Teacher: Estevez Subject/Course: Mathematics/Geometry Core

Unit(s): 4 Lesson: 8 Date(s): 12/4/17 to 12/15/17

Curriculum
Standard(s) Experiment with transformations in the plane.
Identify the curriculum
standards to be taught; G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line
connect to other segment, based on the undefined notions of point, line, distance along a line, and distance
standards within or
outside of the discipline. around a circular arc.

Understand congruence in terms of rigid motions.

G-CO.10 Prove2 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.

Understand congruence and similarity using physical models, transparencies, or

geometry software.
8.G.1 Verify experimentally the properties of rotations, reflections, and translations:
a. Lines are taken to lines, and line segments to line segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.
MP.3 Students articulate steps needed to construct geometric figures, using relevant
vocabulary. Students develop and justify conclusions about unknown angles and defend their
arguments with geometric reasons
Comprehension and Collaboration Standard 1:

 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
READING FOR LITERATURE FOCUS STANDARDS for Grade 9

RL Craft and Structure standard 4

 Determine the meaning of words and phrases as they are used in a text, including figurative and

connotative meanings; analyze the impact of a specific word choice on meaning and tone.

LISTENING AND SPEAKING FOCUS STANDARDS for Grade 9-10 Comprehension and Collaboration

Standard 1:

 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

 with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Student/Class Students main language will be accommodated to best comprehension of the lesson. Since all students
Profile
Identify any are basic level ELL students, the class will be taught primarily in Spanish.
instructional/teaching
accommodations to meet The lesson will be scaffolded through questioning to elicit information and responses from the students
student learning needs. Strategically chosen heterogeneous in math level groups are made of at most 4-6 students. This is
designed so that the highest-level students are in each group so that they can help the lower leveled
students. Tablets (white boards) are incorporated into the lesson to further student engagement into
the lesson
A total of 54 students. All have 5- LEP services. All are LEPB- Bilingual.
28 10th graders, 13 11th graders, and 13 12th graders.
Most of the students did not pass the algebra regent exam.
Learning Outcomes Students will know:
(must be
 How to prove two triangles are congruent by AAS
measurable)
Identify the important Students will understand
concepts and skills that  How to explore isosceles triangle using tringles congruency
students will be expected SWBAT :
to learn.
 Prove properties of isosceles triangles

Outcomes:
 Identify ASA congruency theorem
 Use AAS two triangles are congruent
 Identify the properties of isosceles triangle
 Prove base angles of isosceles triangles are always congruent using AAS
 Prove that if two angle of a triangle are congruent, then sides opposite the angles are congruent
 Prove a triangle is isosceles
Component Concepts and Skills:
Previous Learning: Do proof related to congruent triangles using AAS

New Vocabulary: AAS, isosceles triangle

Previous Vocabulary: Segment bisector, angle bisector, perpendicular, vertex angle, logical inferences,
Euclidian geometry, given conclusion, perpendicular bisector, Median of a triangle, altitude of a triangle, Axiom
statement, reason, congruent, SAS, ASA, SSS, CPCTC, Partitioning, corresponding angles, alternated interio
angles, alternate exterior angles, same side interior angles, remote interior angles
Assessments Formative Assessments: Thumbs up: Do Now; Opening exercise
Identify the formative Using the assessment worksheet, the teacher will visit each group and record the students who are on
and/or summative
assessments (must attach pace to master the lesson, almost there, and need extra support. This will be done during the following
assessments) used to
determine student activities interpret a Representation, Estimate, interpret a Phenomenon Mathematically, Do a
progress towards
achieving the learning Demonstration, Generate Text, Describe an Object or Concept Mathematically, Produce a
outcomes of the lesson.
Representation, Develop a Problem
 Entry Activity  Revisit pre-requisite skills of measuring angles

Monitoreo de Practice (MDP)  Teacher will observe solving an example like the model
example. Teacher will then address misconceptions
How students will demonstrate knowledge:
What angles are congruent?
Read Text, Discuss, recognize a pattern, investigate a Concept, Understand or Define a Problem, Do
Computation, Do Drill and Practice, solve a puzzle, pose a conjecture, Categorize,

Summative Assessments: Exit ticket; Mid Module Exam; Benchmark Exam

Actividad de Salida  At the end of the lesson students will have to submit the exit ticket for lesson

understanding checking.
Homework will be revealed and sent through the remind app for completion. If the students want to,
they can take a picture of it with their phones.
Exit ticket (it will be graded as a quiz); Do now (it will be graded as class work)
Cognitive Essential Questions
Engagement
Must Include: Why is it important to observe the givens well in order to reach the right conclusions in real life
 Essential Do Now:
Question-

 Guiding/probing
questions-

 Warm-up or
opening to
lesson- Opening Exercise: Holt 4.5 U3L8 kuta

 Activities to
engage students
in the intended
learning
outcomes (as
stated above)-

 Closure activity-
Practice Exercise:

1)
 Exit Ticket

Adjustments/ Verbal translation , vocabulary, written translation of key words

Modifications Teach concepts in Spanish
Identify ways in which you Teach students to read the question and understand
Have students reading in class
may adjust the lesson if For students who need a challenge:
formative assessments
warrant modification. Pair struggling student with academically stronger student
Spend extra time with selected student(s)
Teacher monitor students as they work
Use manipulative as visual aid
Students will attempt more Reasoning and Problem-solving questions at the end of each
lesson in the emathinstruction.com Workbook
Students understanding worksheet. The teacher will go over it and inform of the students of the
mistakes. Some possible mistakes students may get confused in identifying the right pair of angles

