRUCTURED CURRICULUM LESSON PLAN
Day: 080 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A3
TAP:
Understand geometric properties and
relationships
Apply geometric concepts and formulas
ISAT:
Understand and apply geometric concepts and
relationships
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Inequalities Involving Two Triangles
Materials
Pencils
Rubber bands
Ball-bearing compasses
Centimeter rulers
Protractors
Educational Strategies/Instructional Procedures
Place a rubber band over the tips of a compass. Notice that the sides of the compass and the
rubber band form a triangle, which will be called XYZ.
X
Y rubber band
Compass Z
Measure Y and XZ.
Open the compass arms more to form a larger triangle, XYZ.
Measure Y and XZ.
1. Compare mY to mY and XZ to X Z ' ' .
2. Change the position of the compass arms again. Make a conjecture about how mY and
291
XZ will change. Check your conjecture.
3. Suppose MN ST and MO TR in MNO and STR. If m > m how are N T, AC and
SR related? (MO > SR). This leads into the Side Angle Side (SAS) Theorem and Inequality
Theorem (Hinge Theorem) and Side-Side-Side (SSS) Inequality.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: Solve H
n n
L m =
+
=
2
4
. ; if n = 4 and m = 16, find H L. (Solution: H -
L=1)
Fine Arts:
Home: Have parents sign homework.
Remediation: Extra Practice Example - Write an inequality relating to the given pair of angles
or segment measure.
1.) m1, m2
By SSS, m1 < m2
9 8
Technology:
Assessment
Draw an isosceles triangle with legs that measure 5 cm and a base that measures 8 cm. Then
draw another triangle with legs that measure 5 cm and base that measures 2 cm. Measure the
vertex angle of each triangle. Which triangle has the larger vertex angle? (The triangle with the
base of 8 cm.) What theorem does this demonstrate? (SSS Inequality)
1 2
292
Homework
Assign appropriate problems from your text.
Teacher Notes
Remind students of the Unit Review tomorrow. Encourage them to bring in any questions or
problems from this chapter.
293
STRUCTURED CURRICULUM LESSON PLAN
Day: 081 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A1,3; 9B1
TAP:
Understand and apply geometric concepts and
relationships
ISAT:
Identify, describe, compare, and classify
geometric figures
Unit Focus/Foci
Instructional Focus/Foci
Recognizing and Applying the Properties of a Parallelogram
Materials
Exploring Activity 1
Chart paper
Markers
Rulers
Educational Strategies/Instructional Procedures
Have students examine the guidelines for Exploring Activity 1. Have a student read the
directions for the activity to the class.
After the activity, have two or three groups present their results.
Discuss with the class the purpose of the activity: to discover the properties of a parallelogram.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
294
Connection(s)
Enrichment: Write the equation and sketch the graph of the line with y-intercept (0, 6) and
parallel to y x =
1
2
3 .
Fine Arts:
Home: Have parents sign homework sheets.
Remediation: Teachers Half Dozen
Technology:
Assessment
Observe students during the activity and presentation.
Homework
Assign appropriate problems from your text.
Teacher Notes
295
Guidelines for Exploring Activity 1
1. Students should work in groups of four.
2. One person from each group should pick up needed materials.
3. Each group will choose a person to record, a person to measure, a person to
check each measurement, and a person to report to the class.
4. Each member of the group should agree on the final answer for their group.
5. The recorder should place final results on the chart paper, which will be posted.
6. The reporter will report the final results of his/her group to the class.
296
Exploring Activity 1
Part 1
1. Using a marker, draw MN PQ.
2. Draw MP NQ.
3. Using a straightedge, trace parallelogram MNQP in a different color.
4. Using a ruler, measure the opposite sides of each parallelogram and the opposite ' s.
5. How do the opposite sides compare?
6. How do the opposite ' s compare?
Part 2
1. Using parallelogram MNQP, draw diagonals MQ and NP and label the intersect O.
2. Compare the length of MO to OQ.
3. Compare the length of NO to the length of PO.
4. What can you say about the diagonals of a parallelogram?
297
STRUCTURED CURRICULUM LESSON PLAN
Day: 082 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A1,3
TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents,
explicitly stated or within context
Understand number systems
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Use variables, number sentences, and equations
to represent solutions and solve problems
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Understand and apply geometric concepts and
relationships
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Instructional Focus/Foci
Recognizing and Applying the Properties of a Parallelogram
Materials
Copies of Properties of Parallelograms
Copies of Vocabulary Review #5
Educational Strategies/Instructional Procedures
Review last nights homework and answer any questions the students may have.
