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Objectives. (What are you trying to do in this lesson?) 1. Do Warm-up use !ythagorean Theorem to sol"e #or the missing side o# a right triangle in simplest radi$al #orm %. &e"ie' #ind the missing sides (y setting up proportion (et'een t'o similar right triangles ). *ntrodu$e ho' to use !ara$hute !ete to memori+e the altitude on Hypotenuse Theorem, -ead students in pra$ti$e #ind the missing sides .ui$/ly, students 'ill 'or/ in group to sol"e the pro(lems. Understandings. (What do you 'ant students to /no' and (e a(le to do at the end o# this lesson?) 1. 0tudents 'ill (e a(le to use altitude on Hypotenuse Theorem to #ind the missing sides in a right triangles Knowledge Outco es. (What content knowledge do you want your students to gain as a result of this lesson? Please refer to the MA Curriculum Frameworks.) • G-SRT. 2. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

Assess ent. (Ho' 'ill you $he$/ #or student a$hie"ement and understanding?) Homework, group work in class, exit ticket. !nstructional Approac". (Des$ri(e a$ti"ities, allotted time, and $losure) 1. (1-10 min.) Do Warm-up .uestions gi"e t'o right triangles, use the !ythagorean Theorem to sol"e the missing sides in simplest #orm, $he$/ home'or/ %. (10-11 min.) Gi"e a right triangle A23, and 3D is the altitude. As/ students to #ind the similar triangles, and i# 'e $ould $reate proportions that 'ill lead to e.uations. Then, emphasi+e on three proportions

These three proportions can be rewritten into three equations:

These proportions $an (e di##i$ult to "isuali+e and to remem(er, so, the tea$her 'ill introdu$e !ara$hute !ete to help students #ind the e.uation dire$tly. 3. (10 min.) !ass through the handouts, and e4plain ho' the !ara$hute !ete 'or/s !ete is going to #all #rom the s/y and land ("ery $are#ully) on "erte4 3 o# the large 5. 6n$e !ete lands on point 3, he has three segments he $an s/i do'n 3A, 3D or 32. 7o mater 'hi$h side he s/is do'n, he8ll have two different points he can walk to. Then, introduce the three paths that Pete going to slide down: CA, CB, and CD (see the picture at side). Then, lead students to find out the rules. a. Option 1: slides down CA: Once Pete reaches the bottom what two segments can he walk along if he starts each time at vertex A? Two segments would be AD and AB. Then the proportion will be AC =AB•AD

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b. Option 2: slides down CD: Once Pete reaches the bottom what two segments can he walk along if he starts each time at vertex D? Two segments would be DA and DB. Then the proportion will be CD2=DA•DB c. Option 3: Slides down CB: Once Pete reaches the bottom what two segments can he walk along if he starts each time at vertex B?

9. (11 min.) -ead students to pra$ti$e t'o more e4amples o# setting up e.uations (y using !ara$hute !ete. Gi"e t'o more e4amples 'ith the length o# the sides. Then, students 'ill 'or/ in groups (9 students in a group) to #ind the missing sides o# right triangles (use !ara$hute !ete method). 1. Assign home'or/ due ne4t time. S#ills to be e p"asi$ed. 1. :inding the missing sides o# right triangles (y using Altitude on Hypotenuse Theorem. %aterials needed. %9 handouts Sponge activit& (to soa/ up e4tra time). ;ore Altitude to Hypotenuse Theorem pro(lems 'i((erentiation

0in$e student A $at$hes the material "ery .ui$/ly, he $ould help ans'er his peers< .uestions. *t is a great pra$ti$e #or him to e4plain 'hat he =ust learned. *t is also a good assessment tool to test his understanding o# materials. 0in$e student 2 is a slo' learner, * 'ill as/ .uestions more #re.uently in $lass this time. * 'ill as/ student 2 to e4plain ho' !ara$hute !ete 'or/. Then, i# she $annot ans'ers all o# the 'ays that !ete 'ill go, * 'ill as/ student A to ans'er student 2<s .uestion. *n this 'ay, (oth student A and 2 'ill (ene#it #rom ea$h other. 0in$e student 3 has di##i$ulty in $on$entration, * 'ill assign him in a group 'ith tal/ati"e students. Then, * 'ill use $old $all in $lass this time. This 'ill help student 3 to #ollo' my instru$tion and $on$entrate in the $lass. Then, in the group a$ti"ity, * 'ill stop (y his group to $he$/ his understanding o# the materials.

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