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**STRUCTURED CURRICULUM LESSON PLAN
**

Day: 091 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B1

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Choose and apply appropriate operational

procedures and problem-solving strategies to

real-world situations

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

Analyze and interpret data presented in charts,

graphs, tables, and other displays

Understand and apply principles of probability,

central tendency and variability

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, 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

Understand and use methods of data collection

and analysis, including tables, charts, and

comparisons

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Exploring Kites

Materials

Copies of Exploring Kites

Protractors

Rulers

6

D

A

B

C

Educational Strategies/Instructional Procedures

Review the properties of an isosceles triangle.

Have students draw two isosceles triangles that have a common base (BD) and label the

remaining vertices A and C. Ask students to name the figure (Answer: Kite)

Have the students:

1. Measure the angles of each triangle.

2. Draw AC.

Have students prove as many facts as they can about ABCD.

Discuss their findings, which should include:

1. The diagonal AC is a line of symmetry.

2. The opposite angles, ∠ABC and ∠ADC, are congruent.

3. The diagonals AC and BD are perpendicular.

Have the students complete Exploring Kites.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Apply information presented in the text to a new or different situation

Understand the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret maps, charts, graphs, and cartoons

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment:

Fine Arts:

7

Home: Have parent sign homework sheet weekly.

Remediation: Teachers’ Half Dozen

Technology:

Assessment

Teacher observation

Homework

Assign appropriate problems from your text.

Teacher Notes

Answers to Exploring Kites:

1. m∠D = m∠B

2. ∠B is a right angle

4. 33

5. False

6. False

7. True

8

EXPLORING KITES

AB = AD, CD = BC

1. Which angles are equal?

2. If ∠A and ∠C are supplementary, what can you

conclude about ∠ABC?

3. How long is CD if AD = 4x + 3, BC = 6x + 3,

and AB = 6x − 7?

Answer questions 4-6 true or false:

4. The opposite sides of kites are parallel.

5. Kites must be convex.

6. If the diagonals of a kite bisect each other, then

all four sides of the kite will be equal.

D

A

B

C

9

STRUCTURED CURRICULUM LESSON PLAN

Day: 092 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B1

TAP:

Understand and apply geometric concepts and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying Sufficient Conditions for Quadrilaterals to be Parallelograms

Materials

Copies of Quadrilateral Worksheet 1

Educational Strategies/Instructional Procedures

Have the students complete Example 1 given below and discuss the solution.

Example 1:

Given parallelogram WXRT, find each of the following:

a) m∠ZWX

b) m∠WXZ

c) m∠WZY

d) WZ

e) ZY

f) WU

g) ZU

h) ZX

i) WY

Answers:

a) 85° b) 60° c) 95° d) 7 e) 13

f) 6 g) 10 h) 20 i) 12

W 13 X

45

0

10

U 7

6

35

0

40

0

Z Y

10

Revisit the theorems used to determine whether a quadrilateral is a parallelogram.

1. the opposite sides are parallel

2. the opposite sides are congruent

3. the opposite angles are congruent

4. the diagonals bisect each other

5. a pair of opposite sides are parallel and congruent

Have the students complete Examples 2 and 3 and review the solutions.

Determine the values of x and y that makes each quadrilateral a parallelogram.

Example 2:

x+3y

5y 20 Answer: (x = 6, y = 4)

2(x + y) - 2

Example 3: Make acute angle 60°

60

0

3x+y Answer: (x = 33, y = 21)

2(x-3)

Have students work in pairs to complete the Quadrilateral Worksheet.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new of different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment: From newspaper and magazines, have the students create a collage using pictures

of products that are parallelograms.

Fine Arts: See Enrichment

Home: Have students list the objects found in their homes that are quadrilaterals.

Remediation: Teachers’ Half Dozen

11

Technology: Have students explore quadrilaterals using a drawing program such as Cabri

Geometry or Geometers Sketchpad.

Assessment

Evaluate the Quadrilateral Worksheet using the Structured Curriculum Scoring Rubric.

Homework

Assign appropriate problems from your text.

Teacher Notes

What kind of symmetry does a parallelogram have? reflection? rotation?

Use the 180° rotational symmetry to describe the properties of a parallelogram.

