Digital Unit Plan Template

Unit Title: Triangles Name: MacKenzie Sheppard

Content Area: Math - Geometry Grade Level: 9 & 10
CA Content Standard(s)/Common Core Standard(s):
G-C0-1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and
distance around a circular arc.
G-CO-9. Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are
congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
G-CO-10. Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the
segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
G-SRT-2. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the
meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
Big Ideas/Unit Goals:
 Do you know what each term in this unit means: angle, circle, perpendicular, parallel, segment, point, line, arc
 What are vertical angles and what does that tell you?
 What does a transversal tell you?
 What are these: SSS, SAS, AA, HL.
 What do we know about triangles? About isosceles triangles?
 Can you prove two triangles are similar?
Unit Summary:
Students will learn more geometric definitions and how these terms/shapes can be used in different contexts. In this specific unit, students are using the definitions with
triangles and drawing conclusions about the things they observe. This includes, identifying congruent angles, parallel lines and transversals, similar triangles, etc.
Assessment Plan:
Entry-Level: Formative: Summative:
Kahoots! Quiz – It’s a game where PuzzleMaker – I will create a crossword puzzle where students must match the Project – Students will be asked to
students register and answer with their definitions of the different types of angles they find in transversals to their names. identify similar triangles in the real world
best guess. Questions will go over basic This is an independent assignment. This will give students another opportunity to using two objects and their shadows.
shapes and definitions. After each answer, learn the terms and definitions. It will also help me to know where I need to help They will create a prezi/mindmap where
especially the incorrect questions, we will them they can share their thought process
discuss definitions. These definitions will Google Forms Assignment Regarding Transversals – Students will work in including the objects they used, the
just give me an idea of what students groups to complete the google form assignment. I will create an assignment with measurements of the objects, their
already know and what they don’t know. questions that will be similar to homework/quizzes that students may see. They drawings and scale figures, etc.
We will give formal definitions in lesson 1. can figure out how to think about the questions at hand. This will also help me
understand how my students think about and interpret the questions. I can
eliminate some kinks they might have on real quizzes/tests.
Quizlet – Students now have the definitions regarding transversals. Now, students
will use one of the quizlet games (test, match, or gravity) to test their knowledge.
They must record their answers and scores to turn into me. This will help me
understand what we need to review before their project and test.
Lesson 1 (Teacher Lecture)
Student Learning Objective:
Students will be able to
define geometric terms as
well as construct other
shapes with them.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
Students will be able to
identify parallel lines and
transversals as well as draw
conclusions from shapes and
lines. They will be able to
draw conclusions about angle
measures.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
Students will be able to prove
that two triangles are similar.
Unit Resources:
Live Binder Link
Useful Websites:
Geogebra
MindMeister
Kahoot!
Quizlet
Acceptable Evidence
(Assessments):
Explain the definitions of
each term in a class
discussion prompted by
Kahoots!
Acceptable Evidence:
Identify angle relationships
on a given homework
assignment with a few lines
and a transversal.
Acceptable Evidence:
A presentation of a two-
column proof with the
necessary steps to prove two
triangles are similar.
Lesson Activities:
Use the Prezi I created for lesson one to facilitate dialogue. Have a class discussion about each term to form
definitions. Use these new terms to create other shapes/new terms. Include: angle, triangle, diameter,
radius.
Students should draw the pictures, as we get to them, and write the definitions we come up with.
I will also provide a link to a Quizlet flashcard set with all the terms so students can practice on their own
with accurate definitions.
Lesson Activities:
p Help students construct this diagram on GeoGebra. Identify the things we
already know.
1 2
3 4
m
Encourage students to make connections with these ideas and define them.
Include: transversal, vertical angles, alternate interior angles, corresponding
angles.
5 6 n
7 8
Lesson Activities:
We are going to create a graphic organizer that encompasses everything we know about triangles up to
this point. We already know how to prove triangles are similar, the tough part is actually doing it. This
organizer will give students ideas for different ways of thinking about two triangles when they get stuck.