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High School Geometry from Chicago Public Schools Days 54-67

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Correlations (SG,CAS,CFS): 9A3 TAP: Identify, describe, compare, and classify figures ISAT: Understand and apply geometric concepts and relationships

Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Classifying Triangles Materials Copies of Classifying Triangles Activity 1 Educational Strategies/Instructional Procedures Have students sit in groups of four. Students should work with a partner in their group. Have a student read the guidelines aloud. Answer any questions before they begin. Try to not answer any questions during the activity. Give the students as much time as you feel they need to complete the activity. Students should compare definitions with the members of their group and then with the class. Bring the class together and agree on a final definition for each term. Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Fine Arts: Home: Have parents sign assignment sheet.

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Remediation: Technology: Assessment Teacher observation Homework Assign from your text appropriate problems on classifying triangles. Teacher Notes Prepare copies of Classifying Triangles 2.

203

1. Students should sit in groups of four. 2. Students should work with a partner within their group. 3. Each student should write a definition based on the given information. 4. Students will then, as a group, determine the best possible definition for the term. 5. Students should choose a recorder (who will write the groups definition of each term). 6. Each group should be prepared to present their definitions.

204

Write the best definition possible based on the information given. 1. Right triangle

35 26

58

88 55 64 43

34 50

93 47

37

2. Acute triangle

35

135 46 28

73

72

46 34 17

45

89

3. Obtuse triangle

28 115 122 33 32

40 35

75 50 30

70

205

4. Scalene triangle

8 4

5 5

5 6 7 5 10 10 10

12

5. Isosceles triangle

15

15 10 10 19 7 7 7 14 14 .6 12 14.5 14 8 15

6. Equilateral triangle

1 1 1

7 6

12

3 3

3 13 13 7 13 6 7

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STRUCTURED CURRICULUM LESSON PLAN Day: 055 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A3 TAP: ISAT: Identify, describe, compare, and classify figures Understand and apply geometric concepts and relationships Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Classifying Triangles Materials Copies of Classifying Triangles 2 Educational Strategies/Instructional Procedures Remind students that every triangle can be classified according to its angles or its sides. Have students note that a given triangle can fall into more than one category.

Triangle

Acute Scalene Isosceles Equilateral Scalene Right Isosceles Obtuse Scalene Isosceles

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Isosceles

Vertex

Right

Leg

Leg

Leg

Hypotenu

Leg

Side opposite to A

C Side adjacent to A A Adjacent sides of a triangle two sides that share a common vertex. Base of an isosceles triangle side opposite the vertex angle Base angles of an isosceles triangle angles opposite the legs with the base as one side Hypotenuse the side opposite the right angles Legs of the isosceles triangle the congruent sides Legs of a right triangle the sides adjacent to the right angle. Have the students complete Classifying Triangles 2. Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information

208

Connection(s) Enrichment: Form 4 congruent triangles using 6 toothpicks. You cannot bend, break, or overlay the toothpicks. (Solution: Form a tetrahedron.) Fine Arts: Home: Have parents sign assignment sheet. Remediation: Teachers Half Dozen Technology: Assessment Teacher observation Homework Assign from your text appropriate problems on classifying triangles Teacher Notes Solutions to Classifying Triangles 2: 1. ABC 3. CAB 5. AC and AB 7. AC and CD 9. ACB and ABC 11. Scalene 2. ADC 4. AC 6. AB and BC 8. Possible combinations of: ACD, CAD, ACB, ABC, or CAB 10. CB 12. Isosceles

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1. Students should sit in groups of four. 2. Students should work with a partner within their group. 3. Each student should write a definition based on the given information. 4. Students will then, as a group, determine the best possible definition for the term. 5. Students should choose a recorder (who will write the groups definition of each term). 6. Each group should be prepared to present their definitions.

