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# SSHS INTENTIONAL UNIT PLANS 2018-2019

## Title of Unit / Lesson Title: Duration of Lesson Date:

(Days):
Geometry: Similarity and Right Triangles and
Trigonometry

Essential Question(s):
Jan 9, 2019
 What terms and conditions used to apply the
43 instructional days To
trigonometric ratio?
March 13, 2019
 How will these apply in solving right triangles to
find the unknown?
 What conditions must exist to know that two
shapes are congruent?
Student Learning Outcomes (SLOs)
ACADEMIC EXCELLENCE: CAREER PREPARATION CIVIC ENGAGEMENT
 through creative and critical  taking initiative and  awareness of local and global
thinking skills demonstrating innovation issues
 through effective  demonstrating professional  contributing time and talent to
communication skills conduct, collaboration and community needs
 through being goal oriented and other interpersonal skills
self-discipline individuals  efficient use of time and
resources to achieve goals
 demonstrating the ability to
understand and effectively use
relevant technology
Design Question Focus of the Lesson (elements from other DQ’s may be used as support)

## Introducing New Knowledge Deepening or Practicing Generating and Testing

Hypotheses
Learning Goal/ Objective: (based on Standards ) (teacher language)
 G.SRT.3 Use properties of similarity transformations to establish the AA criterion for two triangles to be
similar.
 G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships
in geometric figures.
 G.SRT.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric ratios for acute angles.
 G.SRT.7 Explain and use the relationship between the
 sine an cosine of complementary angles.
 G.SRT.8 Use trigonometric ratios and Pythagorean Theorem to solve right triangles in applied problems.
 G.MG.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a
tree trunk or a human torso as a cylinder).
 G.CO.11 Prove theorems about parallelograms. Theorems include: opposite sides are congruent,
opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely,
rectangles and parallelograms with congruent diagonals.
 G.CO.2 Represent transformations in the plane using, e.g., transparencies and geometry software;
describe transformations as functions that take points in the plane as inputs and give other points as
outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation
versus horizontal stretch).
 G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure
using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that
will carry a given figure onto another.
 G.CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments.
 G.SRT.1a Verify experimentally the properties of dilations given by a center and a scale factor:
A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line
passing through the center unchanged.

## Learning Targets: (write in the scale below) (student language)

2.0 Simpler Content: 3.0 Target (Objective/Learning 4.0 More Complex:
Goal):
I can…… I can…
I can……
Solve problems involving similar Prove the Pythagorean Theorem.
right triangles formed by the Use trigonometric ratios to solve
altitude drawn to the hypotenuse real-life problems. Prove that a quadrilateral is
of a right triangle. -use the Pythagorean Theorem special type of quadrilateral
-find the sine, the cosine, and the -use right triangles to solve real-
tangent of an acute angle. life problems.

## use coordinate geometry with

Identify, name and describe parallelograms
polygons

## Level 1 (Recall) Level 2 ( Skill/Concept) Level 3 (Strategic Level 4 (Extended

Recite, tell, recall, state,
Graph, classify, separate, Thinking) Thinking)
repeat, use, name, match,
cause/effect, estimate, Revise, assess, apprise, Design, connect,
5 Ws, define, draw, compare, relate, infer, construct, critique, synthesize, apply
identify, list, label, identify patterns, compare, investigate, concepts, critique,
measure, illustrate, organize, construct, differentiate, draw analyze, create, prove
memorize, arrange, modify, predict, interpret, conclusions, hypothesize,
report, quote, distinguish, make formulate, cite evidence,
calculate…. observations, summarize, critique, develop a
show, categorize logical argument…
Assessment and Monitoring: (checks for content and desired effect)
Common Formative Assessment Common Summative Assessment

Pre-Test Post-Test
Exit Tickets
Questioning

## Critical Information Chunks (as determined by learning targets) i.e. vocabulary

 Solve problems involving similar right triangles formed by the altitude drawn to the hypotenuse of a
right triangle
 Find the geometric mean
 Use converse of Pythagorean Theorem to solve problems
 Use side lengths to classify triangles by their angle measures
 Find the side lengths of special right triangles
 Find the sine, the cosine, and the tangent of an acute angle
 Solve a right triangle
 Prove theorems about triangles and parallelograms
 Rectangle polygons
 Square  Converse
 Rhombus  Right triangle
 Trapezoid  Altitude
 Isosceles trapezoid  Convex
 Midsegment of a trapezoid  convcave
 kite  Similar polygons
 regular  Pythagorean Triple
 Dilation  Special right triangle
 Pythagorean Theorem  Trigonometric ratio
 Angle bisector  Angle of elevation
 Slope  Solve a right triangle
 Transformation  Diagonals
 Parallelograms  bisect
Learning Plan: Instructional Strategies /Lesson Activity: (Identify your CFAs and CITW strategies in your
plan)
Anticipatory Set:
Geometry can be seen all around you from one point to another, to the lines that connect the points, to the planes
that they are contained in to the figures, shapes and so much more. Our first unit will be an introduction of some
of the basic concepts of Geometry; concepts that can be used in areas such as engineering, architecture,
landscaping, interior design, and more.

