Unit Plan

Title of Unit Logic/Geometry/Trig Grade Level 20-2

Subject Mathematics Time Frame 14 - 15 classes (75 mins)

Developed By Vanessa Wilson

Stage 1 - Identify Desired Results

Learning Outcomes
GLO:

Geometry – Develop spatial sense

Number and Logic – Develop number sense and logical reasoning

SLO:
Number and Logic:
1. Analyze and prove conjectures, using inductive and deductive reasoning, to solve problems
2. Analyze puzzles and games that involve spatial reasoning, using problem-solving strategies

Geometry:
1. Derive proofs that involve the properties of angles and triangles
2. Solve problems that involve properties of angles and triangles
3. Solve problems that involve the cosine law and the sine law, excluding the ambiguous case

Big Mathematical Ideas

Numbers, expressions, and measures can be compared by their relative values.

Relationships can be described, and generalizations made for mathematical situations that have
numbers or objects that repeat in predictable ways.

Objects in space can be oriented in an infinite number of ways, and an object’s location in space
can be described quantitatively.
Essential Question(s)
How can you use logical reasoning to prove a statement is true and extend them to show other
statements are true?
How do we identify and draw perpendicular and parallel lines?
How do we determine if two lines are parallel, perpendicular or intersecting?
What do trigonometric functions reveal?
Knowledge:
Students will know...
 Terminology like conjecture, inductive,
deductive, counterexample
 How to determine if an argument is valid
 The sine and cosine law
 Eight different strategies to solve a
puzzle or to win a game
Prior Understanding …
Grade 7 Shape and Space (3-D Objects and 2-D
Shapes) SLO:
3. Perform geometric construction,
including:
- Perpendicular line segments
- Parallel line segments
- Perpendicular bisectors
- Angle bisectors
Grade 9 Shape and Space (Measurements) GLO:
- Use direct and indirect measurements to
solve problems
10C Measurement SLOs:
4. Develop and apply the primary
trigonometric ratios (sine, cosine,
tangent) to solve problems that involve
right triangles
Skills
Students will be able to…
 Make conjectures by observing patterns
and identifying properties
 Compare inductive and deductive
reasoning using examples
 Provide and explain counterexamples to
a conjecture
 Use deductive reasoning to prove a
conjecture
 Analyze and prove conjectures of
problems
 Analyze puzzles and games using
problem-solving strategies
 Derive angle and triangle proofs
 Determine measures of angles in a
diagram that include lines and triangles
 Justify measures of angles in a diagram
that include lines and triangles
 Use deductive reasoning to prove that
triangle are congruent
 Solve problems that involve the cosine
law
 Solve problems that involve the sine law
 Stage 2 – Assessment Evidence

Number Performanc Deductive

Prove Me Parallel Congruen Puzzle Word Unit Review
Title Bell Work Project
Wrong
e Task and
Proofs t Analysis Problems
Test
Learning Puzzle Angles Inductive
Triangles Project
Outcome Formative
Type Formative
s (Formative/
And Summativ Summativ
Summative Formative and
Formative Summative Formative Formative
Summative
Summativ e e
Summative) Summative
e
Weighting 5%* 10%** 5%* 5%* - 5%* - 10%** - - 40%***
Derive proofs that
involve the properties X X
of angles and X X X X
triangles

Solve problems that

X X X
involve properties of X X X
angles and triangles
Solve problems that
involve the cosine
law and the sine law, X X
X X
excluding the
ambiguous case

Analyze and prove

conjectures, using
inductive and X
X X X X X
deductive reasoning,
to solve problems

Analyze puzzles and

games that involve
spatial reasoning, X
X X X X X
using problem-
solving strategies

*All class work is weighted as 5% of final mark

** All projects are weights as 10% of final mark
*** All tests are weighted as 40% of final mark
 Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
In the first 5 mins of every class, students will
individually answer 3-5 questions. These questions act
as a review as they are selected from the previous
lesson material. (System TA already has setup)
Bell Work X X
Assessment: Each day students will graph their
progress to assess their own growth. At the end of the
unit students will select on bell work assignment to
hand-in towards in class work mark

In partners or groups of three students will create their

own number trick. The number trick must have the
following: 5 or more steps, have a deductively
provable result, include three accurate inductive trails,
include accurate deductive proof of your number
Number Trick game. They will also create a colorful, displayable X
version of your number trick for the classroom.

Assessment: number trick booklet will be mark against

given requirements on assignment sheet

Nine error filled proofs will be around the room –

students will need to find the error in each proof by
providing counterexamples and/or locating the
mathematical error. Students can work together but
each will need to hand in a worksheet to receive a
Prove Me Wrong mark. X

Assessment: marking handed in worksheet to assess if

students are able to provide counterexamples or
correct the mathematical error in proofs

Students will be given a diagram that has 55

numbered angles that need to be calculated. Student
will state the reason for how they know the value of
that angle.
Performance Task X
Assessment: Collecting students’ worksheet to asses if
they are able to angle measurement between lines and
provide the correct reason

Students will work on a proof worksheet that requires

them to use deductive and inductive reasoning to
answer an array of proofs
Deductive and
Inductive X
Assessment: Observing if students are able to
Worksheet
complete the questions – if students are struggling
what needs to re-taught next class
 Over the course of two days students will work on
proving/explaining parallel proofs. The worksheet on
the first day will serve as a formative assessment –
Parallel Proofs determine what needs to be reviewed the following X X
day to allow the second parallel proof worksheet to be
a summative assessment.

