Ms.

Paige Milot
EDSC 330 Strategy Lesson

Names: Student X Subject Area(s): Math

Lesson Topic: Special and Similar Right Triangles Grade Level(s): High School Geometry

Standards
Literacy Standard(s):
R.1: promote careful reading and rereading of an author's message
R.2: discerning main ideas in summarizing key concepts
R.7: Integrating ideas into visual representations
R.9: Comparing and contrasting with other sources of knowledge
SL.1, SL.2, SL.4: the collaborative conversations develop expressing and offending thinking using visual displays
L.4: Vocabulary development includes determining and clarifying key vocabulary
W.2 summarizing and explaining

Content Area Standard(s):

CCSS.MATH.CONTENT.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
CCSS.MATH.CONTENT.HSG.SRT.C.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.

English Language Development (ELD) Standard(s):

 SL.9-10.1,6 - Exchanging information and ideas with others through oral collaborative discussions on a range of social
and academic topics.
SL.9-10.1,3,6 - Listening actively to spoken English in a range of social and academic contexts

Lesson Objectives & Supports

Content objectives:
Students will be able to recognize that similar triangles are formed by the altitude to the hypotenuse of a right triangle and
solve for missing segment lengths.
Literacy objectives:
Students will be able to use their prior knowledge to write down what they know about special and right triangles, what they
want to know and then after the lesson they will be able to summarize what they learned throughout the lesson.

Academic vocabulary:
Tier II (General)
Theorem
Ratios
Sum
Similar figures
Tier III (Domain specific)
Right triangle
30-60-90
45-45-90
Isosceles triangle
Altitude
 Assessment: How will you know if students met your objectives?
To assess the understanding that the students have of this key concept I will give the students example of triangles. I will ask
them to identify what type of triangle it is and solve for the side lengths using either ratios. I will ask them to identify similar
triangles as well. I am going to put these type of questions on homework, quizzes, and exams to test for understanding.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
I will pass out a KWL chart and explain to them what this
chart is. Then I will instruct the students to write down
5 min what they know about special and similar right triangles. Students will fill out the K and W part of the chart.
After a brief introduction of special and similar triangles I
will have them fill out the W part of the chart.
Lesson Body
Time Teacher Does Student Does
45 min I will go into the lesson. Introducing what a 45-45-90 Students will take notes and make sure they are writing
triangle is. down the examples that I am going over.
I will then teach the 45-45-90 theorem. After the lesson, the students will fill out the L part of the
lesson.
I will do some examples on the board of this theorem
finding the side lengths of a triangle with two 45-degree
 angles.
I will then teach about the 30-60-90 theorem.
I will do some examples on the board of this theorem
finding the side lengths of a triangle 30-60-90 degrees.
Next, I will introduce what a similar triangle is
Then I will teach the Right Triangle Similarity Theorem
followed by some example problems.

Lesson Closure
Time Teacher Does Student Does
I will put 2 real life problems about this concept on the
board. They have to answer 1 of them as an exit ticket. If Students will try to do this on their own now and if they
5 min
they cannot finish. they will turn in what they have and cannot finish to take it home to finish as homework
finish for hw and turn in the next day.

Instructional Materials, Equipment & Multimedia

For this lesson, the teacher will need either a smart classroom or an overhead projector to show the notes and the graphic organizer to
the students. There will be a handout given to each student that is 2 pages long. They will need a Calculator as well.
References
Buehl, D. (2017). Classroom Strategies for Interactive Learning (4th ed.). Stenhouse Publishers.

Larson, R., & Boswell, L. (2016). Right Triangles and Trigonometry. In Big Ideas Math: Integrated Mathematics II (pp. 518-520).
Erie, PA: Big Ideas Learning.
Differentiation:
This graphic organizer is really intended have the students rely on prior knowledge, make inquires about a topic once being introduced
and then be able to summarize what they have learned after the lesson is taught.
English learners: I could hand out a small “cheat sheet” with translations of the main topics and words that I will be going
through during the lesson. I will encourage them to listen to the lesson and take notes while highlighting what they do not
understand so I could go back and give them translations of some of the key words that I did not provide.
Striving readers: First striving students I would have them focus more on the lesson and taking notes. Then at the end go
through their notes and fill out the graphic organizer. I will Allow enough time for students at the end of the lesson to go
through and fill out anything that they missed or were not able to do because they were focused on Their notes and learning the
material first.
Students with special needs: I would have students with special needs pair up with a classmate to help them identify what they
are doing right and to get some guidance from their peers. For some of these students I would show them more of what I am
looking for with an example of a graphic organizer that is filled out so that they have some type of reference.
Advanced students: For advanced students I would encourage them to fill out the graphic organizer as we go through the
lesson. While the rest of the class is finishing up the graphic organizer, I do like to end my lesson with a bonus question that
relates to the real world. I would have these students go ahead and start working on this question and see if they could figure it
out before I go over it with the rest of the class .