Have the students note the properties of a parallelogram.
Both pairs of opposite sides are parallel
A diagonal divides it into two congruent triangles
Both pairs of opposite sides are congruent
Both pairs of opposite angles are congruent
Two consecutive angles are supplementary
298
The diagonals bisect each other
Have the students complete the Properties of Parallelograms worksheet.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: a * b = b
9
. Find 4 (0 * 2)
(Solution: 1)
Fine Arts:
Home:
Remediation: Teachers Half Dozen
Technology:
Assessment
Evaluate the Properties of Parallelograms worksheet using the Structured Curriculum Scoring
Rubric.
Homework
Assign appropriate problems from your text and Vocabulary Review #5.
Teacher Notes
Solutions to Properties of Parallelograms:
1. A = 72 2. A = 100
B = 108 B = 80
C = 72 C = 100
D = 108 D = 80
3. AB = 47 units 4. DE
x
=
4 3
2
5. K = 4; perimeter of ABCD = 62 units
299
Properties of Parallelograms
Solve each of the problems below for ABCD.
1. If A= 72, find the measure of B, C, and D.
2. If B = 2x + 12 and C = 3x 2, find the measure of A, B, C, and D.
3. If AB = 6x + 5 and BC = 8x 9, find the length of AB.
4. If DB = 4x 3, find DE.
5. If DA = 4k + 3, BC = 7k 9, and DC = 3k, find the perimeter of ABCD.
D C
E
A B
300
301
302
303
STRUCTURED CURRICULUM LESSON PLAN
Day: 083 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A3,4
TAP:
Understand and apply geometric concepts and
relationships
ISAT:
Understand geometric properties and
relationships
Apply geometric concepts and formulas
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Reviewing Congruent Triangles
Materials
Educational Strategies/Instructional Procedures
Have students complete the following logic puzzle:
There are five hats, two black and three tan, in a bin. Three men were blindfolded and
each man withdrew a hat and placed it on his head. The three men were placed in a
single line facing a wall and the blindfolds were removed. The 1
st
man in line said, I do
not know what color hat I am wearing. The 2
nd
man in line said, I do not know what
color hat I am wearing. The 3
rd
man in line said, I know what color hat I am wearing.
Explain why the third man knew the color of his hat.
Review Unit Five using a format from Appendix F.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
304
Connection(s)
Enrichment: The formula for the area of a circle is A = r
2
, and the formula for the
circumference is 2r. In your own words, define what the area of a circle is as well as the
circumference. If the area of a circle is equal to 169, then what is the circumference of that
circle? (Solution: 26)
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Teacher observation
Homework
Study for the test.
Teacher Notes
Remind students that project presentations will begin in two days.
305
STRUCTURED CURRICULUM LESSON PLAN
Day: 084 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1,2; 9A3,4; 9B2
TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents
explicitly stated or within context
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Use variables, number sentences, and equations
to represent solutions and solve problems
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Understand and apply geometric concepts and
relationships
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Applying Congruent Triangles
Instructional Focus/Foci
Assessment and Evaluation
Materials
Copies of the Unit Five Assessment
Educational Strategies/Instructional Procedures
Have students complete the Unit Five Assessment.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
306
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Evaluate the Unit Five Assessment using the Structured Curriculum Scoring Rubric.
Homework
Have students complete the semester project.
Teacher Notes
Remember to bring a camera or camcorder to the next class meeting to record student
presentations.
Solutions to Unit Five Assessment:
1. True 2. True
3. True 4. False
5.
PN MO
MP OP
PN PN

=
=
or
PN MO
MP OP
MN NO

=
=
6.
PN MO
MP OP
PMN PON

=
=
or
PN MO
MP OP
MPN OPN

=
=
7.
MN NO
MNO ONP
MP MP

8.
MN ON
OP MP
MP NP

9.
6x + 2 = 14 7(2) = 14
6x = 12 14 = 14
x = 2
Y
6x + 2
X 14 Z
N
14
M 7x O
307
10.