In partners students will be assigned one congruent

triangle proof that they will have to provide reasons for
the proof. Once all students believe they have finished
their proof, we will move around the room allowing for
Congruent Triangle each group to explain their proof. X

Assessment: observation of students completing proofs

and listening to their explanation of their reasoning

For this project students will gather 10 puzzles to solve

(puzzles they have not before completed) and record
their solving strategies, identify and correct errors in
their solution and create one variation for one of their
Puzzle Analysis puzzles. Rubric will be proved for students to know
X
Project how the final product will be graded.

Assessment: Student’s handed work will be marked

against provided rubric

This activity will act as a review for the Sine and

Cosine Laws. Students will be working in groups where
they will compete to finish given sine and cosine law
word problems. For the first few questions, as a class
we will identify which law needs to be used before
they start the calculations, but for the last number of
Sine and Cosine
questions the students will have to identify the law X
Law Word Problems
needed and complete calculations.

Assessment: Observing students’ ability to identify

which law they need to use and completing the
calculations.

This activity will act as review for the unit test.

Students will be in pairs - these pairs will change ever
5mins. Students will have to answer the question that
their partner has. During this activity students will see
a variety of questions from the unit and will learn what
skills they have mastered and which ones they still will
Speed Dating X
need to review for the test.

Assessment: Observing students completing the

questions – is there a topic all students are struggling
with and need to review as a class?

This test will comprise of have multiple choice and

short answer questions that will allow students to
Test show their knowledge on logic, geometry and X
trigonometry.
 Stage 3 – Lessons
# Lesson Title Lesson Activities
Outcome(s):
Number and Logic:
1. Analyze and prove conjectures, using inductive and deductive reasoning,
to solve problems
2. Analyze puzzles and games that involve spatial reasoning, using problem-
solving strategies

Overview: Using direct instruction student will be introduced to the following terms:
conjecture, inductive reasoning, deductive reasoning. As a class we will go through 3-4
1 Number Tricks examples how to use indictive reasoning and deductive reasoning to prove a
statement or proof. Students will work individually to complete inductive and deductive
proofs for 3 number tricks before creating their own number trick

Teaching and/or Learning Strategies:

Direct Instruction
I Do, We Do, You Do

Notes: Students my work together for the inductive and deductive portion of the
project but each student must hand in their own number trick
Outcome(s):
Number and Logic:
1. Analyze and prove conjectures, using inductive and deductive reasoning, to
solve problems
2. Analyze puzzles and games that involve spatial reasoning, using problem-
solving strategies

Counter Overview: Students will be presented with a conjecture with the goal of students
Examples and realizing there are example that do not fit this conjecture – will then introduce the
2 Invalid Proofs term counterexample and provide a few more conjectures to find their
counterexamples. Share that conjectures can also be invalid due to a calculation error
or assumption error. To practice identifying counterexamples and invalid proofs
students will have the job of identifying how each provided proof are invalid or provide
a counterexample.

Teaching and/or Learning Strategies:

Direct Instruction
I Do, We Do, You Do
Individual work
Outcome(s):
Geometry:
1. Derive proofs that involve the properties of angles and triangles
2. Solve problems that involve properties of angles and triangles

Overview: In this lesson students will explore GeoGebra and discover the different
types of lines (parallel, perpendicular, transversal) before being introduced to the
3
Naming Angles relationships supplementary, complimentary, opposite angles, and the properties of
triangle angles. Students will need to know all these properties to find the missing
angle of diagrams on worksheets before starting a performance task.
Teaching and/or Learning Strategies:
Self-Discovery
Direct Instruction
Resources: GeoGebra
 Outcome(s):
Number and Logic:
1. Analyze and prove conjectures, using inductive and deductive reasoning, to
solve problems

Overview: This class will start with time designated for students to complete their
Odd, Even,
angle performance task. Following this time students will be reminded of the
4 Consecutive
definitions of odd, even, and consecutive numbers in order to use deductive
representation to prove the conjecture of these definitions and then work individually
on deductive and inductive worksheet.

Teaching and/or Learning Strategies:

Direct Instruction

Outcome(s):
Geometry:
1. Derive proofs that involve the properties of angles and triangles
2. Solve problems that involve properties of angles and triangles

Overview: Students have already learnt about parallel lines and properties of angles
we will complete a worksheet is an I Do, We Do, You Do style. In this worksheet
5 Parallel Proofs students will have to give the reasons behind the statement for the first few questions
– Part 1 before having to provide both the steps for the statement and the reasons.

