Monday-
| | |Monday- |
| |Verb(s) |MLK HOLIDAY |
| |- What verbs define the actions | |
| |students will need to take when | |
| |mastering this objective? | |
| |Context |Readiness-Students will apply their knowledge of the sums of triangles and angle relationships to writing and solving such problems algebraically. This supporting standard |
| |Readiness: |will bridge the concept of geometry and algebra. |
| |Connections from previous grade | |
| |level. |7.11A Model and solve one variable, two-step equations and inequalities. |
| |To what degree will this impact |6.10A model and solve one-variable, one-step equations that represent problems, including geometric concepts. |
| |learning two years down the |5.4B represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity. |
| |road? | |
| |Supporting: |Supporting- |
| |What Readiness Standards or |A.5A solve linear equations in one variable, including those for which the application of the distributive property is necessary. |
| |concepts from the Readiness |6.9C write corresponding real-world problems given one-variable, one-step equations. |
| |Standards does it support? |6.10B determine if the given value makes one-variable, one-step equations true. |
| |How does it support the | |
| |Readiness Standards? | |
| |I will know my students have |By the end of this unit part, students will be able to write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle |
| |mastered this standard when they|relationships. |
| |can…. | |
| |I will assess the standard by…..|I will assess my students with quizzes and test on the appropriate content. |
| | |Students will be assessed through playing "Find Your Partner" game in which each student has a picture of an angle and finds the student who has the angle supplementary (or |
| | |complementary) to it. Students use angle measures to verify the choice. |
| | |Relationships between angles exist within geometric figures. Students will be assessed by answering the following questions: |
| | |What angle relationships are created when lines intersect? |
| | |How can the measure of a specific angle be determined indirectly? |
| | |How are vertical, complementary, and supplementary angles used to determine the measure of other angles? |
| | |In what ways can special angle relationships be used to determine the measure of missing angles in a figure? |
| | |How can the sum of the measure of angles in a triangle be determined? |
| |Vocabulary |Adjacent angles, Supplementary angles, Corresponding Angles, Vertical Angles, Supplementary Angles, Alternate Interior Angles, Corresponding Angles, Alternate Exterior Angles |
| |(Academic and Content) | |
| |Lesson Topic (Content Objective)|Write and solve equations including the sum of the angles in a triangle and angle relationships. |
| |ELPS (Language Objective) |ELPS C.1f Use accessible language and learn new and essential language in the process. |
| | |ELPS C.3j Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. |
|Lesson |Engage: |R-MATH.7.12A compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads. |
|Cycle |Warm-Up/Opening (20 – 30 | |
| |min)-working backwards | |
| |Explore: |Students will view a video on angle relationships. Students will begin create foldables to understand angle relationships. |
| |INM/Review (min): | |
| |Explain: | |
| |Guided Practice (min): |Students will create a visual and colorful vocabulary foldable as a study guide. Students will take notes from a powerpoint that discusses angle relationships. |
| |Elaborate: |Students will work in groups to demonstrate their level of understanding of angle relationships by playing a vocabulary partner game. . Students will work cohesively to learn |
| |Independent Practice (min): |the concepts and further their understanding. Students will complete a matching activity. Students will group vocabulary words with appropriate angle representation and |
| | |definition. They will answer word practice problems regarding angle relationships. |
| |Evaluate: |(Common Assessment over equations and inequalities( |
| |Closing (10 – 15 min.): |(Spiraling Exit Tickets-MATH.7.4E convert between measurement systems, including the use of proportions and unit rates.( |
|Reinforce|Materials/ Resources: |(Warm-Ups (Exit Tickets (Spring Board (TEKSING (EduSmart |
|ment | |(Go Math (Unit Review (Common Assessment |
| |Homework |Students will be given opportunity to complete assignment from class that was not completed. |
| |MODIFICATIONS and/or |As per IEP committee decisions per|As per IEP committee decisions per individual student: |
| |ACCOMODATIONS: |individual student: |Allotted period of time |
| |-Gifted and Talented |Allotted period of time |Concrete application of activities |
| |-ELL/ ESL |Concrete application of activities|May have a directions read and responses scribed |
| |-Special Education |May have a directions read and | |
| | |responses scribed | |
*All lesson plans are subject to revisions and addendums by teacher. [pic]
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