# Geometers Sketchpad Worksheets by zrv11537

VIEWS: 108 PAGES: 6

• pg 1
```									Work Sample Title                                                        Your name:
Date of Lesson      2/21/06, 2/22/06, 2/23/06
Topic               Using Geometers Sketchpad to study the properties of angles and triangles
Lesson Length       120 min
Purpose of Lesson   The students become familiar with Geometers Sketchpad as a tool for examining properties of angles and triangles
while coming to agreement on properties of angles formed by intersecting lines in the Euclidean plane.
Lesson Objectives   The students will be able to…
 Use Geometers Sketchpad to analyze geometric properties of angles, triangles, parallel, and intersecting lines
 Identify complimentary, supplementary, corresponding, alternate interior, and alternate exterior angles
appropriately
 Solve for unknown angles using triangles, intersecting lines, and given angles in a linear system

Corresponding       National Standards                                      State Standards
Geometry                                                Geometry-Properties and Relationships
 Analyze characteristics and properties of              Investigate triangles and their component parts and draw
two- and three-dimensional geometric                    conclusions about their properties
shapes and develop mathematical                     Determine defining properties that characterize classes of
arguments about geometric relationships                triangles including side and angle measurements and their
Connections                                                    component parts
 Recognize and use connections among
mathematical ideas
Representation
 Create and use representations to organize,
record, and communicate mathematical
ideas
Context of Lesson   This lesson is meant as an entire unit on properties of angles, angles formed by intersecting lines, and triangle
properties and classifications. The students are expected to be at least introduced to Geometers Sketchpad prior to this
unit, but they need not be overly familiar with the program.
Materials           Teachers                                                Students (for each student, or pair of students)
 Computer with Geometers Sketchpad with                 A computer with the Geometers Sketchpad program
display capabilities (optional)                      Paper
 Pencil
 Worksheets (for each student)
Assumptions                  Students should be acquainted with Geometers Sketchpad and computers in general.
 Students have been working with geometry terms such as right angle, line, angle, point, circle, triangle, and
parallel.
 Students are familiar with angle measure and two angles being the same measure
 Students can identify an acute, an obtuse, and a right triangle

Marzano Strategies      Non-Linguistic Representations; Cooperative Learning; Generating and Testing Hypotheses; Cues, Questions, and
Pre-Assessment          Students, prior to this unit (or at the beginning), should be given an assessment similar to the final assessment. Each
will start with a review of the information covered in the previous lessons.
Formative               Formative assessment for this lesson will consist of questioning, review, and the worksheets the students fill out as
Assessment              they progress through the lessons.
Lesson Plan Details
Section         Time                      Teacher Activity                             Student Activity                      Teacher Notes
3-Day Lesson               DAY 1 (40 min)                                DAY 1 (40 min)                                 Try to keep the
5 min      1) The two teachers will introduce            1) The students are listening and following    students off of the
themselves and explain how the classes        instructions.                                  computers, reminding
will be run.                                                                                 them of what
* Students will file into the computer lab                                                   responsible computer
and take their seats at the computers.                                                       use looks like.
(If there are not enough computers,
students need to share)
* The class will talk about what they
learned thus far on the lesson, asking the
students to volunteer information
* The worksheets will be handed out and
the students will follow the instructions
and fill out the worksheets accordingly
* When the class is almost over (5 min
left), the students will rally again as a
class and summarize what they learned
that day
* Students will turn in their worksheets
whether they have completed them or not
and be dismissed

5 min    2) Teachers instruct students to find a      2) Students find a computer, log in, and
computer and open the Geometers              open Geometers Sketchpad
handed out, one for each student

10 min   3) The class, as a class, goes through the   3) Students follow along with the teachers
first construction on the worksheet, with    and the class on the construction              All teachers in the
the teachers displaying how-to on a                                                         room should be
projection screen.                                                                          monitoring and
assisting students
7 min    4) The class turns to their computers and    4) Students work on their own to answer the
answers the discussion questions that        associated questions