Students will also be given time during this class and following to work on creating a
geometry flip sheet for parallel line properties and other angel properties.

Teaching and/or Learning Strategies:

I Do, We Do, You Do

Outcome(s):
Geometry:
1. Derive proofs that involve the properties of angles and triangles
2. Solve problems that involve properties of angles and triangles

Parallel Proofs Overview: This lesson will start with a review of parallel lines based on what students
6
– Part 2 struggled with from the worksheet yesterday. Students will continue working on
parallel proofs and their geometry flip sheet from day before

Teaching and/or Learning Strategies:

Direct Instruction
Self-Discovery
 Outcome(s):
Geometry:
1. Derive proofs that involve the properties of angles and triangles
2. Solve problems that involve properties of angles and triangles

Overview: Introduce students to the definition of congruent triangle and the four
theorems (SSS, SAS, ASA, AAS) that can be used to determine if a triangle is
congruent. We will add these theorems to our flip sheets under a tab labeled ‘All
7 Triangles’. In partners students will have an assigned congruent triangle proof that
Congruent
they will have to provide reasons for the proof. Once all proofs students believe they
Triangles
have finished their proof, we will move around the room for each group to explain
their proof.

Teaching and/or Learning Strategies:

Direct Instruction
Partners
Student Teaching
Outcome(s):
Logic:
3. Analyze puzzles and games that involve spatial reasoning, using problem-
solving strategies

Overview: Today will be devoted to working on the puzzle analysis project. Students
8 Puzzle Day will analyze puzzles and games by recording their solving strategies, identify and
correct errors in their solution and create one variation for one of the puzzles. Time at
the beginning of class will be spent identifying different problem-solving strategies that
could be used.

Teaching and/or Learning Strategies:

Self-Directed Individual Work
Outcome(s):
Geometry:
Solve problems that involve properties of angles and triangles

Overview: This lesson will begin with students learn about the angle properties of
polygons and examples of solving unknown angels using these properties. Students
9 will practice using these properties with a worksheet. The last portion of class will
Polygons consist of trig review – right triangle properties

Teaching and/or Learning Strategies:

Direct Instruction
I Do, We Do, You Do

Outcome(s):
Geometry:
3. Solve problems that involve the cosine law and the sine law, excluding the
ambiguous case

Overview: Today’s lesson will focus on the Sin Law and how this law can be used on
10 Sine Law any triangle to determine an unknown angle or side length when you have 1 full set of
opposite measurements. Students will practice using the sine law with a worksheet.

Teaching and/or Learning Strategies:

Direct Instruction

Notes: If trig review did not happen last class this class will start with that review
 Outcome(s):
Geometry:
3. Solve problems that involve the cosine law and the sine law, excluding the
ambiguous case

Overview: Students will be introduced to the properties of cosine law and how this
law can be used when we do not have the measurements need to use Pythagorean
11 Cosine Law
theorem or sine law. Students will have a worksheet that requires them to use the
cosine law to find missing measurements.

Teaching and/or Learning Strategies:

Direct Instruction

Resources:
Outcome(s):
4. Solve problems that involve the cosine law and the sine law, excluding the
ambiguous case

Overview: This lesson will focus on having students review the sine and cosine laws.
This review will have students working in groups students where they compete to
Sine/Cosine finish given sine and cosine law word problems.
12
Review
Teaching and/or Learning Strategies:
Group Work – mix up the groups every few questions so all students work with each
other

Notes: If students have a strong understanding of the Sine and Cosine Law, we will
start the unit review
Outcome(s):
Geometry:
1. Derive proofs that involve the properties of angles and triangles
2. Solve problems that involve properties of angles and triangles
3. Solve problems that involve the cosine law and the sine law, excluding the
ambiguous case

Number and Logic:

1. Analyze and prove conjectures, using inductive and deductive reasoning, to
solve problems
13 Review 2. Analyze puzzles and games that involve spatial reasoning, using problem-
solving strategies

Overview: Students will review polynomial material by partaking in a speed dating

activity. This activity will allow each student to encounter every type of question that
could appear on the test.

Teaching and/or Learning Strategies:

Individual work
Partner Work
 Outcome(s):
Geometry:
1. Derive proofs that involve the properties of angles and triangles
2. Solve problems that involve properties of angles and triangles
3. Solve problems that involve the cosine law and the sine law, excluding the
ambiguous case

Number and Logic:

1. Analyze and prove conjectures, using inductive and deductive reasoning, to
solve problems
14 Test 2. Analyze puzzles and games that involve spatial reasoning, using problem-solving
strategies

Overview: A multiple choice and short answer test will be created using test generating
program that my TA has access to. I will hand select questions from this database that
will allow students to show what they have learnt during this unit.

Teaching and/or Learning Strategies:

Test will be recorded online for students who need a reader (school practice)

Resources: Test Generating Program