210

Classifying Triangles 2

A

1. Name the isosceles triangle 2. Name the right angle 3. Name the vertex angle 4. Name the hypotenuse 5. Name the legs of the isosceles triangle 6. Name the sides adjacent to ABC 7. Name the sides adjacent to ACD 8. Name two acute angles 9. Name a pair of congruent angles 10. Name the base of the isosceles triangle

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Graph the vertices of each triangle and determine if the triangle is scalene, isosceles, or equilateral. 11. 12.

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STRUCTURED CURRICULUM LESSON PLAN Day: 056 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 7A6; 9A5; 9A3 TAP: Understand geometric properties and relationships; apply geometric concepts and formulas Demonstrate understanding of measurement concepts and apply measurement skills Identify, compare, describe and classify figures ISAT: Understand and apply geometric concepts and relationships Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Applying the Angle Sum Theorem and the Exterior Angle Theorem Materials Copies of Exploring Angles in Triangles Chart paper Markers Educational Strategies/Instructional Procedures Review last nights homework and answer students questions. Explain the difference between a theorem and a corollary. A theorem is a statement that must be proved to be true. A corollary is a theorem that follows from a previously proven theorem. Have the students work in groups of four. Students should work with a partner in their group to complete the Exploring Angles in Triangles activity.

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EXPLORING ANGLES IN TRIANGLES 1. 2. 3. 4. One group member will draw 2 large acute triangles and number the angles One group member will draw 2 large obtuse triangles and number triangles consecutively Measure angles of each triangle. Find the sum of the measures of the three angles in each triangle. Discuss the results as a group. 5. Each pair should cut out one triangle and tear off the angles. 6. Arrange the angles so that their vertices meet at a point. 2

As a group make a conjecture about sum of the angles of a triangle. 7. Each pair should extend the side of their remaining triangle and label the angle formed 4. 2

8. Tear off angles 1 and 2 and place them on top of 4. Discuss the results as a group and make a conjecture. Randomly select two groups to share their observations with the class. Discuss the Angle Sum Theorem (the sum of the measures of the angles of a triangle is 1800) and the Exterior Angle Theorem (the measure of an exterior angle of a triangle is equal to the sum of the remote interior angles). Relate to students that the Exploring Angles in Triangles activity was an informal proof of these theorems.

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Using chart paper and markers each group will complete an formal or informal proof of the Third Angle Theorem: If two angles of one triangle are congruent to two angles of a second triangle, then the third angles are congruent. Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Have the students construct a triangle whose angles measure 70, 70, and 40, with sides 4 cm, 4 cm, 2.5 cm. Fine Arts:. Home: Have parents sign homework. Remediation: Technology: Have the students use a computer drawing program to explore the angles in a triangle. Assessment Evaluate the in-class assignment using the Structured Curriculum Scoring Rubric. Homework Assign from your text appropriate problems on exterior angles and angle sums. Teacher Notes

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STRUCTURED CURRICULUM LESSON PLAN Day: 057 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 7A6; 9A3, 5 TAP: Identify, compare, describe, and classify figures ISAT: Understand and apply geometric concepts and relationships Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Naming and Labeling Corresponding Parts of Congruent Triangles Materials Educational Strategies/Instructional Procedures Have the students discuss in pairs the two corollaries and complete an informal proof. A) the acute angles of a right triangle are complementary B) there can be at most one right or obtuse angle in a triangle Randomly select three pairs to present their findings to the class. Define congruent segments: two segments that have the same length. Define congruent angles: two angles that have the same measure. Introduce the symbol used for congruency ( ). Discuss the concept of corresponding parts of triangles: Y T

WHY NOT

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Corresponds to: WH NO OT HY WY NT W N H O Y T

Discuss the definition of congruent triangles (triangles that have their corresponding parts congruent): Place the following examples on the chalkboard or overhead and have the students complete them in their groups. Example 1: Y N

If WYX DEF, name the corresponding congruent parts of the triangle. B Example 2: A C D Solutions: Y ! N X ! O W ! M WY ! NM YX ! NO WX ! MO

Name the corresponding congruent parts of the triangles. Solutions: ABD ! CBD BAD ! BCD BDA ! BDC AB ! BC AD ! CD BD ! BD

Discuss the solutions with the students and remind them of the reflexive property.