2x + 24 = 4x 3(12) = 36
24 = 2x 36 = 36
12 = x
11. a. 4, 5, 6
d. 33, 34, 35
12. longest side: AC
shortest side: AB
13. longest side: XY
shortest side: XZ
14. Given: PQR
QR > PR
Prove: P Q
Suppose P Q then QR PR QR PR by the isosceles theorem, but this contradicts the
given.
15. See student solutions.
Y
4x
X 36 Z
N
2x+24
M 3x O
308
309
310
311
STRUCTURED CURRICULUM LESSON PLAN
Day: 085 086 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 7A; 9A
TAP:
Understand geometric properties and
relationships; apply geometric concepts and
formulas
ISAT:
Understand and apply geometric concepts and
relationships
Unit Focus/Foci
Exploring Congruent Triangles
Instructional Focus/Foci
Investigating Geometric Designs
Materials
Video camera/Camera
Educational Strategies/Instructional Procedures
Review the parameters for the Geometric Patterns Project with the students.
Have students present their Unit Projects to the class.
Integration with Core Subject(s)
LA: Understand explicit, factual information
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: Visit the Art Institute and/or the Museum of Contemporary Art and look for forms
of art with geometric patterns. Write a report on an artist and his/her works.
Fine Arts: See Enrichment.
Home: See Enrichment.
Remediation:
Technology:
312
Assessment
Evaluate student projects using the Structured Curriculum Scoring Rubric.
Homework
Study for the Semester One Final Examination.
Teacher Notes
313
STRUCTURED CURRICULUM LESSON PLAN
Day: 087 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS):
TAP:
Understand and apply geometric concepts and
relationships
ISAT:
Understand geometric properties and
relationships
Apply geometric concepts and formulas
Unit Focus/Foci
Reflecting on the Quarter
Instructional Focus/Foci
Evaluating Oneself With Respect to the Course
Materials
Educational Strategies/Instructional Procedures
Have the students write an essay reflecting on the first semester. Remind students that an essay
has a minimum of three paragraphs: introduction, body, and conclusion. These are questions the
student can address in the essay:
1. What is the course about?
2. What did I wish to accomplish?
3. Did I reach my goal?
4. What gave me the most difficulty?
5. Where do I need the most help?
6. What methods or recourse did I use to improve myself?
7. What would I do differently next time?
8. Which activities did I enjoy the most?
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SS: Distinguish fact from opinion and relevant from irrelevant information
314
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Homework
Study for the Semester One Final Examination.
Teacher Notes
315
STRUCTURED CURRICULUM LESSON PLAN
Day: 088 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 9A4
TAP:
Understand and apply geometric concepts and
relationships
ISAT:
Understand geometric properties and
relationships
Apply geometric concepts and formulas
Unit Focus/Foci
Reviewing Semester One
Instructional Focus/Foci
Reviewing Semester One
Materials
Educational Strategies/Instructional Procedures
Review and discuss the Unit Five Assessment. Answer any questions the students may have.
Review Units 0 - 2 for the Semester One Final Examination or the C.A.S.E.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
316
Assessment
Homework
Study for the Semester One Final Examination.
Teacher Notes
317
STRUCTURED CURRICULUM LESSON PLAN
Day: 089 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): All
TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents,
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real-world situations
Understand number systems
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Apply a variety of estimation strategies:
standard rounding, order of magnitude, front-
ending, compatible numbers, and
compensation
Use variables, number sentences, and equations
to represent solutions and solve problems
Analyze and interpret data presented in charts,
graphs, tables, and other displays
Understand and apply principles of probability,
central tendency and variability
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Understand and apply geometric concepts and
relationships
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Reviewing Semester One
Instructional Focus/Foci
Reviewing Semester One
Materials
318
Educational Strategies/Instructional Procedures
Review Units Three - Five for the Semester One Final Examination.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Homework
Study for the Semester One Final Examination.
Teacher Notes
319
STRUCTURED CURRICULUM LESSON PLAN
Day: 090 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): All
TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents,
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies
to real-world situations
Understand number systems
Understand geometric properties and
relationships; apply geometric concepts and
formulas
Apply a variety of estimation strategies:
standard rounding, order of magnitude,
front-ending, compatible numbers, and
compensation
Use variables, number sentences, and equations
to represent solutions and solve problems
Analyze and interpret data presented in charts,
graphs, tables, and other displays
Understand and apply principles of probability,
central tendency and variability
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Understand and apply geometric concepts and
relationships
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Assessing Semester One
Instructional Focus/Foci
Assessing Semester One
Materials
Copies of the Semester One Final Examination
320
Educational Strategies/Instructional Procedures
Administer the Semester One Final Examination.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
SS: Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Evaluate the Semester One Final Examination.