Answers to Quadrilateral Worksheet 1

1. F

2. F

3. F

4. T

5. F

6. x = 4, y = 4

7. x = 15, y = 75

8. x = 47

9. Yes. If both pairs of opposite sides are congruent, then the quadrilateral is a parallelogram.

12

Quadrilateral Worksheet 1

Answer each statement true or false.

1. The adjacent sides of a parallelogram are always congruent.

2. The consecutive angles of a parallelogram are always congruent.

3. Only one pair of opposite sides of a paralleogram are congruent.

4. The diagonals of a parallelogram bisect each other.

5. The diagonals of a parallelogram are perpendicular to each other.

Find the values of x and y that make each quadrilateral a parallelogram.

6. 7.

8. 9. Is this a parallelogram?

Explain.

10. Given:

BC FE ≅

∆ ∆ ABF DEC ≅

Prove: FECB is a parallelogram

x+3y

20 5x

2x+2y

(2x+y)

0

y

0

(5x)

0

(3x-7)

0

(2x+40)

0

80

F E D

6

6

48

52

A B C

13

STRUCTURED CURRICULUM LESSON PLAN

Day: 093 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B1

TAP:

Understand geometric properties and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying the Properties of Quadrilaterals

Materials

Ruler

Protractor

Graph paper

Copies of Exploring Quadrilaterals 3

Educational Strategies/Instructional Procedures

Review the homework assignment and answer any questions.

Have students complete Exploring Quadrilaterals 3.

Discuss the activity with the students.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Analyze and interpret data

SS: Read and interpret maps, charts, graphs, and cartoons

Connection(s)

Enrichment:

Fine Arts:

14

Home: Have parent sign homework record weekly.

Remediation: Teachers’ Half Dozen

Technology: Examine various quadrilaterals using Geometers Sketchpad or Cabri Geometry.

Assessment

Teacher observation

Homework

Assign appropriate problems from your text.

Teacher Notes

Answers to Exploring Quadrilaterals:

1. parallelogram

2. trapezoid

3. rectangle

4. trapezoid

5. parallelogram

6. rhombus

15

Exploring Quadrilaterals

Plot the points for each quadrilateral; use the ruler and protractor to help determine in which

category each quadrilateral belongs. List all possibilities.

1.

(-1, 0) (-2, 3) (-2,-2) (-3, 1)

2.

(3, 3) (4, 4) (3, 2) (4, -1)

.

.

.

.

.

.

.

.

16

3.

(-1, 1) (4, 1) (1, -4) (-1, -4)

4.

(2, 2) (-1, -1) (4, 2) (2, -1)

. .

. .

. .

. .

17

5.

(-1, 3) (5,3) (-3, -1) (3, -1)

6.

(4, 3) (6, 0) (4,-3) (2, 0)

. .

. .

. .

.

.

18

STRUCTURED CURRICULUM LESSON PLAN

Day: 094 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B1

TAP:

Understand and apply geometric concepts and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying the Properties of a Trapezoid

Materials

Copies of Quadrilateral Worksheet 2

Educational Strategies/Instructional Procedures

Have the students complete the 5-Minute Quiz.

5-Minute Quiz:

I. Each figure is a parallelogram. Identify the type and explain your reasoning.

1) 3)

2) 4)

Review last night’s homework and answer students’ questions (10-15 minutes).

Review the properties of a trapezoid with the students.

19

Review the parts of a trapezoid. Have the students discuss the line of symmetry.

base 1

leg median leg

base 2

bases - The parallel sides

legs - The non-parallel sides

median - The segment joining the midpoints of the legs

Define isosceles trapezoid as a trapezoid with congruent legs. Explain to the students that there

are properties of isosceles trapezoids that do not apply to trapezoids in general.

1. Both pairs of base angles are congruent.

2. The diagonals are congruent.

3. The median is parallel to the bases, and its measure is one-half the sum of the

measures of the bases.

Ask students to explain how the theorems work.

Have students complete Quadrilateral Worksheet 4.

Review the problems the students didn’t understand.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Analyze and interpret data

Connection(s)

Enrichment: Have students prove that the median is parallel to each base and ½ the sum of the

bases.

