Houston Independent School District



Weekly Lesson PlanTeacher: Ngoma Botumile A Subject: Geometry 1AWeek of: 08/25-29/2013Grade: 10GrDay/Date: Monday, 25/10/2014Unit Overview: Opening day ProceduresToday’s Objective: The students will complete opening day Procedures and RegistrationWarm-up: Birthday Problem Agenda:Opening day ProceduresCourse outlineSupply listClosureHomework: Summer Packet Due Tuesday, Open a Gmail account and send Mr Ngoma a “Hellow” email, you must specify what period you attend my class and your full names.Evaluation/Exit Ticket: Student information list TEKS: NoneELPS: NoneVocabulary:Bloom’s Taxonomy: EOC Connection: Summer packet.EU/Guiding Questions:How will your goals for this year connect with this course?Day/Date: Tuesday, 08/26/2014Unit 1 Overview: Geometry Foundations with Algebra Connections – Students study geometry topics in connections with algebraic expressions and equationsToday’s Objective: Students will define and identify geometric vocabulary using a 3-D model of a square prism and Frayer model template.Warm-up: Using your cell phone, iPad, iPod, etc Google the word geometry and write a short story of what you expect to learn in this course (write in you notebook) Agenda:Warm-upGenius Test3-D model (Prism) building blocksFrayer Model on paper VideoFrayer Model for Skew linesDeductive Vs Inductive reasoningExit Ticket (Using TI-Nspire as calculator) 5 min ExplorationHomework: Accept the dropbox invitation and open the document that is in the folder and follow the instructions from the document.Evaluation/Exit Ticket: Complete the List of computations using the TI-Nspire as a calculator to explore the functions of the TI-Nspire. TEKS:GEOM.1A Develop an awareness of the structure of a mathematical system, including the need for definitions and the use of logical reasoning to verify statements.? GEOM.3E Use deductive reasoning to prove a statement.? GEOM.7A Employ one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures.? GEOM.7C Derive and use formulas involving horizontal, vertical, and oblique distances, slope, and midpoint and use in context to applications of distance and midpoint formulas.ELPS:ELPS C.1e Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.ELPS C.3e Share information in cooperative learning interactions.ELPS C.5g Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.Vocabulary:3-DPointLineLine segmentPlaneSkew lines Bloom’s Taxonomy: Evaluate and ApplyEOC Connection: See 1A and 3E Mini assessmentsEssential Understanding/Guiding Questions:How are points, lines, planes, and segments similar or different?Day/Date: Wednesday, 08/27/2014Unit 1 Overview: Geometry Foundations with Algebra Connections – Students study geometry topics in connections with algebraic expressions and equationsToday’s Objective: Students will explore lines, rays, points, segments, and figures in one -, two-, and Three- dimensional coordinate system, and triangles on coordinate plane( C.P.).Warm-up: Using your cell phone, iPad, iPod, etc Google the word geometry and write a short story of what you expect to learn in this course (write in you notebook) Agenda:Warm-up2-D Cartesian plane review on graph paperExplore lines, rays, points on C.P. Draw triangles on C.P.Identify Horizontal, Vertical, and oblique segment.Remind to prove the triangle name on Friday, after distance formula studyConstruct a 3-D on x-y-z plane. Identify the vertices. (Use grid paper)Exit Ticket (Using TI-Nspire as calculator) 5 min ExplorationHomework: Using Pythagorean theorem as learned in 8th grade, Solve for the hypotenuse for each case: #1) Legs are 3 and 4, # 2)Legs are 4x and 7x, #3) Legs are (2x +1) and (2x – 3).Evaluation/Exit Ticket: Complete the List of computations using the TI-Nspire as a calculator to explore the functions of the TI-Nspire. Basic Math:Identify the slope of 2y – 3x = 6TEKS:GEOM.1A Develop an awareness of the structure of a mathematical system, including the need for definitions and the use of logical reasoning to verify statements.? GEOM.3E Use deductive reasoning to prove a statement.? GEOM.7A Employ one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures.? GEOM.7C Derive and use formulas involving horizontal, vertical, and oblique distances, slope, and midpoint and use in context to applications of distance and midpoint formulas.ELPS:ELPS C.1e Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.ELPS C.3e Share information in cooperative learning interactions.ELPS C.5g Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.Vocabulary:3-D(x, y, z)Collinear and CoplanarCartesian PlaneHorizontal, Vertical and Oblique segmentsBloom’s