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5938-8906500 Geometry Lesson PlansSemester 1 Teacher: Jodi Fales4 Weeks 4 days UnitUNIT 1 POINTS, LINES, PLANES and ANGLES 10633-1551Unit 1 OverviewGeometry Basic Vocabulary ● Points, Lines, Segments, Rays, Planes● Distance & Midpoint FormulaMeasurement ●Intro. to Angles ●Angle Relationships ●Constructions ●Perimeter, Area, Circumference 00Unit 1 OverviewGeometry Basic Vocabulary ● Points, Lines, Segments, Rays, Planes● Distance & Midpoint FormulaMeasurement ●Intro. to Angles ●Angle Relationships ●Constructions ●Perimeter, Area, Circumference 2126518607Accommodations/Modifications: ? Preferential Seating ? Verbal/Nonverbal Cues ? Wait Time? Repeat/Clarify Instructions ? Guided Notes/Copy of Notes? Adjusted Assignments ? Extended Time? Read Aloud? Check for Understanding ? Use of Calculator ? Peer Tutor? Break problems down into smaller steps ? Learning Groups ? Test Accommodations ? Word Banks ? Alternate Setting? Study Guides ?Technology ? Other: Marzano Instructional Strategies:? Setting Goals and Objectives ? Practice? Note Taking ? Chunking ?Homework? Student Discussion ?Building Vocabulary? Learning Groups?Graphic Organizers? Recognizing Effort/Providing Recognition? Summarizing?Interactive Games? Identifying Similarities and Differences ? Using Scales ? Cooperative Learning? Nonlinguistic Representations? Tracking Student Progress? Other: Cues, Questions, Adv Organizers Exit TicketsAssessments: ? Pre-Test ? Post-Test ? Quiz ? Teacher Observation? Presentation ? Oral Response ? Exit Slip ? Bell Ringers? Graded Project/Activities ?Peer Feedback ? Other: Technology Materials: ? Document Camera ? SmartBoard ? Computer ? Ipad ? Internet ? Teacher Website ? TV ? Videos/Youtube ? PowerPoint ? Other: Common Core State StandardsG.CO.1, G.CO.12, G.PE.4, G.PE.6, G.PE.7, G.MG.1, G.MG.2, NQ.10Accommodations/Modifications: ? Preferential Seating ? Verbal/Nonverbal Cues ? Wait Time? Repeat/Clarify Instructions ? Guided Notes/Copy of Notes? Adjusted Assignments ? Extended Time? Read Aloud? Check for Understanding ? Use of Calculator ? Peer Tutor? Break problems down into smaller steps ? Learning Groups ? Test Accommodations ? Word Banks ? Alternate Setting? Study Guides ?Technology ? Other: Marzano Instructional Strategies:? Setting Goals and Objectives ? Practice? Note Taking ? Chunking ?Homework? Student Discussion ?Building Vocabulary? Learning Groups?Graphic Organizers? Recognizing Effort/Providing Recognition? Summarizing?Interactive Games? Identifying Similarities and Differences ? Using Scales ? Cooperative Learning? Nonlinguistic Representations? Tracking Student Progress? Other: Cues, Questions, Adv Organizers Exit TicketsAssessments: ? Pre-Test ? Post-Test ? Quiz ? Teacher Observation? Presentation ? Oral Response ? Exit Slip ? Bell Ringers? Graded Project/Activities ?Peer Feedback ? Other: Technology Materials: ? Document Camera ? SmartBoard ? Computer ? Ipad ? Internet ? Teacher Website ? TV ? Videos/Youtube ? PowerPoint ? Other: Common Core State StandardsG.CO.1, G.CO.12, G.PE.4, G.PE.6, G.PE.7, G.MG.1, G.MG.2, NQ.1UNIT 1 MARZANO STUDENT LEARNING SCALES (by standard): Topic: Geometric Terms:G.CO.1 ScaleScore4.0I can accurately draw an angle, circle, perpendicular lines, parallel lines, and line segment and use tools when needed.5524556515Score3.000Score3.0I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.Score2.0I can identify point, line, plane and distance.Score1.0I can identify angles, circle, perpendicular lines, parallel lines, rays and line segments.Score 0.0I cannot yet identify an angle or a ic: ConstructionsG.CO.12 ScaleScore4.0I can construct a polygon accurately using the appropriate tools.4889535560Score3.000Score3.0I can accurately construct the following using appropriate tools:A line parallel to a given line through a point not on the linePerpendicular bisector of a line segmentScore2.0I can bisect a segment and angle with accuracy.I can construct a perpendicular line with accuracy.Score1.0I can copy line segments and angles, but cannot yet determine when I will use them.Score 0.0I cannot yet use a compass or straight edge ic: Proofs on the Coordinate PlaneG.PE.4 ScaleScore4.0I can use coordinates to prove a composite figure.4889540640Score3.000Score3.0I can use coordinates to prove or disprove a claim about a figure.Score2.0I can represent vertices of a figure in a coordinate plane using variables.I can use:Slope to determine if sides are parallel, intersecting, or perpendicularThe distance formula to determine if sides are