217

Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: In isosceles ABC, AB BC. If AB=5 +10, BC=4 +40, and AC= 3 +30. Find the perimeter of ABC. Solution: 275 units Fine Arts: Have the students make a mobile using all triangles with their properties displayed on each. Home: Have parents sign homework. Remediation: TeachersHalf Dozen Technology: Have the students use a computer drawing program to practice identifying corresponding parts of congruent figures. Assessment Teacher observation Homework Assign appropriate problems from your text. Teacher Notes Remind students that a quiz will be given tomorrow. Prepare copies of Exploring Triangles Quiz.

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STRUCTURED CURRICULUM LESSON PLAN Day: 058-059 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A3 TAP: Identify, compare, describe, and classify figures ISAT: Understand and apply geometric concepts and relationships Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Constructing Congruent Triangles Materials Copies of Exploring Triangles Quiz Copies of Constructing Congruent Triangles Activities 1 and 2 Straightedges Protractors Compasses Scissors Educational Strategies/Instructional Procedures Review last nights homework. Administer the Exploring Triangles Quiz. Have students complete the following: Name the corresponding sides and angles. 1. X 2. M N K W Z Y P O

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Solution: XWZ XYZ XZW XZY ZXW ZXY WX YZ WZ YZ XZ XZ MNK ONP KMN OPN NKM PON MN NP KN NO MK OP

Have the students work along as you demonstrate how to duplicate a triangle according to the following: a. the included angle is formed by two sides of a triangle b. the included side forms a side of two given angles Have the students complete constructing Congruent Triangles Activities 1 and 2. Discuss the results with the class using a compass and straightedge. Integration with Core Subject(s) LA: SC: Understand explicit, factual information Apply scientific method to solve problems Connection(s) Enrichment: Have the students construct an isosceles triangle with a 6 cm base and 500 vertex angle. Fine Arts: Home: Have parents sign homework. Remediation: Teachers Half-Dozen Technology: Assessment Evaluate the Exploring Triangles Quiz using the Structured Curriculum Scoring Rubric.

220

Homework Assign from your text appropriate problems. Teacher Notes This activity may take longer than one class period. If so, continue the next day. Solutions to Exploring Triangles Quiz: 1. See student work 2. x = 100, y = 80 3. x = 60 4. x = 24 2 3

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1. Use a straightedge to draw any line l and choose a point on the line; call it D. 2. Use a compass to construct DE on l such that DE AB . 3. Use a compass to construct an angle congruent to A using GE as a side of the angle and point D as a vertex. 4. Use a compass to construct G on the new side of the angle such that GF AC . C

ACTIVITY 2

1. 2. 3. 4. Use a straightedge to draw a line n. On line n choose a point G. Use a compass to draw GH such that GH AB . Use a compass to construct an angle congruent to A using GH as a side of the angle and point G as the vertex. 5. Use a compass to construct an angle congruent to B using HG as a side of the angle and point H as the vertex. 6. Label the point where the new sides meet I. 7. How does GHI compare to ABC? (Use a ruler to measure the sides and a protractor to measure the angles.)

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1. Draw a diagram of the two congruent triangles and identify the corresponding sides and angles. MCH RJD

45 350

x0 y0

1000

x0

(3x-5)0

5.

480

x0

(x+20)0 (2x+17)0

620

6. a. Construct ABC with AB = 2 cm, C = 600, and BC = 1 cm. b. Classify ABC according to its sides and angles.

