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Lesson Plans Oct 19-23

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Lesson Plans Oct 19-23 Powered By Docstoc
					Teacher: J.Aguon           Subject: Geometry            Grade Level: 9-12


                       5-E Model Lesson –October 19, 2009
Objectives: TEKS G.1A: The student is expected to develop an awareness of the
structure of a mathematical system, connecting definitions, postulates, logical reasoning,
and theorems


                WICR Strategies are used throughout the lesson.
Content G.1A: The student is expected to develop an awareness of the structure of a
mathematical system, connecting definitions, postulates, logical reasoning, and theorems

Language The student will use graphic organizers to describe and classify acute, obtuse,
right, equiangular, scalene, isosceles and equilateral triangles.

Vocabulary:
Content Specific acute triangle, equiangular triangle, right triangle, obtuse triangle,
equilateral triangle, isosceles triangle, scalene triangle

Related
polygon, acute angle, obtuse angle, right angle, congruent
Note: Vocabulary will be taught/reviewed directly.

Materials:
4-1 ppt, copies of Practice B, paper, scissors, projector
Activities:
Warm-Up TW warm up on 4-1 ppt.
            SW

ENGAGE         TW Play YouTube video from Sesame Street about Triangles
               http://www.youtube.com/watch?v=o2Z6tDSb6c8
               SW identify math vocabulary
EXPLORE NA

EXPLAIN TW draw pictures of angles from warm up, enclose angle with addition segment
       SW attempt to identify names of triangles

ELABORATE TW give directions for foldable for vocabulary and give notes/examples
       SW fold, cut, write, and draw to create foldable

EVALUATE SW. Work problems from Practice B 4-1 and continue in Cognitive Tutor
      TW provide assistance
Teacher: J. Aguon                Subject: Geometry                Grade Level: 9-12

                          5-E Model Lesson –October 20, 2009
Objectives:
                        WICR Strategies are used throughout the lesson.

Content TEKS G.1A: The student is expected to develop an awareness of the
structure of a mathematical system, connecting definitions, postulates,
logical reasoning, and theorems

Language The student will use graphic organizers to describe and classify
acute, obtuse, equiangular, scalene, isosceles and equilateral
triangles.

Vocabulary:
Content Specific auxiliary line, corollary, interior, exterior, interior
angle, exterior angle, remote interior angle

Related
polygon, acute angle, obtuse angle, right angle, congruent
Note: Vocabulary will be taught/reviewed directly.

Materials:
,precut triangles for students, patty papers, extra pencils, ppt, copies of Reteach
Activities:

Warm-Up TW warm up (lesson quiz from ppt 4-1)
       SW solve problems related to previous day

ENGAGE NA

EXPLORE TW distribute materials and give directions
      SW. trace triangle on a sheet of paper, then draw a line extending
      one side, tear "corners" of triangles and put together to form
      straight angle w/patty paper trace both remote interior angles
      (of drawn triangle) as adjacent angles and compare to the
      exterior angle made with extended side

EXPLAIN TW question students about their discoveries
      What angles are congruent with another?
      How is 180 degrees used again in this sections?

ELABORATE TW demonstrate use of triangle sum theorem and exterior angles through ppt.
        SW take notes

EVALUATE TW answer student question and assist wit h assignment
        SW will complete Reteach 4-2
Teacher: J. Aguon              Subject: Geometry                  Grade Level: 9-12

                           5-E Model Lesson –October 21, 2009
Objectives:
                         WICR Strategies are used throughout the lesson.

Content TEKS G.10.B - The student is expected to justify and apply
triangle congruence relationships.

Language The student will use graphic organizers to describe and classify
acute, obtuse, equiangular, scalene, isosceles and equilateral
triangles.

Vocabulary:

Content Specific
corresponding angles, corresponding sides, congruent polygons

Related
corresponding parts, consecutive vertices, congruent
Note: Vocabulary will be taught/reviewed directly.

