Unit 1 Geometry PAP
Westside High School 2013-2014
Geometry Prep: Unit 1: Points, Lines, and Planes
|Stage 1 – Desired Results |
|TEKS/SEs: |
|G.7.A use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures; Supporting Standard |
|G.7.C [derive and] use formulas involving length, slope, and midpoint. Readiness Standard |
|G.5.B use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures |
|and solids, and angle relationships in polygons and circles; Supporting Standard |
|G.5.A use numeric and geometric patterns to develop algebraic expressions representing geometric properties; Readiness Standard |
|G.2.A use constructions to explore attributes of geometric figures and to make conjectures about geometric relationships; and Supporting Standard |
|G.1.C compare and contrast the structures and implications of Euclidean and non-Euclidean geometries. Supporting |
|Enduring Understandings: |Essential Question(s): |Student objectives (outcomes): |
|Classifications in geometry, like those |How does classifying and naming geometric |SWBAT: |
|in biology or sociology, help us to |figures help our understanding and ability |Identify points, lines, and planes |
|organize the world, but there is great |to compare and contrast them. |Define segment postulates to identify congruent segments |
|diversity inside some categories. |How do midpoints and endpoints help us |Find lengths of segments in the coordinate plane |
|Algebraic expressions, like the segment |better understand line segments? |Utilize correctly the midpoint and distance formulas to find length |
|postulate form, can help us to validate |How do you determine the measure of an angle|Name, measure, and classify angles |
|geometric truths the same way they helped|and its classification? And in what ways do |Use special angle relationships to find angle measures |
|us solve algebra problems. |classifying and measuring angles help us to |Describe Angle Pair relationships |
|Line segments can vary greatly by length |understand the way world around us is | |
|and position, but they all contain |constructed? | |
|midpoints and endpoints that define them.| | |
|Stage 2 – Assessment Evidence |
|Performance Task(s) and Other Evidence: |
| |
|Formative |
|Summative (Attach copy) |
| |
|SO1.1 |
|Exit Ticket |
|Quiz1.1, Unit Exam |
| |
|SO1.2 |
|Math Quick Write |
|Quiz1.1, Unit Exam |
| |
|SO1.3 |
|Exit Ticket |
|Quiz1.2, Unit Exam |
| |
|SO1.4 |
|HW check |
|Quiz1.2, Unit Exam |
| |
|SO1.5 |
|HW check |
|Quiz1.2, Unit Exam |
| |
|Stage 3 – Learning Plan |
|DIFFERENTIATION (I-3) There are several ways to individualize instruction for your students |
|How will I scaffold and/or accelerate learning? For whom? How will I group my students? |
| |
|SCAFFOLD: Will not start the differentiation process until beginning of 3rd week of school when 2 exit tickets and a quiz has been gathered. |
|ACCELERATE: There will always be extension puzzles, challenges question cards, and worksheets accessible to my faster learners. Also enlisting them in the |
|anchor chart making process or helping other students will also increase the rigor because being able to teach or explain a concept to another person |
|demonstrates true mastery of an objective. |
| |
|GROUP: Exit ticket scores will dictate what needs to be retaught whole group or small group. Will try to start pulling small groups on block days, buts if|
|not conducive with planning, will circulate during independent practice time to my Tier 3 students and also pull them from small group tutorials during |
|lunch. |
| |
|Learning Activities: |
|Day 1: |Welcome |
|8.26.13 |Course Syllabus |
| |Calendar, Autobiography assignment, Begin Vocabulary |
| |HW: school supplies, get syllabus signed |
|Day 2: |1.1 - Identifying points, lines, and planes |
|8.27.13 |Do First – Basic Geometry Vocab |
| |Vocabulary Chart |
| |Think Pair Share |
| |IP |
| |HW: Worksheet 1.1B #: 1-8 |
|Day 3: |1.1 Identifying points, lines, and planes (continued) |
|8.28.13 & 8.29.13 |Do First (10 minutes) |
| |Algebra Review |
| |Complete and Check |
| |Homework Check (3 minutes) |
| |Review of Unit 1 Terms |
| |CFUs: |
| |What is a line? What is a segment? What is a ray? What does it mean for points to be collinear? What is a plane? |
| |Whiteboard Practice |
| |2 Thought Questions (Think Pair Share) |
| |Independent Practice: Points, Lines, and Planes (15 minutes) |
| |Partner Practice |
| |Draw and complete a Venn Diagram comparing and contrasting Line vs. Segment |
| |2 – more “I Do” Examples |
| |2 more Guided Practice Examples |
| |CFU (fist to 5 or Thumbs Up/Thumbs Down Comprehension) |
| |Exit Ticket (10 minutes) |
| |Trade and Grade |
| |HW: Complete 1.1B Worksheet and Points Lines and Planes Worksheet A (1-20) |
|Day 4: |Process Paragraph Quick Write and Summer Packet Assessment |
|8.30.13 |Do First (10 minutes) – Order of Operations Quick Write |
| |Homework Check (2 minutes) |
| |Summer Packet Assessment (35 min) |
| |Homework: Supplies, make edmodo profile and join |
|Day 5: |1.2 |
|09.03.13 | |
|Day 6: |1.4 and 1.5 Measure and classify angles and Describing angle pair relationships |
|09.04.13 & | |
|09.05.13 | |
|Day 7: |1.3 Use Midpoint and Distance Formula |
|09.06.13 | |
| | |
|Day 8 |Review for Unit 1 Exam |
|09.09.13 |Take Quiz 2 on 1.3-1.5 (15 minutes) |
| |Students will play Unfair Game with Whiteboards to Review Material |
| |Homework: Review Week 1 and Week 2 Packet and Unit 1 Overview |
|Day 9: |Summative Assessment Test #1 |
|09.10.13 |Students will demonstrate mastery on Unit 1 skills via Unit 1 Exam |
| |HW: Frayer Models of unit 2 Vocabulary (at least name and definition in organizer) |
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