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Chap 2: Geometric Reasoning

Time: 12 Days

27 Students

Consists of 9 Total Lesson Plans

Geometry, Holt McDougal

1. Learning Goals:

Use inductive reasoning to identify patterns and make conjectures.

Find counterexamples to disprove conjectures.

Identify, write, and analyze the truth value of conditional statements.

Write the inverse, converse, and contrapositive of a conditional statement.

Apply the Law of Detachment and the Law of Syllogism in logical reasoning.

Write and analyze biconditional statements.

Review properties of equality and use them to write algebraic proofs.

Identify properties of equality and congruence.

Write two-column proofs.

Prove geometric theorems by using deductive reasoning.

Write flowchart and paragraph proofs.

2. Rationale:

Biologists use inductive reasoning to develop theories about migration patterns.

To identify species of butterfly, you must know what characteristics one butterfly

species has that another does not.

You can use inductive and deductive reasoning to decide whether a common myth is

accurate.

A gardener can plan the color of hydrangeas she plants by checking the pH of the soil.

3. Learning Objectives:

Use inductive reasoning to identify patterns and make conjectures.

Find counterexamples to disprove conjectures.

Identify, write, and analyze the truth value of conditional statements.

Write the inverse, converse, and contrapositive of a conditional statement.

Apply the Law of Detachment and the Law of Syllogism in logical reasoning.

Write and analyze biconditional statements.

Use properties of equality to write algebraic proofs.

Identify properties of equality and congruence.

Write two-column proofs.

Prove geometric theorems by using deductive reasoning.

Write flowchart and paragraph proofs.

4. Content Standards:

CC.9-12.G.CO.9- Prove theorems about lines and angles.

CC.9-12.G.CO.10- Prove theorems about triangles.

CC.9-12.G.CO.11- Prove theorems about parallelograms.

CC.9-12.G.SRT.4- Prove theorems about triangles.

5. Lesson Plan: Attached

6. Schedule of Lessons:

2-1 Lesson

1.5 Days

2-2 Lesson

2-3 Lesson

Make Conjectures

Conditional Statements

Using Deductive Reasoning to

1 Day

1 Day

2-4 Lesson

Verify Conjectures

Biconditional Statements &

1 Day

2-5 Lesson

2-6 Lesson

2-7 Lesson

End of Chapter Review &

Definitions

Covers Section 2-1 thru 2-4

Algebraic Proof

Geometric Proof

Flowchart & Paragraph Proofs

Covers all of Chapter 2

1.5 Days

1 Day

2 Days

1 Day

2 Days

Chapter Test

7. Preparation/ Materials:

Projector for notes

Have bookwork pages and numbers ready to be assigned

Have worksheet for each section prepared

Have activity worksheets prepared

Be prepared to answer any and all questions assigned to students

8. Assessment of Prior Knowledge: Each day, we will do some sort of review over the

material covered the previous day. Some days this will consist of doing a few warmup

problems on white boards, other times it will be going over any questions from the

homework as a class, and sometimes it will be providing an example or two for the

students to do in their notes before we start. Each day, during notes, I will ask a lot of

guiding questions to ensure that the students are leading the discussion, and that they

understand the material. I will also ask a lot of questions about the material that they

have seen before. I will ask questions like this should look familiar from last year, what

can you tell me about it? If I notice that one part of the section is more difficult than the

others, I will provide multiple examples for students to test their understanding.

9. Differentiating Instruction: One of the ways I will use differentiation in my lessons is

by providing videos in my notes. The videos are usually only a few minutes long, and

give a quick introduction about the topic. This provides the students with another voice

that teaches them about the topic. They also get to see different visuals, other than me

simply writing the notes out. Another way I use differentiation is by splitting my students

into appropriate groups. This allows them to discuss the topic and procedures with

students at their ability level (but they dont know that they are split up by ability). I also

walk around a lot during individual work time. This allows students who need one-onone instruction to receive extra help. Differentiation helps all of my students learn.

10. Culminating Activity: Since chapter two is about proofs and geometric reasoning, a

good culminating activity could be a packet of different proofs (attached). The book

takes us through how to prove conjectures one step at a time (or section at a time), so a

culminating packet could be a good way to test students understanding. The packet

would start with problems that the students could solve after section one was covered,

then cover more problems as we advance further through the chapter. By the end of the

chapter, students should be able to complete the entire packet.

11. Types of Assessment:

Formative Assessment

o Asking guiding questions throughout the notes to check students

understanding.

Ex: If we were to write a biconditional statement, what form will I

need that to be in?

o Providing warmup problems at the beginning of class, and checking the

students work to check their procedures and answers.

Ex: Write a conditional statement, then write its converse, inverse and

contrapositive.

o Providing problems in the book, along with worksheets, that will be reviewed

and answered as a class at the beginning of the hour.

Summative Assessment

o Mid-way through the chapter, the students will receive a quiz covering section

2-1 through 2-4.

o At the end of the chapter, the students will take a chapter test, covering all of

the material taught from chapter 2.

