2/22/19 to 2/25/19

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

Subject Geometry _
Time Needed for Lesson 105 minutes Lesson Concept Section 7.2: Similar Polygons

PA STANDARD(S) (Write out standards):

2.9.B: Prove that two triangles are congruent or similar using algebraic, coordinate, and deductive proofs.

.
BIG IDEAS/ESSENTIAL QUESTIONS:

How can we determine if two polygons are similar?

ELIGIBLE CONTENT:

M11.C.1.3.1: Identify and/or use properties of congruent and similar polygons or solids.

OBJECTIVE(S) (Be sure to include all four parts):

The student will determine if two polygons are similar on the notes sheet with 80% accuracy.

MATERIALS:
Section 7.2 Notes
Pencil
Paper
TI-84 Calculator
ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 The teacher will bring up a picture of Homer Simpson and Peter Griffin.
 The teacher will ask students how they think Homer and Peter are similar to each other.
 The teacher will say that determining if two shapes are similar is a bit like comparing Homer and Peter.
 The teacher will state the bolded part of the objective to students.

BODY (Bulleted step by step/differentiation must be included)

 The teacher will go through Examples 1-3 with students on the Section 7.2 Notes Sheet.
 The teacher will emphasize that all angles must be the same, and all sides must be proportional in each of the two
polygons.
 The teacher will explain that similarity goes further to other types of polygons.
 The teacher will work through Example 4 with students.
 The teacher will have students work on Example 5 as independent practice.
 The teacher will mention the homework assignment listed at the end of the Section 7.2 Notes sheet.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will say that we have talked about what makes two things similar in life and in Geometry.
 The teacher will say that we will practice this idea further by working on the homework assignment (Homework
Assignment #3: Pg. 376 #9-16)

ACCOMMODATIONS/MODIFICATIONS:
 Reduced homework assignment #3 Pg. 376 #9-14

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
 The student will master the objective of determining if two polygons are similar through informal checks of
understanding from the teacher as well as summative checks for understanding through a homework assignment
check the following day.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):

Students seemed to understand the concept of similarity after teaching the lesson to both of my honors classes. I
decided to change my set to focus on two students who were wearing the same color shirt. This noticeable
similarity worked as a great opener for this lesson because the students were able to see a real-life example of
how two things (or people) can have similarities and be different at the same time.
This worked really well for me as well because I am trying to find new ways to work on my delivery and make
my lessons more exciting and relatable to students. Any time that I can find a way to make the lessons come to
life more, I hope that I would be able to do so in the best way possible. I could feel all of the students becoming
engaged in my lesson because I related it to the world around themselves.

I do wish that I could have gotten farther with this lesson on the first day because I did need to spend some time
handing back the homework assignment from yesterday that I graded for accuracy. Students were very curious
about their scores because I used proportions (the concept that we were learning) to come up with their grades
on the homework assignment.

I had 29 problems on the homework assignment and I let each problem be worth 10 points each. I graded each
problem on a scale of 0 to 10 based on if they got the correct answer, and if they did not, did they have some
correct work? This means that the homework was originally worth 290 points. I wanted to make the homework
assignment worth 20 points in total. Therefore, I did proportions based on their original scores out of 290 points
and translated it into a score out of 20 points. The most common score that I gave was 19.4815 out of 20.