congruent or to decide if a point is inside, outside, or on a circle.The midpoint formula or the distance formula to decide if a side has been bisectedScore1.0I can connect a property of a figure to the formulas needed to verify properties.I can define distance formulas, midpoint, and slope.I can plot coordinate points.Score 0.0I cannot yet define distance formulas, midpoint, or ic: Ratios and Section FormulaG.PE.6 ScaleScore4.0I can create a real world situation and use the section formula to solve it.4889535560Score3.000Score3.0I can find a point on a line segment that divided the segment into a given ratio.Score2.0I can identify the needed information for the section formula.Score1.0I can recognize the section formula.I can define ratio.Score 0.0I cannot yet define ic: Using coordinates to find area and perimetersG.PE.7 ScaleScore4.0I can use coordinates to find the area and perimeters of complex figures.4889553340Score3.000Score3.0I can use coordinates to find the area of triangles and rectangles.I can use coordinates to find the perimeters of polygons.Score2.0I can use the distance formula to find the length between two points.Score1.0I can recognize the distance formula.I can find the perimeter of polygons.I can find the area of triangles and rectangles using area formulas.Score 0.0I cannot yet find the area of triangles or ic: Modeling with GeometryG.MG.1 ScaleScore4.079375245110Score3.000Score3.0I can analyze and model real-world figures using the properties of the geometric shapes.I can apply the properties of geometric figures to describe real-world objects (e.g., the spokes of a bicycle have equal lengths because they represent the radii of a circle.)Score2.0I can estimate the measures (circumference, area, perimeter, volume) of real-world geometric objects.I can represent real-world objects as geometric figures.Score1.0I can define:CircumferenceAreaPerimeterVolumeScore 0.0I cannot yet define circumference, area, perimeter or ic: Modeling with GeometryG.MG.2 ScaleScore4.0I can calculate the area and volume involving the density in real-world situations.-6350120650Score3.000Score3.0I can apply area and volume to situations involving density (e.g., determine the population in an area, the weight of water given its density.)Score2.0I can break composite figures into its individual figures.I can calculate the area or volume of a geometric figure.I can calculate density in appropriate situations.I can convert units of measure.Score1.0I can define:AreaVolumeDensityComposite figuresUnit of measureScore 0.0I cannot yet define area, volume or ic: Using Units, Quantities, and RoundingNQ.1 ScaleScore4.0I can determine when calculated quantities should be converted to other units to make them more practical. 4127576464Score3.000Score3.0I can determine if my solution makes sense using units.I can define appropriate quantities for the purpose of describing a situation.I can determine an appropriate level of rounding in reporting the solution.Score2.0I can convert all units in a problem to make them consistent. I can correctly round to any given place value.Score1.0I can recognize necessary quantities (including units).I can identify any given place value.Score 0.0I cannot yet understand units, rounding, or quantities. Day 1 MATERIALS: Classroom Syllabus; Tips for success worksheet; textbooks; computer; pencils; worksheet pp. 248LEARNING GOALS: Students will learn and become familiar with classroom routine, rules, and expectations. Students will reflect and record math strengths, goals, and learning styles. Students will develop understanding, identify, and define basic geometric vocabulary.Students will apply inductive reasoning while problem solving. STUDENT LEARNING TARGETS: The students will participate in large group discussion of classroom rules and expectations.The students will explore textbook/online resources and participate in large group discussion of Introductory Geometry journal.The students will actively engage in video regarding the importance of algebra. The students will gain exposure to basic terms in geometry.The students will apply inductive reasoning while problem-solving in hands-on activity. ACTIVITIES/INSTRUCTIONAL SEQUENCE:Classroom Rules and Expectations: Review of Class Syllabus/Procedures/Rules (due back by Thursday) Introduce Geometry Website: : Resources, Lesson Plans, and AssignmentsIntroductory Journal Assignment: Due Tuesday, September 6th Video: An Opening Letter How Many Lines Can You Draw? Activity: Textbook page 16 - Students can work in partners while problem solving. COMMON CORE STATE STANDARDS:MathP1: Make sense of problems and persevere in solving them.MathP4: Model with mathematics.MathP6: Attend to precision.MathP7: Look for and make use of structureG.