12. Reflection: I believe that this is an appropriate unit plan, including a realistic pacing

guide, quality differentiation, and proper assessment of prior knowledge. However, one

thing that needs to be planned for is change within the pacing guide. If there is a missed

day due to weather we can simply continue with the chapter as planned, but a review at

the beginning of class should be planned. If a lot of students are struggling with a

specific section and it would not be a good idea to move on, I believe it is worth it to

have a day of reteaching. I would rather spend a day reteaching a section than move on

and move too fast. It should also be noted that preparation is key. It is important to look

at the section prior to teaching it, and I need to be able to do examples for each part of the

notes. I should also be able to do all of the problems that I expect my students to do. I

should also be prepared to answer questions about any and all of the questions I assign. It

is also important to have all videos and handouts prepared to use before class starts, that

way we will have fast transitions in the classroom. I believe that if I follow this unit plan,

I will be successful.

Corey Bell

Geometry Sec 2-1: Using Inductive Reasoning to Make Conjectures

Subject: Geometry

Topic: Section 2-1: Using Inductive Reasoning to Make Conjectures

Grades: 9-10

Number of Students: 27

Grouping: Individual work, class discussion

Time: 53 minutes

Content Standards:

CC.9-12.G.CO.9- Prove theorems about lines and angles.

CC.9-12.G.CO.10- Prove theorems about triangles.

CC.9-12.G.CO.11- Prove theorems about parallelograms.

CC.9-12.G.SRT.4- Prove theorems about triangles.

Goals: Use inductive reasoning to identify patterns and make conjectures. Find

counterexamples to disprove conjectures.

Rationale: Biologists use inductive reasoning to develop theories about migration patterns.

Objectives: After lecture, students will be able to use inductive reasoning to make a conjecture,

and either prove it or prove that it is false.

Materials: Notes, projector, sec 2-1 worksheet

Teacher Preparation: Have notes ready to go. Know what bookwork will be assigned, and

have the worksheet ready. Be prepared to answer questions and explain procedures about how to

make a conjecture, and show a counterexample.

Assessment of Prior Knowledge: During notes, I will ask a lot of guiding questions that will

assess the students prior knowledge. There are parts of this lesson that should look familiar to

students (especially the definitions) so I will ask questions to get the students thinking about

these things.

Procedures:

We will start with notes from the next section (2-1) since we just took a test.

During notes I will ask a lot of guiding questions to help the students understand the

material.

I will provide multiple examples for each part of the notes.

o Identifying a pattern

o Making a conjecture

o Applications

o Finding a counterexample

After notes, I will see if there is any confusion that I can clear up.

Students will work quietly on bookwork and their worksheet after notes.

During this time, I will be walking around the room to help struggling students.

Plans to Reteach and Extend: There are some difficult examples in the bookwork for this

section. These problems will act as both an opportunity for struggling students and for advanced

students. Struggling students will be able to ask questions to clarify things that are confusing to

them. Advanced students will be able to attempt difficult problems, to see if they can do them on

their own.

Reflection: I thought that this lesson went well. We were able to have a good class discussion

rather than having me simply lecture. The students were confused at times, which was actually

beneficial for our discussion. They were able to argue why we would or would not do certain

things, which helped deepen their understanding, and give them that ah ha moment. They

were able to guide me through the notes, rather than having me tell them every little step.

They also worked well on their assignment, and asked questions when necessary.

Name:

Date:

Hour:

Chapter 2 Review Packet

Section 1:

1. Explain Inductive Reasoning in your own words.

2. Write your own TRUE conjecture, then list examples to find a pattern to show that it is

true.

3. Make your own data table, make a conjecture about your table.

4. Write your own FALSE conjecture, and give at least one counterexample to show that it

is false.

Section 2:

1. Draw a Venn diagram, then write a conditional statement from it.

2. Write a conditional statement, then write its converse, inverse, and contrapositive.

3. Find the truth value of each statement you wrote in problem #2, then tell which

statements are logically equivalent.

Section 3:

1. Explain deductive reasoning in your own words.

2. Write a statement and a conjecture that is valid by the law of detachment

Hint: Need to write: p to q, p, and a conjecture.

3. Write a statement and a conjecture that is invalid by the law of detachment, and explain

why it is invalid.

4. Write two statements (p to q and q to p), and a conjecture that is valid by the law of

syllogism.

5. Write two statement and a conjecture that is invalid by the law of syllogism. Explain

why it is invalid.

Section 4:

1. Write a conditional statement, then write its converse and a biconditional statement.

2. Find the truth value of the biconditional statement and explain why it is or is not true.

3. Write a definition, then write a biconditional statement from that definition.

Section 5:

1. Solve the equation, give justification for each step.

a. -5 = 3n + 1

b. What is the temperature in degrees Celsius C when it is 86 degrees Fahrenheit?

5

Solve the equatin C= ( F32 ) for C, and justify each step.

9

Section 6:

1. Write a two-column proof for theorem 2-6-1. (Hint: see book).

2. Complete the Check It Out! (Problem #3) on page 112.

Section 7:

1. Complete the Check It Out! (Problem #2) on page 119.

2. Complete the Check It Out! (Problem #3 on page 120.

COMPLETE THIS PACKET BEFORE THE TEST ON WEDNESDAY, BRING TO

CLASS WITH YOU THE DAY OF THE TEST!!

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