Fine Arts:

Home: Have parent sign homework record weekly.

Remediation: Teachers’ Half Dozen

Technology: Have students use a drawing program such as Geometers Sketchpad or Capri

Geometry to investigate the properties of a trapezoid.

20

Assessment

Observe students' work and check for understanding.

Homework

Assign appropriate problems from your text.

Teacher Notes

Remind students to begin to study for the unit assessment.

Construct a square.

A B

A) Through point A, construct a ⊥ segment the same length as AB. Call the segment AC.

B) Keeping the compass at the same setting, construct the length of AB on AC. Construct an

arc, place the point on B, and construct an arc intersecting the other. Label the point of

intersection D.

Draw CD and BD.

Answers to 5-Minute Quiz:

1. Rhombus

2. Rectangle

3. Kite

4. Square

Answers to Worksheet 2:

1. AB and ED

2. FC

3. AE and BD

4. 88°, 97°

5. 7

6. 47.29

7. 5

7

16

or 5.4375

8. 52.8

9. x+1

10. 9

1

4

9 25 and .

21

Quadrilateral Worksheet 2

Given IsoscelesTrapezoid ABDE

1. Identify the bases.

2. Identify the median.

3. Identify the legs.

4. ∠ = ° ∠ ∠ AED 92 Find M EAB and M BDE

5. If AE BD ≅ , AE=(2x-3), and BD=(4x-17). Find x.

6. If ∠BDE x + 40°, ∠ = ABD x 3 °, ∠DEA = (2X-11)° and ∠ = EAB x °. Find x.

7. If AB cm = 4

3

4

and ED cm = 6

1

8

. Find FC.

8. If FC=38.4 and AB=24. Find ED.

9. If AB=x-1 and ED=x+3. Find FC in terms of x.

10. If AB=3x-5, FC=x+7, and ED=3x. Find AB.

A B

F C

E D

22

STRUCTURED CURRICULUM LESSON PLAN

Day: 095 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B1

TAP:

Understand and apply geometric concepts and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures.

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying the Properties of a Rectangle

Materials

Copies of Quadrilateral Worksheet 3

Educational Strategies/Instructional Procedures

Review last night’s homework and answer any questions students may have.

Review the properties of parallelograms and rectangles with the students.

Have the students complete Quadrilateral Worksheet 3.

Stop students after about 20 minutes to check for their understanding of the assignment.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

23

Connection(s)

Enrichment: Write a report on Frank Lloyd Wright and the buildings he designed. Include

photographs or illustrations.

Fine Arts: See Enrichment and Home.

Home: Take a walking tour of a Frank Lloyd Wright Home.

Remediation: Teachers’ Half Dozen

Technology: Research the use of Rectangles in Architecture.

Assessment

Evaluate Quadrilateral Worksheet 3 using the Structured Curriculum Scoring Rubric.

Homework

Review for the quiz.

Teacher Notes

Prepare copies of Quadrilateral Quiz for Day 099.

Answers for Quadrilateral Worksheet 3:

1. 16

2. 6

3. -

3

4

,3

4. 13

5. Not a rectangle - GM ≠ EO and GE and MO are not parallel

6. Not a rectangle - GM is not perpendicular to MO

7. Not a rectangle - GM is not perpendicular to MO

24

Quadrilateral Worksheet 3

Find the value of x that would make ABCD a rectangle.

1. AE x = − 3 9 , CE x = + 2 7

2. AC x BD x = + = − 4 8 6 4 ,

3. AC x BD x = = + 4 9 9

2

,

4. ∠ = − ∠ = + ABD 4x 3, DBC 3x 2

A B

D C

Graph the following sets of points and determine if GEOM is a rectangle. Explain your answer.

5. G(-4,-1) E(0,1) O(0,-4) M(-4,-4)

6. G(-1,3) E(2,2) O(3,-1) M(0,0)

7. G(5,3) E(3,5) O(5,7) M(7,5)

Extra Credit:

Given: RT WP ⊥

SP WP ⊥

Prove: RSPT is a rectangle

R S

W T Q P

E

25

STRUCTURED CURRICULUM LESSON PLAN

Day: 096 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B1

TAP:

Understand and apply geometric concepts and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying the Properties of a Rectangle

Materials

Copies of Quadrilateral Quiz

Educational Strategies/Instructional Procedures

Allow 10 minutes for student questions.

