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WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template Name Andrea Sisk Date November 12, 2012 Length of Lesson 14 days Content Area Geometry Edline was updated this week: My Class website was updated this week: STAGE I – DESIRED RESULTS LESSON TOPIC: Congruent Triangles BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus) 2.3.11.A Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations. 2.3.11.B Measure and compare angles in degrees and radians. 2.9.8.D Identify, name, draw and list all properties of squares, cubes, pyramids, parallelograms, quadrilaterals, trapezoids, polygons, rectangles, rhombi, circles, spheres, triangles, prisms and cylinders. 2.9.11.C Identify and prove the properties of quadrilaterals involving opposite sides and angles, consecutive sides and angles and diagonals using deductive proofs. 2.9.11.B Prove that two triangles or two polygons are congruent or similar using algebraic, coordinate and deductive proofs. UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: Can you… •Identify and classify triangles by angles and by sides Students will understand: Proving triangles congruent using SSS, SAS, ASA and •Explain why triangles cannot be right and acute… AAS. They will write proofs as 2 column, and possible flow and coordinate proofs. They will classify triangles according to angles or sides and apply the Angle Sum •Identify relationships among the measures of interior and Theorem and the Exterior Angle Theorem. Students will use properties of exterior angles of a triangle isosceles and equilateral triangles in proofs and also position and label triangles •Apply the angle sum theorem (sum of 3 angles of triangle = for use in coordinate proofs. 180) •Apply the exterior angle theorem to find unknown values •Name and label corresponding parts of congruent triangles •Identify congruence transformations (slide, flip, turn) •Uses appropriate postulate to test and prove triangle congruance (SS, SAS, AAS, ASA, HL, LL) •Understand properties of isosceles and equilateral triangles and use them in an argument correctly •Plot points on a coordinate plane to allow for coordinate proofs with triangles? VOCABULARY: Acute triangle, obtuse triangle, right STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): triangle, equiangular triangle, scalene triangle, isosceles triangle, equilateral triangle, exterior angle, remote interior Students will be able to: angle, flow proof, corollary, congruent triangles, congruence, 1. Identify and classify triangles by angles and sides transformations, included angle, included side, vertex angle, 2. Do activity to discover the angle sum theorem and exterior base angles, coordinate proof. angle theorems. Apply the Angle Sum Theorem. Apply the Exterior Angle Theorem 3. Name and label corresponding parts of congruent triangles. Identify congruence transformations 4. Use the SSS and SAS Postulates to test for triangle congruence 5. Use the ASA and AAS Postulates to test for triangle congruence 6. Use properties of isosceles triangles 7. Use properties of equilateral triangles 8. Position and label triangles for use in coordinate proofs. Write coordinate proofs STAGE II – ASSESSMENT EVIDENCE FORMATIVE ASSESSMENTS: PERFORMANCE TASK: Students will actively #1. Exit Tickets participate in class examples, discussion, classwork, group #2. Pre-Assessment discussion, and activities, including authentic problem-solving #3. Graphic Organizers tasks and vocabulary work. Others: Summarizing Main Idea, Open-Ended Questions, Think-Pair-Share STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES: Struggling students will be •(4-1) Classifying Triangles – Active Engagements used: Unit 4 (Glencoe referred to Math Lab Day 1 Page 180-181 # 1-4, #1. Note-Taking Geometry text and Small group/flexible 7-10, 22-29, 32, 33 #2. Compare Contrast supplementals) grouping will occur. •(4-1) Classifying Triangles - Others: Graphic Organziers, Various computer programs. Day 2 Worksheet Summarizing, Cooperative Warm ups (daily) •(4-2) Angles of Triangles – Education, Partnering, Think- Homework (daily) Day 1 Page 189 # 11-38, 47 Pair-Share “Grab & Go” •(4-2) Angles of Triangles – worksheets/ activities Day 2 4-2 Practice Describe usage: See below for Unit Test Worksheet Compare/Contrast, Graphic •(4-6) Isosceles Triangles – Organizers, Cooperative Additional materials as Day 1 Page 219 – 220 # 9 – Education, Partnering, Note- needed (rulers, compass, 28, 35 – 37 Taking, Think-Pair-Share. grid paper, etc) •4-6) Isosceles Triangles – Check for understanding and Day 2 4-6 Practice summarizing using warm up, Worksheet homework, formative assessment CONTENT AREA •4-1, 4-2, 4-6 Partner Test questioning or exit tickets to READING: •(4-3) Congruent Triangles – determine whether to continue Day 1 Page 195 # 9 – 20, 22 lesson or do interventions as Guided Notes – 25, 29 – 32 needed. (model, spiral •(4-3) Congruent Triangles – scaffolding, instruct/ reteach as Day 2 4-3 Practice needed) Worksheet •(4-4) Proving Congruence – SSS, SAS – Day 1 Page 204 Scaffolding used: – 205 # 10, 11, 14 – 25 #1. Guided Notes •(4-4) Proving Congruence – #2 . Build on Prior Knowledge SSS, SAS – Day 2 4-4 Others: Graphic Organizers, Practice Worksheet Build Vocabulary, KWL •(4-5) Proving Congruence – ASA, AAS – Day 1 Page 211 Describe usage: Warm up to # 9 – 20, 25 – 28 include spiraling review of prior •(4-5) Proving Congruence – knowledge to include upcoming ASA, AAS – Day 2 4-5 lesson. All notes are guided notes Practice Worksheet to build vocabulary, interspersed •Chapter 4 Review WS with group activities. Graphic organizers utilized when appropriate to compare/contrast vocabulary. KWL used with chapter vocabulary at beginning and end of each chapter. Other techniques used: MINI LESSON: Based on daily assessments (formative and summative), additional modeling, instruction, homework, review, interventions, group work, computer or teacher guided practice will be done.
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