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STRUCTURED CURRICULUM LESSON PLAN Day: 060-061 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6C1, 2; 7A6; 9A3, B2 TAP: Understand geometric properties and relationships; apply geometric concepts and formulas Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Using S.S.S., S.A.S., and A.S.A. Postulates to Test for Congruency of Triangles Materials Copies of Exploring Congruence Straws/Pipe cleaners Scissors Protractors Rulers Educational Strategies/Instructional Procedures Students will work in groups of 2 or 4. Complete Exploring Congruence to explore the triangle congruence postulates SSS, SAS, and ASA. (15 min.) Discuss the results with the class. Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information

224

Connection(s) Enrichment: Have the students create a set of flash cards with the triangle congruence postulates on one side and a diagram on the other. Fine Arts: See Enrichment. Home: Have parents sign homework. Remediation: Technology: Have students use the pieces of information to draw and explore triangles using a computer drawing program. Assessment Evaluate the in-class assignment. Homework Assign from your text applications of the congruence postulates. Teacher Notes Review the distance formula with the students.

225

Exploring Congruence

1. Construct and label the following triangles: a. ABC: AB = 7 b. DEF: DE = 8 c. GHJ: GH = 12 mB = 45 mE = 52 mH = 60 BC = 7 EF = 4 HJ = 14

2. Compare your constructions with triangles created by other classmates. What do you notice when you compare constructions? 3. Are the constructions with the same names congruent? 4. What would be the reasoning behind their being congruent? 5. Can you draw two non-congruent triangles that have the same set of measures? 6. If this is possible, what type of result would this provide? 7. Complete the following statement based upon your observations: If the ___________________ of one triangle are congruent to the _____________________ of a second triangle, the triangles are congruent. Repeat /complete this same exercise using new constructions: MNO m M = 30, MN = 10, m N = 60 PQR: m P = 45, PQ = 6, m Q = 45 STV: m S = 35, ST = 8, m T = 50 Repeat this same exercise using new constructions: JKL: J K = 5 in., K L = 4 in., J L = 3 in. UVW: UV = 3 in., VW = 6 in., UV = 7 in. XYZ: XY = 2 in., Y Z = 2 in., XZ = 2 in.

226

STRUCTURED CURRICULUM LESSON PLAN Day: 062 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6C1, 2; 7A6; 9A2, 3 TAP: Identify, compare, describe, and classify figures ISAT: Understand and apply geometric concepts and relationships Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Using the Angle Angle Side Theorem to Test Congruent Triangles Materials Angle Angle Side (A.A.S.) Activity Plain paper Straight edges Educational Strategies/Instructional Procedures Review last nights homework and answer questions. Review the guidelines with the students for the activity: Proving AAS. This activity may take more than 25 minutes. Allow students as much time as they may need. At the end of the activity, allow one or two groups to present their results to the class. Have the students answer the following questions and discuss them: 1. 2. 3. 4. How well did your group work together? Did any one person dominate? Did each member of your group participate? Did you encourage everyone to work together? Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information

227

Connection(s) Enrichment: The measures of the angles RST. 5 R = 4x - 6, S = 2x = 12, and T = x. Show that RST is a right triangle. 4 Fine Arts: Have students create an abstract design using triangles and shading. Home: Have parents sign homework. Remediation: Teachers Half Dozen Technology: Assessment Teacher observation Homework Assign appropriate problems from your text. Teacher Notes Tell the students a test will be given in the next two or three days.

228

" Draw a triangle given two angles and a nonincluded side. " Draw a triangle on a piece of paper.

" Construct XY, Y and Z on another piece of paper.

" "

Cut out the side and two angles. Place them together to form a triangle in which the side is not the included side of the angles.

" Trace the triangle onto another piece of paper. " Place this triangle on top of XYZ . How do the triangles compare? " Try again with another set of angles and a nonincluded side. " Write a conjecture about the two angles and the nonincluded side of one

triangle compared to the two angles and the nonincluded side of the other congruent triangle.