Taxonomy: Analysis and ApplicationEOC Connection: See Geom.7A from Mini assessments handout packetEssential Understanding/Guiding Questions:How are linear equation connected to lines and line segments?How does slopes of a line relate to Horizontal, Vertical, and Oblique segmentsDay/Date: Thursday, 08/28/2014 ( 1.5 days Lesson)Unit 1 Overview: Geometry Foundations with Algebra Connections – Students study geometry topics in connections with algebraic expressions and equationsToday’s Objective: Students will Derive the midpoint and distance formula for oblique segments using the Pythagorean theoremWarm-up: Using grid paper determine the length of the following segments #1) A(2,4) and B(2, -5), #2)D(-3, 4) and E(7, 4) Agenda:Warm-up: Review warm up problemUse warm-up problems to breakdown the midpoint formula as learned in alg 1.Review H/W Pr. #2 and #3Derive the distance equation: use two columns:(Numeric Column and Variable Column) Discuss the importance of Derivations in geometry.Discuss the difference between (X1 – X2) Vs (X2 – X1) for slope and distance formula (Using TI-Nspire as handheld device) 5 min ExplorationExit Ticket: See belowHomework: 1)Solve Problems from Geom 7C packet, relating to distance formula. 2) Summer packet is due Friday.Evaluation/Exit Ticket: Write a summary after discussing and comparing notes with your group member, about what you have learned in this class room the past four days.Basic Math:Develop an equation of line that is perpendicular to 2y – 3x = 6 and shares the same y-intercept.TEKS:GEOM.1A Develop an awareness of the structure of a mathematical system, including the need for definitions and the use of logical reasoning to verify statements.? GEOM.3E Use deductive reasoning to prove a statement.? GEOM.7A Employ one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures.? GEOM.7C Derive and use formulas involving horizontal, vertical, and oblique distances, slope, and midpoint and use in context to applications of distance and midpoint formulas.ELPS:ELPS C.1e Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.ELPS C.3e Share information in cooperative learning interactions.ELPS C.5g Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.Vocabulary:BisectorDistance formulaSquare rootsBloom’s Taxonomy: SynthesisEOC Connection: See Geom.7C from Mini assessments handout packetEssential Understanding/Guiding Questions:How are the Pythagorean theorem and the distance formula related to each other?How will you write the distance formula for a 3-D distance.Day/Date: Friday, 08/29/2014 (Continue from Thursday)Unit 1 Overview: Geometry Foundations with Algebra Connections – Students study geometry topics in connections with algebraic expressions and equationsToday’s Objective: Students will Derive the midpoint and distance formula for oblique segments using the Pythagorean theorem and solve problems relating to distance formulaWarm-up: Using grid paper draw a rectangular prism, were the origin is not one of the vertices. Agenda:Warm-up: Review warm up problemComplete Thursday lessonFrom the warm-up let each group determine the distance from the bottom-front-left vertex to the top-back-right vertex using one of their Prism. (3-D application of distance formula)Problem solving including Springboard Problems using ipadsCollect Summer packets(Using TI-Nspire as handheld device) 5 min ExplorationExit Ticket: Two problem quizHomework: 1)Work on TEKS PacketsEvaluation/Exit Ticket: Two ProblemsBasic Math:Develop an equation of line that is perpendicular to 2y – 3x = 6 and shares the same x-intercept.TEKS:GEOM.1A Develop an awareness of the structure of a mathematical system, including the need for definitions and the use of logical reasoning to verify statements.? GEOM.3E Use deductive reasoning to prove a statement.? GEOM.7A Employ one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures.? GEOM.7C Derive and use formulas involving horizontal, vertical, and oblique distances, slope, and midpoint and use in context to applications of distance and midpoint formulas.ELPS:ELPS C.1e Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.ELPS C.3e Share information in cooperative learning interactions.ELPS C.5g Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.Vocabulary:Distance formulaSquare rootsBloom’s Taxonomy: SynthesisEOC Connection: See Geom.7C from Mini assessments handout packetEssential Understanding/Guiding Questions:If the distance between two points is 12 and one of the points is (2, -5) find one point that will satisfy these conditions, How many possible points are there? ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download