## Engaging the student in learning the content:

Students come to class prepared, take notes, participate in class activities and actively engage in class
discussion. Guided practice will take place through examples, problems will be assigned, completed, and
submitted at the end of each lesson.

## Day 2 9.1 Similar Right Triangles

Goals:
1.) Solve problems involving similar right triangles formed by the altitude drawn to the hypotenuse of a
right triangle.
2.) Use geometric mean to solve problems.
Define key terms, copy notes, lecture/discussion with examples on the board.

## Day 3 9.2 The Pythagorean Theorem

Goals:
1.) Prove the Pythagorean Theorem
2.) Use the Pythagorean Theorem to solve problems.

Define key terms, copy notes, lecture/discussion with examples on the board.
Seatwork from the textbook/worksheet.

## Day 4 9.3 The Converse of the Pythagorean Theorem

Goals:
1.) Use the Converse of the Pythagorean Theorem to solve problems.
2.) Use the side lengths to classify triangles by their angle measures.
Define key terms, copy notes, lecture/discussion with examples on the board.
Seatwork from the textbook and proof handout

Day 5
Quiz on 9.1-9.3
Discussion on 9.4 Special Right Triangles

## Day 6 9.4 Special Right Triangles

Goals:
1) Find the side lengths of special right triangles.
2) Use special right triangles to solve real-life problems.
Define key terms, copy notes, lecture,/discussion with examples on the board.
Worksheet/bookwork

## Day 7 9.5 Trigonometric Ratios

Goals:
1.) Find the sine, the cosine, and the tangent of an acute angle.
2.) Use trigonometric ratios to solve real-life problems.
Define key terms, copy notes, lecture,/discussion with examples on the board.
Seatwork from the textbook.

## Day 8 9.6 Solving Right Triangles

Goals:
1.) Solve a right triangle.
2.) Use right triangles to solve real-life problems.

Day 9
Quiz on 9.4-9.6

## Day 10 Chapter 9 Review

Interactive Student Notebook/binder check

## Day 11 Ch. 9 Test

Day 12 Polygons
Goals:
1) Identify, name and describe polygons
2.) Use the sum of the interior angles of a quadrilateral
Define key terms, copy notes, lecture,/discussion with examples on the board.
Seatwork from the textbook/worksheet

## Day 13 Properties of a parallelogram

Goals:
1.) Use some properties of parallelograms
Define key terms, copy notes, lecture,/discussion with examples on the board.
Seatwork from the textbook
Worksheet

Day 14
Quiz on 6.1-6.2
Notes on proving quadrilaterals are parallelograms

## Day 15 Discussion on proving quadrilateral are parallelograms

Goals:
1.) Prove that a quadrilateral is a parallelogram
2.) Use coordinate geometry with parallelograms
Define key terms, copy notes, lecture,/discussion with examples on the board.
Seatwork from the textbook
Worksheet

Day 16
Quiz on 6.3
Rhombuses, Rectangles and Squares
Goals:
1.) Use properties of sides and angles of rhombuses, rectangles and squares
2.) use properties of diagonals of rhombuses, rectangles and squares
Define key terms, copy notes, lecture,/discussion with examples on the board.
Seatwork from the textbook
Worksheet

Day 17
Trapezoids and Kites
Goals:
1.) use properties of trapezoids
2.) use properties of kites
Define key terms, copy notes, lecture,/discussion with examples on the board.
Seatwork from the textbook
Worksheet

Day 18
Special Quadrilaterals
Goals:
1.) Identify special quadrilaterals based on limited information
2.) Prove that a quadrilateral is special type of quadrilateral such as a rhombus or a trapezoid
Define key terms, copy notes, lecture,/discussion with examples on the board.
Seatwork from the textbook
Worksheet

Day 19
Quiz on 6.4-6.6
Notes on Areas of Triangles and Quadrilaterals

Day 20
Areas of Triangles and Quadrilaterals
Goals:
1.) Find the areas of squares, rectangles, parallelograms and triangles
2.) Find the areas of trapezoids, kites and rhombuses
Define key terms, copy notes, lecture,/discussion with examples on the board.
Seatwork from the textbook
Worksheet

Day 21
Chapter Review

Day 22
Chapter Test

## Day 23 Post Test

Textbook Resource:
Larson, Ron, et al. Geometry. Mcdougal Littell. Evanston, Illinois, 2005

Adaptations for Unique Student Needs: (ELL, Special Education, Gifted, Students who lack support for school)

## Extra Time Homework Multiple Choice Note-Taking

Assistance
Open Book One-to-one Assistance Peer Tutoring
Samples of
Shorter Assignments Simplified Take Home Quiz Expectations
Instructions
Other (specify): Visuals
Handouts

Assignment(s):

## Workbook Other (specify):

CITW Strategies
Setting Objectives Cues/Questions ISD - Compare
Providing Feedback Advance Organizers ISD - Classify
Reinforcing Effort NLR - Graphic Organizer ISD - Metaphor
Providing Recognition NLR - Kinesthetic ISD - Analogy
Cooperative Learning NLR - Mental Image GTH - Problem Solving
NLR - Pictograph GTH -Investigation
NLR - Physical Model GTH - Systems Analysis
Summarizing GTH -Experimental Inquiry
Note-taking
Homework
Practice