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.Day 2MATERIALS: Chap 1 PRETEST; pencils; notebooks; computerLEARNING GOALS: Students will demonstrate prior knowledge and learning needs.Students will reflect and record math strengths, goals, and learning styles. Students will develop understanding, identify, and define basic geometric vocabulary.Students will apply inductive reasoning while problem solving. STUDENT LEARNING TARGETS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.The students will demonstrate prior knowledge and learning needs while actively completing Chapter 1 Pretest. Students will independently and actively attempt math problems while showing work. The students will apply inductive reasoning while problem-solving in hands-on activity. The students will read, reflect, and respond to the introductory journal prompt.The students will understand basic terms in geometry.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Chapter 1 PRETESTComplete Writing Prompt: Introductory Journal AssignmentCover Geometry textbooksGeometry Basics Vocabulary: define Points, Lines, and Planes key terms (complete tomorrow) COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.CO.12:Make formal geometric constructions with a variety of tools and methods.G.PE.4:Use coordinates to prove simple geometric theorems algebraically.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.G.PE.7:Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.G.MG.1:Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.G.MG.2:Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.Day 3MATERIALS: Pencils; Geometry Basics Vocabulary; 1-1 Notes; Naming Points, Lines, and Planes worksheet; Homework #1 worksheetLEARNING GOAL: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.STUDENT LEARNING TARGETS: The students will actively engage in the learning lesson by defining key terms, completing guided notes, and solving problems during guided practice.The students will define, understand, and apply basic terms of geometry.The students will understand and apply basic postulates of geometry. ACTIVITIES/INSTRUCTIONAL SEQUENCEGeometry Basics Vocabulary: define Points, Lines, and Planes key termsPoints, Lines, and Planes Notes: Introduce lesson concepts as students complete Unit 1-1 notesGuided Practice: Naming Points, Lines, and Planes worksheetAssignment: Homework 1 Points, Lines, and Planes WorksheetCOMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.Day 4MATERIALS: Pencils; Homework #1 Assignment, 1-3 Notes; textbook; computer LEARNING GOAL: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by completing guided notes and solving problems during guided practice.The students will understand basic terms of geometry.The students will understand basic postulates of geometry. Intervention Group: Students will actively engage and watch support video by answering questions and solving problems.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Points, Lines, & Planes Warm-up: #1-5Assignment Review: Homework Worksheet #1 answer student questions/collectTB 1-3 Points, Lines, & Planes Notes: Introduce lesson concepts as students complete 1-3 Notes Worksheet for guided practiceComplete 1-3 Textbook Assignment: pp 19-21 #1-6, 10-13, 19-22, 36-41, 55-60, 68Support Video: Points, Lines, Segments, and Rays COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.Day 5MATERIALS: Pencils; 1-3 Assignment, 1-4 Notes; textbook; LEARNING GOALS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can find a point on a line segment that divided the segment into a given ratio.STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by completing guided notes and solving problems during guided practice.The students will identify and name segments and rays.The students will recognize parallel lines. ACTIVITIES/INSTRUCTIONAL SEQUENCE:Assignment Review: 1-3 Textbook assignment answer student questions/collectGeometry Basics Vocabulary: define key termsTB 1-4 Segments, Rays, Parallel Lines and Planes Notes: Introduce lesson concepts as students complete 1-4Notes Worksheet for guided practiceQuick-Check: Identification (label points, rays, line segment, line)Complete 1-4 Textbook Assignment: pp 25-27 #1-5, 8-14, 16-21, 36COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.Day 6MATERIALS: Pencils; 1-4 Assignment, 1-5 Notes; textbookLEARNING GOALS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can find a point on a line segment that divided the segment into a given ratio.STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by completing guided notes and solving problems during guided practice.The students will measure and find the lengths of segments. The students will understand and apply the segment addition and subtraction postulates.