# NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom:
Geometry Honors students grades 9-10, mixed demographics.

Background:
Fourth section on a unit about congruent triangles. One day. Acquisition.

Content Objective(s):
Students will be able to:
• • • •

identify corresponding angles by choosing corresponding variables in a congruency statement. identify corresponding sides by choosing corresponding variables in a congruency statement. show that two triangles are congruent if the corresponding sides and angles are congruent. show that if two triangles have corresponding sides and angles that are congruent, then the two triangles are congruent. develop and write a congruency statement for two figures by matching corresponding parts of the figures.

Language Objective(s):
Students will:
• • •

listen to direct instruction receive guided practice work on homework individually.

G.CO.7 - Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

Key Vocabulary:
• •

angle-side-angle congruence postulate angle-angle-side congruence theorem

Best Practices: (put an X next to those that you address in your lesson)
X Preparation Adaptation of content Links to background X X Scaffolding Modeling Guided practice X Grouping Options Whole Class Small groups

X

Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing

X X X X X X

X X X X

Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

X X X

Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Presentation, modeling, discussion

Warm Up Activity:
Warm Up Exercises page 55 of the McDougal Littell Geometry Chapter 4 Resource Book.

Lesson Sequence:
1. 2. 3. 4. Warm Up 5 minutes Distribution of notes. 5 minutes Direct instruction of key vocabulary and ideas 15 minutes Guided practice of key vocabulary and ideas 14 minute

Accommodations:
ESL and learning challenged students will be paired with a volunteer advanced student. Any additional help will be resolved with one on one teacher/student time.

Supplementary Materials:
• • • •

ELMO McDougal Littel Geometry Textbook McDougal Littell Geometry Chapter 4 Resource Book Notes 4.4

Review/Assessment:
Section 4.4 page 223:8-13 all, 19-22 all turned in Wednesday 10/31 and graded for credit.

Reflection:
This lesson went pretty smoothly. I can tell there will be some confusion between the two theorems presented today. Hopefully the triangle congruence activity planned for the end of the week will help them better understand the differences between the congruency theorems and postulates.

Form: 005 JDC 4/22/08