Monday-
Monday-Tuesday-Wednesday-Thursday-Friday-Pre-Planning: Unpacking the StandardsTEKS:
(R) - Readiness Standard
(S) -Supporting Standard
ELPS (Language Objective)Common Assessment #2, Review
Ⓢ MATH.8.8D Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
Spiraled TEKS 8.5B Represent linear non-proportionalCommon Assessment #2
Ⓢ MATH.8.4A Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line. Ⓢ MATH.8.8D Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.Ⓢ MATH.8.4A Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line. Ⓢ MATH.8.8D Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.Ⓢ MATH.8.4A Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line. Ⓢ MATH.8.8D Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.Verb(s)
- What verbs define the actions students will need to take?UseIdentify, Represent, Make, Test, and UseIdentify, Represent, Make, Test, and UseIdentify, Represent, Make, Test, and UseVocabulary
(Academic and Content)Key Concepts
•angle pairs
•angle relationships
•parallel lines
•supplementary
•transversal
Academic Vocabulary
•alternate exterior angles
•alternate interior angles
•corresponding angles
•same-side exterior angles
•same-side interior angles
•vertical anglesKey Concepts
• triangle
• similarity
• informal argument
angle-angle criterion Key Concepts
• triangle
• similarity
• informal argument
angle-angle criterion
Key Concepts
• triangle
• similarity
• informal argument
angle-angle criterion
Lesson Topic (Content Objective)Parallel lines are cut by a transversal,Students use mathematical ideas and arguments to establish facts about the angle-angle criterion for similarity of triangles.Students use mathematical ideas and arguments to establish facts about the angle-angle criterion for similarity of triangles.ELPS (Language Objective)ELPS C.1c Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
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.1c Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
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.1c Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
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.Lesson CycleEngage:
Warm-Up/Opening (min)Spiraled TEKSSpiraled TEKSSpiraled TEKSExplore:
Review (min):Parallel, Intersecting, and Skew Lines – an interactive Angles Formed Between Transversals and Parallel Lines – Instructional videos and practice exercises
bubl.us – A web-based tool for creating graphic organizers and mind maps
Angles – An interactive applet for special angle pairs created when two lines are cut by a transversal.
Students may assume two triangles are not similar because the triangles look differently. Remind students that visual inspection is not sufficient to prove or disprove similarity.
When substituting values into the slope formula, students may reverse the order of the y-coordinates and x-coordinates. Have students label ordered pairs before substituting those values into the formulaStudents may assume two triangles are not similar because the triangles look differently. Remind students that visual inspection is not sufficient to prove or disprove similarity.
When substituting values into the slope formula, students may reverse the order of the y-coordinates and x-coordinates. Have students label ordered pairs before substituting those values into the formulaStudents may assume two triangles are not similar because the triangles look differently. Remind students that visual inspection is not sufficient to prove or disprove similarity.
When substituting values into the slope formula, students may reverse the order of the y-coordinates and x-coordinates. Have students label ordered pairs before substituting those values into the formulaExplain:
Guided Practice (min):Have student draw an example of Parallel Line cut by a transversalHave students access the YouTube video Similar Triangles by AA for an in-depth explanation of how to determine if two triangles are similar using AA similarity.Have students access the YouTube video Similar Triangles by AA for an in-depth explanation of how to determine if two triangles are similar using AA similarity.Have students access the YouTube video Similar Triangles by AA for an in-depth explanation of how to determine if two triangles are similar using AA similarity.Elaborate:
Independent Practice (min):Start:
7-1 “Parallel Lines Cut by a Transversal,” pp. 193 – 198 Brain-pop
My Hrw Brain-pop
My HrwBrain-pop
My HrwEvaluate:
Closing ( min.):Students create a visual representation of parallel lines and angle pair relationships using Geometry City Project activity Writing prompt from Guiding questions to be answered in interactive journals.
Writing prompt from Guiding questions to be answered in interactive journals.
ReinforcementMaterials/ Resources:Calculators
Pencils
Texas Go Math
HISD Resources
Computers
Graph paper
JournalsCalculators
Pencils
Texas Go Math
HISD Resources
Computers
Graph paper
Journals
Calculators
Pencils
Texas Go Math
HISD Resources
Computers
Graph paper
Journals
HomeworkSpiral TEKS Homework
Spiral TEKS HomeworkSpiral TEKS HomeworkSpiral TEKS HomeworkSpiral TEKS Homework
*All lesson plans are subject to revisions and addendums by teacher.
*This lesson plan is designed to be a guide the teacher can use to engage in thoughtful planning of each lesson, to better integrate vertical alignment opportunities, and to ensure high order thinking opportunities throughout instructional timeframes.
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