Homework
Have students select three samples of their work for their portfolios, then write an explanation as
to why each piece was selected.
Teacher Notes
Solutions to Semester One Final Part I:
1. d 2. b 3. c 4. b 5. b
6. c 7. a 8. c 9. d 10. a
11. b 12. d 13. a 14. b 15. a
16. b 17. a 18. d 19. b 20. d
21. d 22. a 23. c 24. b 25. e
26. b 27. c 28. d 29. c 30. a
31. b
321
Solutions to Semester One Final Part II:
1. x + 3x + 2 + x 7 = 90
5x 5 = 90
5x = 95
x = 19
mABE = mABF + mFBE
= 90 + 19
= 109
2.
4 5 = 20
5m 4m 5m = 20m
4m
3. See student drawings.
6 6
6
4.
a. What is the length of BD ? BD = 5
b. What is the midpoint of AE ? Midpoint = 1
5.
1 student takes only Geometry
2 students take Geometry and Chemistry
3 students take Geometry and Band
4 students take Geometry and Band
5 students take Geometry, Band, and
Chemistry
6 students take Band and Chemistry
7 students take only Band
6.
l
m
40
60
100 x = 100
45
45
-8 -6 -4 -2 0 2 4
322
7. See student work.
(4, 6)
(-2, 3)
b. Equation of a line AB =
1
2
x + 4
c. Line parallel to AB through the origin
y =
1
2
x
d. Line perpendicular to AB through the line
y = -2x
8.
a. Given: AB CD
AF ED
FAC EDB
Prove: AFC BED
Statements
Reasons
1. AB CD
2. BC BC
3. AB + BC = AC
DC + BC = DB
4. AB + BC = DB
AC = DB
5. AF ED
6. FAC EDB
7. AFC BED
1. Given
2. Reflexive Property
4. Substitution
Substitution
5. Given
6. Given
7. SAS Postulate
b. Corresponding parts of congruent triangles are congruent.
F E
A B C D
323
Semester One Final Part I
Geometry
Directions: Select the appropriate solution and fill in the accompanying circle on your
scantron sheet. Do not write on the multiple choice test packet. Use your scratch
paper for all calculations.
Use with problems 1-4
1. Which of the following sets of points are
contained in more than one plane?
a. G, O, J
b. E, O, G
c. H, E, G
d. G, O, H
2. Which of the following set of points are not
coplanar?
a. E, H, O, G
b. K, O, G, E
c. E, O, F, J
d. H, K, O, J
3. If line GH bisects segment EF at O, which
statement is not necessarily true?
a. O is the midpoint of GH
b. EO = OF
c. E, F, G, H, and O are coplanar
d. GO + OH = GH
4. How many planes contain point E and line
JK?
a. 0
b. exactly 1
c. unlimited
d. unknown
5. On a number line, point R has coordinate
5 and point S has coordinate 3. Point X
lies on SR and SX = 5. Find the
coordinate of X.
a. 10
b. 2
c. 8
d. 0
6. M is the midpoint of YZ. If YM = r + 3
and YZ = 3r 1, find MZ
a. 7
b. 10
c. 20
d. 4
324
Semester I Final
Geometry
Use with problems 7-9
7. Which two angles are adjacent angles?
a. DEB and BEA
b. DEB and CEA
c. DEC and BEA
d. DEA and DEC
8. If EC bisects DEB, EB bisects DEA,
and m BEC = 28, find the measure of
CEA.
a. 28
b. 56
c. 84
d. 112
9. Which angle appears to be obtuse?
a. AEB
b. DEB
c. CEA
d. AED
10. Given: If q, then r. Which of the following
is the converse of the given conditional?
a. r implies q
b. r if q
c. q only if r
d. r if and only if q
11. What are the basic mathematical
assumptions called?
a. theorems
b. postulates
c. conditionals
d. conclusions
12. A and B are supplements, m A = 2x
14, and m B = x + 8. Find the measure of
B.