In order to avoid that mistake, the teacher can give the students hand out and/or have on the board
or chart with a summary of the different postulates and theorems
Groups Students works in groups of 5 or 6
How will students be Strategically chosen heterogeneous in math level groups are made of at most 4 students. This is
grouped for each activity designed so that the highest-level students are in each group so that they can help the lower leveled
of the lesson? students. There will be at least one high, mid, and low-level student in each group.
1 2 3 4 5 6

Students are grouped in heterogeneous grouping. Groups have been chosen based on the baseline
results of the Baseline Assessment (Diagnostic Exam). Students highlighted green are students that
scored the highest on the assessment. Students highlighted in yellow are considered to mid-level based
on the assessment results. Students Highlighted red are students who scored on the lower level of the assessment. By
creating heterogeneous level group, students can learn from all levels of students by
creating an interactive environment.
During the “Practica exercise:
Students marked red  Students will receive the easy level questions.
Students marked yellow  Will receive the mid-level questions.
Students marked green  Will receive the high-level questions.
Note: Students can move up a level if the teacher observes on the “checking for student understanding” worksheet tha
student is performing above the level of understanding.
Resource Manager Task Manager
 Get supplies for your group  Keep the group on-task and focused
 Organize clean-up
Facilitator Recorder/Reporter
 Read the directions out loud  Check that everyone has done all the
 Check that everyone understands the directions work
 Check that each person on the team is
prepared to explain his/her thinking
Resources (all Common core Jmap web Kuta web RRtechnology Emath instruction geometry
instructional
Big ideas Math Geometry text book Big Ideas math geometria diario del estudiante
artifacts identified
in this lesson plan
must be submitted)
Identify resources and
materials needed for
lesson.
Development:
lesson and/or homework. Students will work in a collaborative effort to complete the assignment. The
teacher will be making sure students are on task and collected prior homework assignments.
The teacher will be explaining the information above on the board. Students are to actively be taking
notes of what is on the board. The teacher will transition to the next portion (Part 2) once all the
student’s questions have been answered.
Entendistes! And Practica Independiente (30 minutes)
In this portion students will have the opportunity to apply what they witnessed in this lesson.
The examples they will practice is in the lesson hand out.
The above problem is like the practice exercise 1, in which students will have to apply what the
learned to a different, yet similar question. Students will work in a collaborative effort to complete the
assignment. The teacher will be rotating from group to group helping students stay on task and
facilitated success in completing the assignments through questions. Such questions to ask could be:

What do you know to be true about those angles?

The teacher will assess students understanding using the Students Understanding worksheet to take
note of students understanding and common mistakes as the teacher visits each group using it.
The teacher will review the examples and address common mistakes. Interventions may be
implemented during the students practice if most of the students are making the same common
mistakes.
Data will be collected as students submit their entries. Once the students have submitted their entries,
the teacher will present the data collected, and address the common mistakes found through the data
analysis
Closure (as time permits) (5 min)
The teacher will close the lesson by giving students a summary of the lesson. Students will work on the
exit activity for submission online or teacher will collect and grade

Agenda: DAY U3 L8
1) Do now: Entrance activity
2) HW questions on lesson 8
3) Demo: How can you show those two triangle are congruent?
4) Practice: Emath U 3 L8
5) Homework: Finish U3L8
6) Closing: What do you know about those angles of those triangle?

Check for Understanding:

Title of Investigation: _____________________________________________ Date:___________

Skill(s) being observed: _______________________________________________________________

Above and Names of Students exhibit Innovative Work Observed What does this
Beyond (master this behavior:
the lesson) look like for this skill? (brief description):
Period + list of students
Clear 1) Know how to identify ASA congruency theorem
understanding. 2) Know how to use AAS two triangles are
Communicates congruent
concept in multiple 3) Know how to identify the properties of
representations.
isosceles triangle
4) Know how to prove base angles of isosceles
Shows evidence of
triangles are always congruent using AAS
using idea without
5) Know how to prove that if two angles of a
prompting. triangle is congruent, then sides opposite
the angles are congruent
6) Know how to prove a triangle is isosceles
On Target Names of Students Common Mistakes Observed What does this look like for
(almost there) exhibiting this behavior: this skill? (brief description)
1) Know how to identify ASA congruency theorem
Understands or is 2) Know how to use AAS two triangles are
developing well. congruent
Uses designated 3) Know how to identify the properties of
models. isosceles triangle
4) Know how to prove base angles of isosceles
triangles are always congruent using AAS
5) Know how to prove that if two angles of a
triangle is congruent, then sides opposite
the angles are congruent
6) Know how to prove a triangle is isosceles
Not There Yet Names of Students Common Mistakes Observed What does this look like for
(need extra exhibiting this behavior: this skill? (brief description):
support)
1) Know how to identify ASA congruency theorem
Some confusion or 2) Know how to use AAS two triangles are
misunderstands. congruent
Only models idea 3) Know how to identify the properties of
with help. isosceles triangle
4) Know how to prove base angles of isosceles
triangles are always congruent using AAS
5) Know how to prove that if two angles of a
triangle is congruent, then sides opposite
the angles are congruent
6) Know how to prove a triangle is isosceles