Lesson Plan Template rev 1/22/18

Date: March 5, 2018 Teacher’s Name: Ms. Salvatore

Subject: Geometry Grade level: 10th
Unit: Introduction to Proofs (Unknown Angle Proofs) Length of lesson: 45 minutes

Central Focus: The purpose of this learning segment is to build upon the student’s previous knowledge
about lines and angles and to introduce students to mathematical proofs. The students will learn what a
mathematical proof is and display that they can successfully prove a theorem about lines and angles.
This lesson will serve as building block for future Geometry lessons on different types of proofs as well
as real-life uses. Proving claims with clear, accurate, and appropriate reasons is a life skill that students
will need to apply in a variety of contexts.

Lesson Title: Solve for Unknown Angles in a triangle

For unit, 3 out of 5:

Essential Question(s): How can I solve for unknown angles within triangles? How can I use
KWLS to help me solve problems?

Learning Standards: CCSS.MATH.CONTENT.HSG.CO.C.9

Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when
a transversal crosses parallel lines, alternate interior angles are congruent and corresponding
angles are congruent; points on a perpendicular bisector of a line segment are exactly those
equidistant from the segment's endpoints.

CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.

CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level

Pre-Assessment: In the previous two lessons students solved unknown angle problems. The
difference was that the angles were not angles in a triangle. Students who can solve unknown
angle problems are ready to move to the next step and solve for unknown angles within
triangles.
 Lesson Plan Template rev 1/22/18

Learning Objectives: Assessments:

Students will identify knowledge on angles -Do Now and discussion on it
within triangles in order to solve for unknown -“Engage” part of the lesson
angles in triangles. -“Explore” group work part of the lesson
-KWLS charts
Students will write geometric justifications to -Exit ticket
-Homework
back up claims in order to start writing
proofs.

Students will identify KWLS as a strategy in

order to help them solve problems.

Differentiation: Students will be given the packet which will be used throughout the lesson.
Students will also be given graph paper and a pencil if needed. In the “Explain” part of this
lesson students of different levels will be directed to work on different questions although all
students will have access to all questions within their packet. Students will benefit from
working with students on level with them. All students will benefit from the KWLS chart. This
strategy helps students monitor their understanding, make connections, and clarify the
meaning of the question.

Academic Language: Vocabulary (isosceles triangle, angles of a triangle, exterior angle, interior
angle), syntax (finding the numerical measure of the unknown angle), discourse (writing
geometric justifications).

Procedure:
Anticipatory Set
Engage
1. As students enter the classroom, direct students to grab a packet from the pile off
the teacher’s desk.
2. Direct student’s attention to the “Opening Exercise”. Have students work
independently on this review problem. This problem involves finding the measure of an
unknown angle (not within a triangle).
3. Have a student come to the board and explain their work. This includes drawing in
the auxiliary line on the diagram, solving for x, and writing a short justification to back up
their claims.

Initial Phase
1. Moving through the packet, give students a few minutes to try and complete the fill in
the blanks labeled under “Discussion” on the worksheet. (This is a review from middle school
about angles in a triangle)
 Lesson Plan Template rev 1/22/18

2. Go over with students the correct answers in a discussion form where the teacher
reads through the paragraph pausing where the “blank” is. Students will rise hands and say
what word goes in the “blank”. Students are instructed to ask any questions they may have if
they did not fill in the correct word in the “blank”.
3. The next part of the worksheet is labeled “Relevant Vocabulary”. We will use the 6
step method for teaching vocabulary. Step 1: Teacher gives description: The three words with
descriptions are listed for the students (Isosceles Triangle, Angles of a Triangle, and Exterior
angle of a Triangle). Step 2: Ask learner to give description: Ask learners to take a minute and
write a description in their own words (a visual description would be acceptable as well). Step
3: Ask learners to draw a picture: If students did not in step 2 ask everyone to draw a picture to
represent these words. Draw sample picture on the board. Step 4: Participate in activities that
provide more knowledge on the word, Step 5: Discuss terms with others, Step 6: reinforcement:
This will take place as students complete the following problems and activities.

Middle Phase
Explore
1. Have students complete question 1 on the next worksheet with the peers at their
table. This question requires students to find the measure of two unknown angles within a
triangle. Students must apply facts from the terms from the “Discussion” and “Relevant
Vocabulary” section of the first worksheet in order to solve for these angles within the
triangle.
2. Go over this question together as a class to make sure the students are able to apply
the terms they just reviewed to solve for unknown angles in a triangle.

Explain
3. Students will be solving problems and writing geometric justifications to back up their
claims (in the “explore” students explored using the terms definitions to solve for the unknown
angles in a triangle). Students are explaining through geometric justifications why they are able
to perform each step.
Students who are approaching will be directed to work on questions 2-4 in the packet.
Students who are on level will be directed to work on problems 5-8. Students who are beyond
will be directed to work on problems 9-11. All of the these problems require students to solve
for unknown angles in triangles but the levels of difficulty within these problems differ.
Students will not be told they are being split up this way, but I will have the approaching
students working together, the on level students working together and the beyond level
students working together.

Expand
4. After about 20 minutes, bring everyone back together. Hand out a new worksheet
(http://www.nysedregents.org/geometryre/118/geom12018-exam.pdf -pg.22). This is a
 Lesson Plan Template rev 1/22/18

question from the January 2018 regents. We will only be focusing on part 1 of the problem
which is “In the coordinate plane, the vertices of triangle PAT are P(1,6), A(4,5), and T(5,2).
Prove that triangle PAT is an isosceles triangle”. Students have not learned proofs yet, but will
be introduced to proofs in the following lesson. Introduce to students that we will be using the
KWLS during reading strategies (This strategy will be helpful to students in proof writing which
we will begin soon). Explain to the students these strategies will help them monitor their
understanding of the text, make connections, and clarify meaning. Teacher will write on the
board KWLS: K:What do I know? W:What do I want to know? L:What have I learned? S: What
do I still want to know? and tell students to create a chart with these questions as the column
labels. Demonstrate a chart on the board. Before filling in the chart, direct students to draw a
picture on a coordinate plane of the triangle (may need to hand out graphing paper). Once
students have the picture of the triangle in the coordinate plane, students will be directed to fill
in their charts.
For example: What do I know? I know that I can create a triangle in a coordinate plane.
I know the coordinate points of the triangle. What do I want to know? I want to know if this
triangle is isosceles. What have I learned? That isosceles triangles have 2 sides of equal length,
that the angle sum within a triangle is 180 degrees, and that the base angles of an isosceles
triangle are equal in measure (although not all these facts will be useful in this problem,
students should be generating everything they learned about isosceles triangles). What do I still
want to know? (How I can show that this triangle is isosceles) Using the facts I listed in the
previous question if I show two sides are equal in measure then the triangle is isosceles. Using
the distance formula I can find that sides PA and AT are of equal length so this triangle must be
isosceles.

Concluding Phase
Hand out to students a piece of loose left. Direct students to answer the questions:
What does KWLS stand for? Did you find this strategy helpful in solving this problem? Have
students hand this in once they are done answering the two questions (this is an exit ticket).

Follow up: homework- extra problems in the packet

Materials: packet, white board/chalk board, markers/chalk, pens/pencils, graphing paper

References and Resources:

Engage NY, Geometry Module 1, Topic B, Lesson 8. Retrieved March 7, 2018, from
https://www.engageny.org/resource/geometry-module-1-topic-b-lesson-8

NY State Geometry Regents January, 2018 pg. 22