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Assignment Review: 1-4 Textbook assignment answer student questions/collect1-4 Segments, Rays, Parallel Lines and Planes Warm-up : Review lesson concepts as students complete 1-4 Warm-up Worksheet for guided practiceInteractive Notes: Construct Two Equal Line Segments Foldable ActivityComplete Practice 1-4 Worksheet Assignment: #1-19Support Video: Segments, Rays, Parallel Lines and Planes () COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.Day 7MATERIALS: Pencils; 1-4 Assignment, 1-5 Notes; textbookLEARNING GOALS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can find a point on a line segment that divided the segment into a given ratio.STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by completing guided notes and solving problems during guided practice.The students will measure and find the lengths of segments. The students will understand and apply the segment addition and subtraction postulates.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Assignment Review: 1-4 worksheet assignment answer student questions/collect1-5 Measuring Segments Notes: Introduce lesson concepts as students complete 1-5Notes Worksheet for guided practiceComplete 1-5 Textbook Assignment: pp 33-35 # 3-6, 8-14, 29-332, 34-36 COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.Day 8MATERIALS: Pencils; 1-5 textbook Assignment, Interactive Notes #4 and #5; scissors, glue; Practice Worksheet #1-5LEARNING GOALS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can find a point on a line segment that divided the segment into a given ratio.STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by solving problems during guided practice.Intervention Group: Students will actively engage and watch support video by answering questions and solving problems.The students will measure and find the lengths of segments. The students will understand and apply the segment addition and subtraction postulates.ACTIVITIES/INSTRUCTIONAL SEQUENCE:1-5 Textbook Assignment Review: answer student questions/collectInteractive Notebook Activities:I-4 Line Segments (Distance and Segment Postulates)I-5 Midpoint of a Line SegmentComplete Practice 1-5 Worksheet Assignment: #1-15Support Video: Measuring Segments COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.Day 9MATERIALS: Pencils; Vocabulary; 1-2 Notes, 1-2 Practice Problems LEARNING GOALS: I can use coordinates to prove or disprove a claim about a figure.I can find a point on a line segment that divided the segment into a given ratio.I can use coordinates to find the area of triangles and rectangles.I can use coordinates to find the perimeters of polygons.STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by completing guided notes and solving problems during guided practice.The students will find the distance between two points in the coordinate plane.The students find the coordinates of the midpoint of a segment in the coordinate plane. ACTIVITIES/INSTRUCTIONAL SEQUENCE:1-5 Worksheet Assignment Review: answer student questions/collectGeometry Basics Vocabulary: define distance related key terms and formulasMidpoint and Distance in the Coordinate Plane Notes: Introduce lesson concepts as students complete Unit 1-2 Notes Worksheet for guided practice (front #1-2, 1 and back #1-2, 4)Complete 1-2 Practice Assignment: #3, 2, 3, 5-6COMMON CORE STATE STANDARDS:G.PE.4:Use coordinates to prove simple geometric theorems algebraically.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.G.PE.7:Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.Day 10MATERIALS: Pencils; Vocabulary; practice problems; 1-2 Homework worksheet; exit slipsLEARNING GOALS: I can use coordinates to prove or disprove a claim about a figure.I can find a point on a line segment that divided the segment into a given ratio.I can use coordinates to find the area of triangles and rectangles.I can use coordinates to find the perimeters of polygons.STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by solving problems during guided practice.The students will independently demonstrate knowledge of concept on exit slip.The students will find the distance between two points in the coordinate plane.The students find the coordinates of the midpoint of a segment in the coordinate plane. ACTIVITIES/INSTRUCTIONAL SEQUENCE:Practice Problems Review: answer student questions/collectGroup Work: Complete together in small groups and review answers as a whole class. #1. 