follow

8 min    5) Students attempt to finish and complete   5) Students work through the rest of the
the directions on the worksheet. The class   sheet including the second set of directions
can work on the second set of directions     and questions that follow.
as a class if need be.

5 min    6) The class closes out the Geometers        6) The class closes out the Geometers
questions.                                   questions.
* What is a vertical angle?
* What can we say about the angles
formed by intersecting lines?
* What do you call a pair of angles that
sums up to 180 degrees?
* What is another word for an angle
measuring 180 degrees? Hint: It’s
straight!

DAY 2 (40 min)                               DAY 2 (40 min)
5 min    1) Students talk as a class about the          1) Students talk as a class about the
important information from DAY 1. The          important information from DAY 1. The
class can review the questions addressed       class can review the questions addressed at
at the closing of the previous day.            the closing of the previous day.

3 min    2) Teachers instruct students to find a        2) Students find a computer, log in, and
computer and open the Geometers                open Geometers Sketchpad
worksheet (All About Angles (Cont)) is
handed out, one for each student.

2 min    3) The students are instructed to open a       3) Students open the correct program on
pre-made file called Day2.gsp                  their computers

10 min   4) Depending on the class comfortibility       4) Students work through the first set of
with Geometers Sketchpad at this point,        instructions on the worksheet as a class or
the students can either go through the first   individually.
set of instructions on the worksheet as a
class or individually.

15 min   5) The students work through the               5) The students work through the remainder
remainder of the worksheet, getting as far     of the worksheet, getting as far as they can.
as they can.

5 min    6) The class closes Geometers Sketchpad        6) Students participate in discussion,
and logs off of their computers. The class     volunteering answers and answering when
discusses the important aspects of the         called upon.
lesson.
* Two Complimentary angles add up to
how many degrees?
* What are alternate interior angles?
* What is the sum of the three interior
angles of a triangle?

Students take home their worksheets for
the homework assignment at the end.

DAY 3 (40 min)
7 min    1) Students talk as a class about the          1) Students talk as a class about the
important information from DAY 2. The          important information from DAY 2. The
class can review the questions addressed       class can review the questions addressed at
at the closing of the previous day.            the closing of the previous day. Students
also turn in their worksheets and associated
homework pages from DAY 2.

3 min    2) Students go to their computers, open up     2) Students go to their computers, open up
handed out (Exploring Types of                 handed out.
Triangles).
20 min                                                  3) Students follow the instructions on the
3) The class works through the                 worksheets and ask questions of the
constructions and associated questions.        wandering teachers if needed.
Again, if the students are having difficulty
with the directions for the constructions,
the teachers can go through them for the
5 min                                                   4) Students participate in discussion, asking
4) The class wraps up with some                questions and providing answers.
discussion questions for DAY 3.
This time, the teachers call on students for
their answers to various critical thinking
questions from the worksheet, focusing on
the topics that were least understood in
class.
5 min                                                   5) Students give answers and clear up any
5) The class goes over the main points of      misconceptions or questions they may have
the last three days working with               at the end of this unit.
revisit are complimentary, supplementary,
vertical angles, alternate interior angles,
alternate exterior angles, corresponding
angles, degrees in a triangle, scalene,
isosceles, and equilateral

Students also hand in their third
worksheet, completed or not.
Homework                   DAY 1 - None
DAY 2 - End of Worksheet
Day 3 - None
Evaluation Plan            Most of the evaluation will be formative, unless the teacher does a formal summative assessment after the unit is
completed. The worksheets, questions, and homework act as assessment for this class.
Notes:
Lesson Objectives: Write out the lesson objectives completely; don’t just refer to them by number.
Context of Lesson: How does this lesson fit in with the previous lesson? How does it lead up to the next lesson?
Pre- and Formative Assessments: Some lessons may not include these.
Lesson Plan Details: Include questions you plan to ask along with acceptable answers in the Teacher Activity section.
Teacher notes: Include organization and management strategies. May also include background notes on content.
Extensions: How will you extend the lesson for students who finish early or need further challenges?
Homework: Describe the homework assignment AND its purpose.
Evaluation Plan: How will you know which students met the objectives? How will you help those who didn’t get ready for the next lesson?

```
To top