229

STRUCTURED CURRICULUM LESSON PLAN Day: 063 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6C1, 2; 7A6, 9A3; 9B2 TAP: Identify, compare, describe, and classify figures ISAT: Understand and apply geometric concepts and relationships Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Using Properties of Isosceles Triangles Materials Copies of Congruent Triangle Quiz Activity: Analyzing Isosceles Triangles Activity Paper Rulers Scissors Protractors Educational Strategies/Instructional Procedures Administer the Congruent Triangle Quiz. Review last nights homework; answer any questions. Review the guidelines for the activity with the students. (Let a student read the guidelines aloud.) Students should be in groups of four for todays activity: Analyzing Isosceles Triangles. Students should discuss and compare results of the activity with the members of their group. Bring the class together and discuss the results as a group. Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information

230

Connection(s) Enrichment: ABC EFG If A = x+10, E = y+20, B = 2x, F = x+3y: Find m A and m E Solution: x = 15 m A = 250 Fine Arts: Home: Have parents sign homework sheet. Remediation: Explain and allow the students to ask/answer questions. Technology: Assessment Evaluate the Congruent Triangle Quiz using the Structured Curriculum Scoring Rubric. (Appendix F) Homework Assign appropriate problems from your text. Teacher Notes Place cutup proofs in envelopes for day 064-065. Remind students to study for the upcoming assessment. Solutions to Congruent Triangle Quiz: 1. Corresponding sides AB EF BC FG CD HG AD EH 2. S.A.S. 3. A.S.A. 6. a. AB DE b. C F Corresponding Angles B F C G A E D H 4. Not congruent 5. A.S.A. c. B E y=5 m B = 300

231

A D

E H

Write a congruent statement for the triangles shown. If it is not possible, write not congruent. 2. C E

A 3.

S T R 4. O P

232

5. R S

6. List the corresponding parts that need to be congruent to prove ABC DEF by:

233

Draw an isosceles triangle on a sheet of paper. Then cut the triangle and fold it so that the two legs match up. What can you say about the base angles of the triangle? Write a conjecture in if-then form.

Draw a triangle with two angles of the triangle congruent. Cut out the triangle and fold it so that the two angles match up. What can you say about the two legs of the triangle? Write a conjecture in if-then form.

Look at the folds in the two triangles. What can you say about the folds in each triangle? Give as much information as you can.

After folding the triangle, compare your conjectures and the information you gained with the other members of your group.

234

STRUCTURED CURRICULUM LESSON PLAN Day: 064-065 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6C1, 2; 9A3, B2 TAP: Identify, compare, describe, and classify figures ISAT: Understand and apply geometric concepts and relationships Unit Focus/Foci Understanding and Applying Geometric Concepts and Relationships Instructional Focus/Foci Classifying Triangles Materials Activity: Putting It Together Educational Strategies/Instructional Procedures Have the students sit in groups of three or four. Have a student read the guidelines aloud for the activity. Try not to answer any questions during the activity. Give the students as much time as you feel they need to complete this activity. B Putting It Together Given: BD AC, AD DC Prove: BDA BDC Statements 1. BD AC 2. BDA and BDC are right angles 3. BDA BDC 4. AD DC 5. BD BD 6. BDA BDC

A Reasons

1. Given 2. lines intersect to form right angles 3. All right angles are congruent. 4. Given 5. Reflexive Property 6. S.A.S.

235

Teacher should make as many copies as needed of the proof. Cutup the proofs, including incorrect statements and reasons, and place them in an envelope. Give each group a proof. The first group to complete the proof should be allowed to present their proof (even if it is wrong). If it is wrong, allow another group to try to present the correct proof. After about three tries, work with the class as a whole to see if they can come up with the correct answer. A blank copy of Putting It Together is here for your use. (You may want to use a proof of your own.) Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: P R O

E PO OW EW RE RP R O Fine Arts:

Home: Have family members quiz students on material from the text. Remediation: Teachers Half-Dozen Technology:

236

Assessment Teacher observation and student activity Homework Assign appropriate problems from your text. Teacher Notes As a time saver, make a transparency of the given proof and any additional proofs you might like to use, cut up the statements and reasons, and have them available for the students to put together on the overhead.