2. 6, 7, 10, 12WU EXIT SLIPS: Quick check assessmentThe Distance FormulaThe Midpoint FormulaComplete Assignment: Homework #2 Distance and Midpoint Formulas COMMON CORE STATE STANDARDS:G.PE.4:Use coordinates to prove simple geometric theorems algebraically.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.G.PE.7:Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.Day 11MATERIALS: Pencils; 1-2 Assignment, Interactive Notes; scissors; glue; Practice 1-5 Worksheet; computerLEARNING GOALS/”I Can” Statements: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can use coordinates to prove or disprove a claim about a figure.I can find a point on a line segment that divided the segment into a given ratio.I can use coordinates to find the area of triangles and rectangles.I can use coordinates to find the perimeters of polygons.STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by solving problems during guided practice.Intervention Group: Students will actively engage and watch support video by answering questions and solving problems.The students will find the distance between two points in the coordinate plane.The students find the coordinates of the midpoint of a segment in the coordinate plane. ACTIVITIES/INSTRUCTIONAL SEQUENCE:1-2 Homework Assignment Review: answer student questions/collectInteractive Notebook Activities:I-7 Distance FormulaI-8 Midpoint FormulaComplete Practice 1-5 Worksheet Assignment: #2-24 evenSupport Video: Midpoint and Distance in the Coordinate Plane () QUIZ tomorrowCOMMON CORE STATE STANDARDS:G.PE.4:Use coordinates to prove simple geometric theorems algebraically.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.G.PE.7:Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.Day 12MATERIALS: Pencils; calculators, homework; notes; quizzesLEARNING GOALS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can use coordinates to prove or disprove a claim about a figure.I can find a point on a line segment that divided the segment into a given ratio.I can use coordinates to find the area of triangles and rectangles.I can use coordinates to find the perimeters of polygons.STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will participate in large group discussion while solving problems during warm-up/guided practice.The students will demonstrate knowledge of concepts while completing- Lines, Segments, Rays, and Planes Quiz.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Assignment Review: 1-8 worksheet assignment answer student questions/collectSubmit notes for teacher reviewQuiz Warm-up: review problems as a large group to refreshComplete Lines, Segments, Rays, and Planes QuizCOMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.PE.4:Use coordinates to prove simple geometric theorems algebraically.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.G.PE.7:Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.Day 13MATERIALS: Pencils; graded quizzes, Vocabulary; Angle Relationship notes; Angle Measure worksheetLEARNING GOALS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can accurately construct the following using appropriate tools:A line parallel to a given line through a point not on the linePerpendicular bisector of a line segmentSTUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s quiz while checking and correcting their work.The students will actively engage in the learning lesson by defining key terms, completing notes, and solving problems during guided practice.The students will find the measure of angles.The students will identify special angle pairs.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Pass back/ Review Graded Quizzes: 1-5 Textbook assignment answer student questions/collectGeometry Basics Vocabulary: define angle key termsAngle Relationship Notes: Introduce lesson concepts as students complete Unit 1-3 notes Guided Practice: Finding Angle Measures worksheetComplete evens as a whole classComplete odds as Think-Pair-Share; then review as whole classAssignment: Finding Angle Measures worksheet #16-20COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.CO.12:Make formal geometric constructions with a variety of tools and methods.Day 14MATERIALS: Pencils; calculators, homework; Interactive Notes I-9 and I-10, scissors, glue, protractor, Homework #3LEARNING GOALS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can accurately construct the following using appropriate tools:A line parallel to a given line through a point not on the linePerpendicular bisector of a line segmentSTUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by solving problems during guided practice, making constructions, and measuring angles. Intervention Group: Students will actively engage and watch support video by answering questions and solving problems.The students will find the measure of angles.The students will identify special angle pairs.