Have students complete the Quadrilateral Quiz.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Read and interpret maps, charts, graphs, and cartoons

Connection(s)

Enrichment: Have students draw the information signs they see on their way to school such as

Fine Arts: See Enrichment

Home: See Enrichment

Remediation: Teachers’ Half Dozen

Technology: Have students research the international signs and symbols on the Internet.

26

Assessment

Evaluate the Quadrilateral Quiz using the Structured Curriculum Scoring Rubric.

Homework

Read the section on squares and rhombi.

Teacher Notes

Review class notes.

1. a. diagonals bisect each other

b. opposite sides are congruent

c. opposite angles are congruent

d. opposite sides are parallel

e. consecutive angles are supplementary

2. a. diagonals bisect each other

b. diagonals are congruent

c. opposite sides are congruent

d. opposite sides are parallel

e. consecutive angles are supplementary

f. all four angles are right angles

3. 6

4. 30

5. 39

6. 114°

27

Quadrilateral Quiz

1) List the properties of a parallelogram.

a)

b)

c)

d)

e)

2) List the properties of a rectangle.

a)

b)

c)

d)

e)

Refer to parallelogram ABCD: A B

3) If AE = 6, find EC. E

4) If m∠ABE = 30, find m∠EDC.

D C

5) If AB = (3x - 9)cm and DC = (2x + 9) cm, find AB.

6) If m∠DAB = 3x, m∠ADC = 2x-10, find m∠BCD.

28

STRUCTURED CURRICULUM LESSON PLAN

Day: 097 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B2

TAP:

Understand and apply geometric concepts and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying the Properties of Squares and Rhombi

Materials

Construction Activity

Compass

Straightedge

Educational Strategies/Instructional Procedures

Review the properties of a square and rhombus with the students.

1. The diagonals bisect each other.

2. The diagonals are congruent (square only).

3. The diagonals are perpendicular.

4. Each diagonal bisects a pair of opposite angles.

Place this example on the chalkboard to check for understanding.

Given WXYZ is a rhombus with WY = XZ, determine whether each statement is true or false.

Give a reason for your answer.

X Y

1) MZ = MX

2) XZ WY ≅ M

3) m∠XYM = m∠YXM

W Z

4) XZ⊥WY

5) Is WXYZ a square?

29

Answers:

1) True - The diagonals bisect each other.

2) True – The information as given in the problem.

3) True - If two sides of a triangle are ≅ , the opposite angles are ≅ .

4) True - The diagonals of a rhombus are perpendicular to each other.

5) Yes - XWZ ≅ YZW. m W m 180 m W ∠ + ∠ = °=⇒ ∠ = ° Z 90

Demonstrate how to construct a rhombus with a compass and straightedge.

Have students complete the Construction Activity.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment: Have students create an 8

1

2

by 11 inch pencil drawing using only quadrilaterals

and shading.

Fine Arts: See Enrichment.

Home: Have parents sign assignment sheet weekly.

Remediation: Teachers’ Half Dozen

Technology: Have students use a drawing program such as Cabri Geometry or Geometers

Sketchpad to explore the properties of squares and rectangles.

Assessment

Teacher observation

Homework

Write step-by-step instructions explaining how to construct a square. Keep in mind your

instructions may be given to another student to follow.

30

Teacher Notes

A rhombus is a kite either way you look at it.

A C

D

You can also show this is true since a rhombus is a _______

A square is a rectangle; its diagonals are the same length.

The angle bisecting property also follows from the fact that rhombi are kites.

Prepare copies of Quadrilateral Worksheet 3.

Since AB = BC and AD = DC AE = EC

Similarly, BE = ED

B

E

31

Construction Activity

Using a compass and a straightedge, construct a rhombus in the space below.

1. Draw a segment. Label it AB. Set the compass to match the length of AB.

Construct an arc.

2. Label a point on the arc C.

3. Without changing the setting on the compass place it at C and construct an arc.

4. Using the same measurement, place the point on B. Construct an arc that intersects

arc C. Label the point of intersection D.