a. 62
b. 30
c. 40
d. 70
13. If 1 and 2 are complements, 2 and 3
are supplements, what are 1 and 4?
a. supplements
b. complements
c. congruent triangles
d. cant be determined
14. The statement If m A = m B and m
D = m A + m C, then m D = m B +
m C Is justified by what property?
a. transitive
b. substitution
c. symmetric
d. reflexive
A
B
C
D
E
325
Semester I Final
Geometry
15. If m 8 = x + 80, what is the measure of
9?
a. 100 x
b. 100 + x
c. x 80
d. x 180
16. If QT PS, which statement is not always
true?
a. 8 9
b. 2 3
c. 8 is a right angle
d. 8 and 9 are supplementary angles
17. If SQ bisects RST, which statement
must be true?
a. 2(m 6) = m RST
b. .5m 7 = m RST
c. 4 6
d. RST RQT
18. If TQ QR, which angles must be
complementary angles?
a. 2 and 3
b. 3 and 4
c. 5 and 8
d. 3 and 7
Use with problems 19-21
19. The plane containing Q, S, A, U appears to
be parallel to the plane containing which
points?
a. Q, E, K, S
b. E, K, C, R
c. R, E, Q, U
d. U, R, C, A
20. Which of the following appear to be skew
lines?
a. QE and AC
b. QU and KC
c. AC and UR
d. QU and AC
326
Semester I Final
Geometry
21. EK does not appear to be parallel to the
plane containing which points?
a. U, A, C
b. Q, U, A
c. C, U, R
d. Q, S, C
22. If DEF PRS, which of these
congruencies must be true?
a. DF PS
b. EF PR
c. E S
d. F R
23. An equiangular triangle cannot be which
of the following?
a. equilateral
b. isosceles
c. scalene
d. acute
24. Given: RGA and PMC with RG PM,
RA PC, and R P. Which method
could be used to prove that RGA
PMC?
a. SSS
b. SAS
c. HL
d. ASA
e. There is not enough information
25. In JKL, KL JL, m K = 2x 36, and
m L = x + 2. Find m J.
a. 56
b. 52
c. 53
d. 55
e. 64
26. Given: SUN TAN. You can
conclude:
a. S A
b. SN TN
c. T U
d. SU TN
e. UN TA
27. Given BE bisects AD. To prove that the
triangles are congruent by the AAS
method, you must show that:
a. A E
b. A D
c. B E
d. B D
327
Semester I Final
Geometry
28. In RXT, R T, RT = 2x + 5, RX =
5x 7, and TX = 2x + 8. What is the
perimeter of RXT?
a. 5
b. 15
c. 18
d. 51
29. If m 1 = 60 and m 2 = 30, then 1
and 2 cannot be which of the following?
a. acute angle
c. vertical angle
d. complementary angle
30. Points A, B, C, are collinear, but they do
not necessarily lie in a line in the order
named. If AB = 5 and BC = 3, what is the
length of segment AC?
a. either 2 or 8
b. either 2 or 4
c. 2
d. 8
31. What is the principal basis for inductive
reasoning?
a. definitions
b. previously proved theorems
c. postulates
d. past observations
328
Semester One Final Part II
Show all work for complete credit.
1. Find the measure of ABE.
F E
D
A B C
2. What are the dimensions of the maximum rectangular region that can be
enclosed with 20 meters of fencing?
3. Construct triangle ABC with AB = 6cm, BC = 6cm, and ACB = 45.
A B C D E
4.
a. What is the length of BD ?
b. What is the midpoint of AE ?
x
3x + 2
x- 7
-8 -6 -4 -2 0 2 4
329
5. Greene surveyed his geometry class and constructed the following Venn
diagram. Explain what each number represents.
Geometry Chemistry
Students Students
Band Students
7. a. Graph the line containing A(-2, 3) and B(4,6).
b. Determine the equation of the line AB.
c. Write the equation of a line parallel to AB with y passing through the
origin.
d. Write the equation of a line perpendicular to AB with y-intercept (0,0).
1 2 3
4 5 6
7
60
40
x
l
m
330
8.
a. Given: AB CD
AF ED
FAC EDB
Prove: AFC BED
Statements
Reasons
b. What is the relationship between F and E? Explain.
F E
A B C D