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Finding Angle Measures Assignment Review : answer student questions/collectMeasuring Angles Lab: students measure and identify given angles and then review with a partnerInteractive Notebooks:I-9 Angles VocabularyI-10 Types of AnglesComplete Assignment: Angle Relationship Homework #3 (Evens)Support Video: Identifying Angle Pairs ( RYHjF1bf_zGOWTr9cAlb52 )COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.CO.12:Make formal geometric constructions with a variety of tools and methods.Day 15MATERIALS: Pencils; calculators, warm-up cards; Angle Relationships Math Lib Activity centers; Homework #3LEARNING GOALS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can accurately construct the following using appropriate tools:A line parallel to a given line through a point not on the linePerpendicular bisector of a line segmentSTUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by solving problems during guided practice. The students will find the measure of angles.The students will identify special angle pairs.ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Warm-up: (Think-Pair-Share and then review answers as a whole class)Angles Angle Relationships2. Angle Relationships Math Lib Lab Activity: students complete stations/centers in pairs3. Complete Assignment: Angle Relationship Homework #3 (Odds)COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.CO.12:Make formal geometric constructions with a variety of tools and methods.Extended Learning Materials (if needed):Measuring and Identifying Angles WorksheetMeasuring Angles and Angle Relationships (Golden 1-4 Form G #9-13; 24-25; 1-5 Form G #4-7, 25)Quick Quiz: Measuring Angles and Angle Relationships (Golden Resource 1-4/1-5 Standardized Test Prep)Complete 1-6 Textbook Assignment: pp 40-42 #2, 9-14, 17-25, 42-44 Worksheet 1 - 6Day 16MATERIALS: Pencils; hmwrk #3 assignment; I-3 Notes; Construction Notes; Construction Practice worksheet; compass, protractor, glue; scissorsLEARNING GOALS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.I can accurately construct the following using appropriate tools:a. A line parallel to a given line through a point not on the lineb. Perpendicular bisector of a line segmentSTUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by making constructions, completing notes, and solving problems during guided practice.The students build an understanding of how a compass can be used to construct geometric figures.The students will construct designs using appropriate tools.The students will make basic constructions using a straightedge and a compass.The students use a compass and a straightedge to construct segments and congruent angles.The students will use a compass and a straightedge to bisect segments and angles. ACTIVITIES/INSTRUCTIONAL SEQUENCE:Assignment Review: Angle Relationship Homework #3 answer student questions/collectComplete Basic Geometry Vocabulary: define key terms perpendicular and angle bisectorBuild It: Construct Two Equal Line Segments Interactive Notes (I-3)Constructions Notes: Introduce lesson concepts as students complete Construction notes Assignment: Construction Practice WorksheetCOMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.CO.12:Make formal geometric constructions with a variety of tools and methods.Day 17MATERIALS: Pencils; Constructions Assignment, 1-9 Notes; textbookLEARNING GOALS: I can determine if my solution makes sense using units.I can define appropriate quantities for the purpose of describing a situation.I can determine an appropriate level of rounding in reporting the solution.I can apply the properties of geometric figures to describe real-world I can apply area and volume to situations involving density STUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by completing guided notes and solving problems during guided practice.The students will find the area and perimeter or circumference of basic shapes. The students will find the perimeters of rectangles and squares, and circumferences of circles.The students will find areas of rectangles, squares, and circles.