5. Use your straightedge to draw BC, CD, and AD.

How do you know your construction is a rhombus?

32

STRUCTURED CURRICULUM LESSON PLAN

Day: 098 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B2

TAP:

Understand and apply geometric concepts and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying Properties of Rhombi and Squares

Materials

Copies of Quadrilateral Worksheet 4

Educational Strategies/Instructional Procedures

Have the students exchange homework papers and use the instructions to construct a square they

prepared for homework (allow 15-20 minutes).

Have students complete Quadrilateral Worksheet 3. Monitor their progress.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Analyze and interpret data

Connection(s)

Enrichment: Have students design an international information sign.

Fine Arts: See Enrichment.

Home: Have parent sign homework sheet weekly.

Remediation: Teachers’ Half Dozen

Technology: Have students use a drawing program such as Geometers Sketchpad or Cabri

Geometry to investigate the properties of a Rhombus.

33

Assessment

Evaluate Quadrilateral Worksheet 3 using the Structured Curriculum Scoring Rubric.

Homework

Assign appropriate problems from your text.

Teacher Notes

Prepare copies of Quadrilateral Worksheet 5.

Answers to Worksheet 4:

1. 15

2. 43

°

3. 32

4. 12

5. Squares, definition, have 4 equal sides.

6. a. rhombus

b. rhombus

7. Answers will vary

34

Quadrilateral Worksheet 4

Given Rhombus MAST with diagonals MS and AT

Complete the following:

1. If MS = 30, find MR

2. If ∠ = MAT 43

o

, find ∠TAS

3. If ∠TRS = (3x - 6)°, find x.

4. If MT=(4x-18) and MA=(3x-6), find x.

5. Explain why every square is a rhombus.

6. Determine whether the coordinates form a rhombus.

a. (-1,0) (1,-1) (2,1) (0,2)

b. (-3,-3) (1,-6) (5,-3) (1,0)

7. Survey the classroom and list examples of a rhombus and a square.

M

A

R

T

S

35

STRUCTURED CURRICULUM LESSON PLAN

Day: 099 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B1

TAP:

Understand geometric properties and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying the Properties of Quadrilaterals

Materials

Copies of Drawing Quadrilaterals

Educational Strategies/Instructional Procedures

Have the students complete Drawing Quadrilaterals.

Review last night’s homework assignment and answer any questions.

Have the students complete the following 5-Minute Quiz.

Polygons

Place a check in the box if the property holds true for that polygon.

Properties Parallelogram Rectangle Rhombus Square Trapezoid

both pair

opposite sides

≈

opposite ∠s

are ≅

opposite ∠s

are supplementary

36

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Analyze and interpret data

SS: Read and interpret maps, charts, graphs, and cartoons

Connection(s)

Enrichment: Have the students create a mobile of the quadrilaterals using recycled products.

Fine Arts: See Enrichment.

Home: Have parents sign student assignment sheet.

Remediation: Teachers’ Half Dozen

Technology:

Assessment

Evaluate the 5-Minute Quiz using the Structured Curriculum Scoring Rubric.

Homework

Study for Unit Assessment.

Prepare a list of review questions to be shared with the class.

Teacher Notes

Prepare Unit Six Assessment. Prepare copies of Vocabulary 6 Activity.

37

Drawing Quadrilaterals

There are 16 different quadrilaterals that can be made on a 3x3 dot matrix. Draw

as many as you can and name each one.

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

________ ________ _________ _________

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

________ ________ _________ _________

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

________ ________ _________ _________

• • • • • • • • • • • •

• • • • • • • • • • • •

• • • • • • • • • • • •

________ ________ _________ _________

38

STRUCTURED CURRICULUM LESSON PLAN

Day: 100 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B1

TAP:

Understand geometric properties and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying the Properties of a Parallelogram.

Materials

Review Wheel

Copies of Vocabulary 6 Activity

Educational Strategies/Instructional Procedures

Have the class complete Vocabulary 6 Activity.

Have the class play Review Wheel (from Appendix C).

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Analyze and interpret data

SS: Read and interpret maps, charts, graphs, and cartoons

Connection(s)

Enrichment: Have the students make an Equilateral Triangle from a paper circle.

Fine Arts: See Enrichment.

