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66 Aufrufe83 SeitenChicago Public Schools lesson plans

Jun 12, 2014

© © All Rights Reserved

PDF, TXT oder online auf Scribd lesen

Chicago Public Schools lesson plans

© All Rights Reserved

Als PDF, TXT **herunterladen** oder online auf Scribd lesen

66 Aufrufe

Chicago Public Schools lesson plans

© All Rights Reserved

Als PDF, TXT **herunterladen** oder online auf Scribd lesen

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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.

249

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.

250

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

overhead.

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

251

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)

252

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

253

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)

254

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.

255

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.

256

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)

257

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.

258

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.

259

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).

260

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

Administer the Triangle Quick Quiz.

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.

261

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

AD DC CPCTC

BD DEF

by

is a median by

2 3 2 17

20

. x x

x

+ =

=

3. Answer: 20

Sometimes

4. Answer: 20

262

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.

263

5. Given: ABC with altitude BD.

AD DC

Prove: ABD DBC

Statements

Reasons

B

A D C

264

Danas Conjectures

Dana made the following 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.

For each conjecture is she right or wrong? Explain your answer.

a.

b.

c.

d.

265

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

266

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.

Ask the students: What does it mean to make a contradiction?

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

270

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

271

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

276

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

Administer the Mid-Unit Assessment

Educational Strategies/Instructional Procedures

Administer the Mid-Unit Assesssment.

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

278

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

279

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

280

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

281

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

5. Discuss your results with the members of your group.

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

Answer any questions from homework.

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.

Students should answer the following:

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

Exploring Quadrilaterals

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

Exploring Quadrilaterals

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

3. Segment Addition Postulate

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

e. AD bisects BE

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

b. adjacent 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

6. Find x. Explain your answer.

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

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