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Assignment Review: Constructions assignment answer student questions/collect1-9 Perimeter, Circumference, and Area Notes: Introduce lesson concepts as students complete 1-9 Notes Worksheet for guided practiceComplete 1-9 Textbook Assignment: pp 65-67 # 1-4, 10-13, 17-18, 20, 28-30, 37-38, 50, 53, 59-62COMMON CORE STATE STANDARDS:G.MG.1:Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.G.MG.2:Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.Day 18MATERIALS: Pencils; 1-9 tb assignment; computer for video; 1-9 worksheetLEARNING GOALS: 1. I can determine if my solution makes sense using units.2. I can define appropriate quantities for the purpose of describing a situation.3. I can determine an appropriate level of rounding in reporting the solution.I can apply the properties of geometric figures to describe real-world I can apply area and volume to situations involving densitySTUDENT LEARNING TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will actively engage in the learning lesson by completing solving problems during guided practice.Students will actively engage and watch support video by answering questions and solving problems.The students will find the area and perimeter or circumference of basic shapes. The students will find the perimeters of rectangles and squares, and circumferences of circles.The students will find areas of rectangles, squares, and circles.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Assignment Review: 1-9 Textbook assignment answer student questions/collectVideo Review: 1-9 Perimeter, Circumference, and Area ; index=9&list=PLO4HngbKc6LRYHjF1bf_zGOWTr9cAlb52 Exit Slip: Perimeter, Circumference, and Area WUHomework 1-9 Worksheet Assignment: #1-21COMMON CORE STATE STANDARDS:G.MG.1:Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.G.MG.2:Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.Day 19-20MATERIALS: Pencils; 1-9 tb assignment; computer for video; 1-9 worksheetSTUDENT TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will participate in large group discussion while solving problems during guided practice.The students will complete the chapter 1 vocabulary and concept review.ACTIVITIES/INSTRUCTIONAL SEQUENCE:Day 1 Concept Review in Test Preparation:Assignment Review : 1-9 Worksheet answer student questions/collectInteractive Vocabulary Review: I-1, I-9, I-10Prepare and organize Unit 1 Notes, Interactive Activities, and Constructions Work on/Complete Geometry Basics Test Study Guide: Students will work on independently with use of reference materials and notes as teacher circulates room providing support.Day 2 of Concept Review in Test Preparation::Submit Notes, Interactive Activities, and Constructions for Teacher ReviewReview Study Guide: Unit 1 Test tomorrow COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.CO.12:Make formal geometric constructions with a variety of tools and methods.G.PE.4:Use coordinates to prove simple geometric theorems algebraically.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.G.PE.7:Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.G.MG.1:Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.G.MG.2:Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.Day 21-22MATERIALS: Pencils; calculators; Chap 1 Review; Chapter 1 Posttests; protractors; compassSTUDENT TARGETS: The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.The students will participate in large group discussion while solving problems during guided practice.The students will demonstrate knowledge and skills learned while completing Unit 1 Posttest.The students will independently and actively attempt math problems while showing their work. ACTIVITIES/INSTRUCTIONAL SEQUENCE:Review Unit 1 Review Assignment: answer student questions/collectUnit 1 Review Warm-upComplete Unit 1 Posttest COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.G.CO.12:Make formal geometric constructions with a variety of tools and methods.G.PE.4:Use coordinates to prove simple geometric theorems algebraically.G.GPE.6:Find the point on a directed line segment between two given points that partitions the segment in a given ratio.G.PE.7:Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.G.MG.1:Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.G.MG.2:Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ................
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