Home: See Enrichment.

Remediation: Teachers’ Half Dozen

39

Technology:

Assessment

Teacher observation

Homework

Study for tomorrow’s exam.

Teacher Notes

Prepare Unit Six Assessment.

To make an equilateral triangle from a circle:

1. Mark the center of the circle.

2. Fold from any point of the circle to the center.

3. Fold to the center from one end of the fold.

4. Fold the remaining part.

.

A B

.

D

C

40

41

Vocabulary 6 Activity

Across

1. quadrilateral with four right angles and four congruent sides

4. segment that joins the midpoints of the legs of a trapezoid

6. a segment from a vertex of the triangle to the opposite side and perpendicular to the line

containing that side

8. quadrilateral with two distinct pairs of adjacent congruent sides

9. polygon where no line contains both a side of the polygon and a point in the interior of the

polygon

11. a statement accepted as true without any proof

16. quadrilateral with both pairs of opposite sides parallel

18. polygon in which a diagonal lies in the exterior of the polygon, excluding the endponts

19. convex polygon with all congruent sides and angles

Down

2. a four sided polygon

3. a segment that joins a vertex of the triangle at the midpoint of the opposite side

5. a segment joining nonconsecutive vertices in a polygon

7. quadrilateral with four right angles

10. quadrilateral with one pair of parallel sides

11. a closed figure formed by three or more coplanar segments

12. an angle that forms a linear pair with one of the angles of the polygon

13. having the same measure

14. quadrilateral with all four sides congruent

15. the side opposite the right angle in a right triangle

17. nonparallel sides of a trapezoid

42

43

STRUCTURED CURRICULUM LESSON PLAN

Day: 101 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9B1

TAP:

Understand geometric properties and

relationships

ISAT:

Identify, describe, compare, and classify

geometric figures

Unit Focus/Foci

Exploring Quadrilaterals

Instructional Focus/Foci

Recognizing and Applying the Properties of a Parallelogram

Materials

Copies of Unit Six Assessment

Educational Strategies/Instructional Procedures

Have students complete the Unit Six Assessment.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Analyze and interpret data

SS: Read and interpret maps, charts, graphs, and cartoons

Connection(s)

Enrichment: Have the students write a paragraph explaining how to create a square from a

rectangular piece of paper without measuring.

Fine Arts:

Home: See Enrichment.

Remediation: Teachers’ Half Dozen

Technology:

44

Assessment

Evaluate the Unit Six Assessment using the Structured Curriculum Scoring Rubric.

Homework

Have students select three pieces of their work for their portfolio and write an explanation as to

why each piece was selected.

Teacher Notes

To create a square from a rectangular piece of paper:

1. Fold one corner so that it meets the other side.

2. Draw a straight line along the edge.

3. Cut along the straight line.

4. Unfold the square.

Answers to Unit Six Assessment:

1. T

2. T

3. F

4. T

5. T

6. T

7. F

8. F

9. F

10. T

11. Yes, the opposite sides are congruent

12. Yes, the opposite sides are congruent

13. x = 7

14. x = 5y + 2

15. x = 9

45

UNIT SIX ASSESSMENT

Answer each of the questions true or false.

1. The diagonals of a square bisect each other.

2. The diagonals of a rhombus are congruent.

3. A trapezoid is a parallelogram.

4. Every square is a rhombus.

5. The opposite angles of a parallelogram are congruent.

6. All angles of a rhombus are congruent.

7. The median of a trapezoid is equal to the product of its bases.

8. All quadrilaterals have at least one right angle.

9. Consecutive angles of a rectangle are complementary.

10. Every square is a rectangle.

Determine whether the quadrilateral MATH with the given vertices is a parallelogram.

Explain your answer.

11. M(2, 5), A(5, 9), T(3, -1), H(6, 3)

12. M(-2, 5), A(6, 5), T(6, -3), H(-2, -3)

46

Find the value of x.

13. Given parallelogram HELP

HE = 4x – 3 and LP = 18 + x

14. Given trapezoid ABCD

AB = 4x + 6 and CD = 6x – 2

15. Given rhombus RSTU

RT = 2x + 4 and SU = 3x - 5

R

U

T

S

22

C D

B A

L P

H E

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