Materials:
Ppt, large triangle cut outs, magnets, whiteboard markers, copies of Reteach
Activities:
Warm-Up TW warm up
         SW solve warm up and prepare for today’s lesson

ENGAGE TW place pairs of congruent triangles on board with magnets, scrambled for students to match
      SW plan answers for being called upon

EXPLORE NA

EXPLAIN TW use one of the matches to demonstrate congruent angles and congruent sides, teacher write congruent
       statements with use of student responses.
       Ex. Looking at the two angles I have turn up, what are the names of the congruent angles? Looking at two
       two congruent sides, name the congruent sides, write the congruent sides with proper notation
      SW plan answers for being called upon

ELABORATE TW demonstrate application of congruent triangles through sample problems in ppt
        SW take notes

EVALUATE TW give assignment
        SW complete Reteach            4-3 problems
Teacher: J. Aguon              Subject: Geometry                 Grade Level: 9-12

                          5-E Model Lesson –October 22, 2009

Objectives: G.10.B - The student is expected to justify and apply triangle congruence
relationships. TAKS Obj: 6, 7 and 8
                    WICR Strategies are used throughout the lesson.

Content SWBAT apply SSS and SAS to construct triangles and solve problems and prove triangles
congruent by using SSS and SAS

Language SWBAT explain (verbally or in writing) how to apply SSS and SAS to construct triangles and
solve problems and prove triangles congruent by using SSS and SAS

Vocabulary:

Content Specific
triangle rigidity, included angle, Side-Side-Side (SSS) Congruence,
Side-Angle-Side (SAS) Congruence                 included side, Angle-Side-Angle
(ASA) Congruence, Angle-Angle-Side (AAS) Congruence, Hypotenuse-Leg
(HL) Congruence, Hypotenuse, leg
Related
Angles, Side lengths, triangles, corresponding parts, corresponding
sides, corresponding angles,
Note: Vocabulary will be taught/reviewed directly.

Materials:
Ppt, triangle pieces, whiteboard markers, copies of practice 4-4
Activities:
Warm-Up
      SW work Warm-Up exercise in HOLT 4-4 PowerPoint

ENGAGE TW questions students about engage activity from previous day, goal to lead up to 6 congruent
      pieces in a triangle
      SW provide answers
      TW ask students to name ways to shorten or short cut a task
      SW provide answers

EXPLORE
      N/A

EXPLAIN TW recruit student volunteers to build triangle with given pieces (3 sides), then 2 sides and an
      angle with kinex pieces
       SW guide volunteers to constructing triangles with magnetic pieces and compare constructions The
       student will use Think, Pair, Share with a partner to describe, compare and contrast the SSS and
       SAS postulates and then record their findings in a graphic organizer

ELABORATE TW demonstrate application of congruent triangles through sample problems in ppt
        SW take notes

EVALUATE TW give assignment
        SW complete Pratice 4-4          problems
Teacher: J. Aguon          Subject: Geometry             Grade Level: 9-12

                       5-E Model Lesson –October 23, 2009

Objectives: G.10.B - The student is expected to justify and apply triangle congruence
relationships. TAKS Obj: 6, 7 and 8

                        WICR Strategies are used throughout the lesson.

Content SWBAT apply ASA and AAS (HL) to construct triangles and solve problems and prove
triangles congruent by using SSS and AS

Language SWBAT explain (verbally or in writing) how to apply ASA and AAS (HL) to construct
triangles and solve problems and prove triangles congruent by using ASA and AAS (HL)

Vocabulary:
Content Specific
triangle rigidity, included angle, Side-Side-Side (SSS) Congruence, Side-Angle-Side (SAS)
Congruence          included side, Angle-Side-Angle (ASA) Congruence, Angle-Angle-Side (AAS)
Congruence, Hypotenuse-Leg (HL) Congruence,                Hypotenuse, leg

Related
Angles, Side lengths, triangles, corresponding parts, corresponding sides, corresponding angles,
Note: Vocabulary will be taught/reviewed directly.

Materials:
Ppt, whiteboard markers, copies of practice 4-5
Activities:
Warm-Up
        SW work Warm-Up exercise in HOLT 4-5 PowerPoint

ENGAGE NA

EXPLORE N/A

EXPLAIN TW recruit student volunteers to build triangle with given pieces 1side and 2 angle with
kinex pieces
        SW guide volunteers to constructing triangles with magnetic pieces and compare
        constructions The student will use Think, Pair, Share with a partner to describe, compare
        and contrast the ASA and AAS (HL) postulates and continue to record their findings in a
        graphic organizer

ELABORATE TW demonstrate application of congruent triangles through sample problems in ppt
       SW take notes

EVALUATE TW give assignment and triangle matching activity
       SW complete triangle matching with a partner Practice 4-5 problems

				
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