237

ACTIVITY

Guidelines 1. Students should work in groups of four. (Groups should represent a wide range of ability levels.) 2. Each group should be given a packet containing all the parts of a proof. 3. After your group has finished their proof, then pass it on to another group until each group has worked all the proofs. 4. You should take all parts of the proof and rearrange them to complete the proof. B

A Given: BDAC, AD DC Statements BDAC BDA and BDC are right angles. BDA BDC AD DC BD BD BDA BDC ABD CBD BD BD AD DC

C Prove: BDA BDC Reasons Given lines intersect to form right angles. All right angles are congruent. Given Reflexive Property S.A.S. Definition of congruent angles Given Definition of midpoint

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STRUCTURED CURRICULUM LESSON PLAN Day: 066 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6C1, 2; 7A6; 9A3; 9B2 TAP: Perform arithmetic operations involving integers, fractions, decimals and percents, explicitly stated or within context Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Apply a variety of estimation strategies: standard rounding, order of magnitude, front-ending, compatible numbers, and compensation Use variables, number sentences, and equations to represent solutions and solve problems Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percent, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Identify, analyze, and solve problems using equations, inequalities, functions, and their graphs Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Reviewing Congruent Triangles Materials Educational Strategies/Instructional Procedures Review the homework with students. Review Unit Four with the students using a review format from Appendix D.

239

Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Fine Arts: Home: Have parents sign homework. Remediation: Technology: Assessment Teacher observation Homework Study for the Unit Four Assessment. Teacher Notes Prepare copies of the Unit Four Assessment.

240

STRUCTURED CURRICULUM LESSON PLAN Day: 067 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6C1, 2; 7A7; 9A3; 9B2 TAP: Perform arithmetic operations involving integers, fractions, decimals and percents, explicitly stated or within context Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Apply a variety of estimation strategies: standard rounding, order of magnitude, front-ending, compatible numbers, and compensation Use variables, number sentences, and equations to represent solutions and solve problems Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percent, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Identify, analyze, and solve problems using equations, inequalities, functions, and their graphs Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Identifying Congruent Triangles Instructional Focus/Foci Assessing Unit Four Materials Copies of the Unit Four Assessment Educational Strategies/Instructional Procedures Administer the Unit Four Assessment.

241

Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Fine Arts: Home: Remediation: Technology: Assessment Evaluate the Unit Four Assessment. Homework Relax. Teacher Notes Solutions to Unit Four Assessment: 1. See student drawing 3. Isoscles 5. Scalene 8 O 1 7. mP = 52 3 5 2. Isosceles triangle 4. Equilateral (Equiangular) 6. Scalene 9.4 M 8. mP = -4

242

9.

C B F A

1

10.

D

2

No SSA

Yes by ASA N

11. Given: NO NP MO PQ NM NQ Prove: NMO MQP Statements 1. NO NP 2. MO PQ 3. NM MQ 4. NMO MQP 145 = 72.5! 2 M 1. 2. 3. 4. O P Q Reasons

B 12. Given: ABC is an isosceles triangle with base TN 2 3 A C Prove: ABE CBD A Statements 1. 2. 3. 4. 5. ABC is an isosceles triangle with base TN AB BC 2 3 A C ABE CBD 1. 2. 3. 4. 5.

1 2 D

3 4 E Reasons

243

Show all work for complete credit: 1. Draw and label the following triangles: a. acute triangle b. obtuse triangle c. right triangle

Fill in the blanks for problems 2 4. 2. A triangle with two congruent sides is an ____________________________triangle. 3. If at least two sides of a triangle are congruent, then the triangle is ______________. 4. If all sides of a triangle are congruent, then the triangle is ____________________. Use the distance formula to classify the triangles by the measure of their sides. 5. MNO with vertices M(5, 0), N(0, 8), and O(0, 0).

244

Determine whether the following are congruent or not. Explain your answer. 9. B F A

1

10.

D

2

P Reasons

245

Write an informal proof for problem #12. 12. Given: ABC is an isosceles triangle with base TN 23 AC Prove: ABE CBD

75

246

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