# 5

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
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
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
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
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.
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
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
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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
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
1. parallelogram
2. trapezoid
3. rectangle
4. trapezoid
5. parallelogram
6. rhombus
15
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)
. .
. .
. .
.
.
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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
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
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
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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
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.
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
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
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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
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
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.
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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
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.
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
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
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
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
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
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
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
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
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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
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:
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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
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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.
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)
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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
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C D
B A
L P
H E

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