High School Geometry Days 09024

STRUCTURED CURRICULUM LESSON PLAN Day: 009 Subject: Geometry Grade Level: High School
Correlations (SG,CAS,CFS): 6C1; 8D2; 9B TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Choose and apply appropriate operational procedures and problem-solving strategies to real-world situations Understand number systems Use variables, number sentences, and equations to represent solutions and solve problems Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Identify, analyze, and solve problems using equations, inequalities, functions, and their graphs
Unit Focus/Foci Critical Thinking Instructional Focus/Foci Developing Critical Thinking Skills and Cooperative Learning Skills Materials Logic Puzzle from Die Hard 3 Teacher Observation Form Educational Strategies/Instructional Procedures Give students a copy of the logic puzzles from Die Hard 3. Have the students work in cooperative groups of four. Give two puzzles to each group. Allow students three minutes to read the puzzle. (You may want someone to read it aloud to the class.) Allow the students 20 minutes to solve the puzzle. Afterward, encourage the groups to come up and share their solutions with the class. Give each group no more than five minutes to present their solutions. (You may not want to do all groups.) Give each student in the class the following questions: 1) How well did your group work together? 2) Did anyone take over the group? 3) Did everyone in your group help to find the solution? Make observations noting the
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following skills: a) listening, b) paraphrasing, c) asking questions, and d) giving complete answers. Check to make sure that each student participates. Share observations with the class for future presentations. Integration with Core Subject(s) SC: SS: Analyze and interpret data Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Fine Arts: Home: Have parents or family members solve the logic puzzles from Die Hard 3. Parents will sign teacher syllabus stating the class procedures, homework policy, and grading scale. Remediation: Teachers Half Dozen Technology: Assessment Teacher observation Homework Parents will sign teacher syllabus stating the class procedures and homework policy. Teacher Notes Solutions to Die Hard 3: 1. One 2. Fill the 3-gallon bucket and empty it into the 5-gallon bucket. Fill the 3-gallon bucket and pour it into the 5-gallon bucket. (0nly 2-gallons will fit) The 3-gallon bucket contains 1-gallon and the 5-gallon bucket is full. Empty the 5-gallon bucket. Pour the 1-gallon from the 3-gallon bucket into the 5-gallon bucket. Fill the 3-gallon bucket and empty it into the 5-gallon bucket. The 5-gallon bucket now contains 4-gallons.
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Die Hard 3
Samuel Jackson and Bruce Willis are given the logic puzzles with only minutes to solve each. 1. To keep a store in downtown New York from exploding, solve in 2 minutes: 2. On the road to St. Vies, I met a man with seven wives. Each wife had seven sacks. Each sack had seven cats. Each cat had seven rats. How many were going to St. Vies?
To disarm the bomb in Central Park, solve in 5 minutes: 3. Using 3-and 5-gallon unmarked containers, place exactly 4 gallons of water on the scale to disarm the bomb.
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Correlations (SG,CAS,CFS): 6A2; 7A2; 9A3 TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Choose and apply appropriate operational procedures and problem-solving strategies to real-world situations Understand number systems Use variables, number sentences, and equations to represent solutions and solve problems Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Identify, analyze, and solve problems using equations, inequalities, functions, and their graphs
Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Using Graphs as Visual Representations of Geometric Concepts Materials Maps of Chicago (1 for each student) Two sample problems Colored pencils, crayons, or markers Educational Strategies/Instructional Procedures Have students work in pairs. Have one student describe his/her trip from home to school so precisely that the other student could use the directions to go from school to the student's home. All directions should be written down and shared with the class. Give each student a map of the city of Chicago.
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Have students locate the following ordered pairs on the map: (600 W., 200 S.), N.), and (1400 E., 5300 S.). Have the students share their results. Integration with Core Subject(s) SS: Read and interpret maps, charts, and graphs Connection(s)
(1600 W., 400
Enrichment: Have students find a picture of their favorite cartoon character and complete a coordinate picture. Fine Arts: See Enrichment. Home: Remediation: Teachers Half Dozen Technology: Have the students find a map of Washington, D.C. on the Internet and compare it to a map of Chicago. Assessment Teacher observations Homework Have students find the locations at least five places of interest. Have them write the addresses and graph the five points on a city map using a different color for each. Teacher Notes
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Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Graphing Ordered Pairs on a Coordinate Plane Materials Graph paper transparency Map of Chicago Student spiral notebook Three-ring binder Graph paper Straightedge
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Educational Strategies/Instructional Procedures Opener: Solve each of the following: 1. If x = 4 and y = 6, find the values of 2x - 4y. 2. Solve for y in y = 6x 3, if a. x = -2 b. x = -4 3. Determine whether or not (3, -2) is a solution of: 2x + 3y = 18 4. What is the value of 2x2 + 3xy if x = -1, y = 6? Solutions: 1) -16 2) a. -15 b. -27 3) Not a solution 4) -16
Review the coordinate plane with the students. Quadrant II Quadrant I (-,+) (+,+) Quadrant III (-,-) Quadrant IV (+,-)
Remind students that for the city of Chicago: 1. State Street acts as the y-axis 2. Madison Street acts as the x-axis 3. The intersection of State and Madison acts as the origin. Have students work independently to graph (on graph paper) and give directions to locate the following points and tell in which quadrant or axis each point is located. 1. A (3, -2 ) 5. E (-1, 0) Solutions: 1. Quadrant IV 5. x-axis 2. B (5, 4) 2. Quadrant I 3. C (-3, -6) 3. Quadrant III 4. D (0, 3) 4. y-axis
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Present the correct solutions and allow the students to check their work. Discuss any questions that students may have. Continue the lesson with the following points, allowing students to work in pairs to graph the following points. D (4, -7) I (3, 2) E (4, 0) J (0, -5) F (3, 5) K (-2, -6) G(-3, -3) L (-6, 4) H (-1, 1) M (-5, 0)
Integration with Core Subject(s) LA: SS: SC: Understand explicit, factual information Read and interpret maps, charts, and graphs Analyze and interpret data Connection(s) Enrichment: Graphing Activities: A) Complete a complex coordinate picture and/or B) design a coordinate picture. Fine Arts: See Enrichment. Home: Have parent sign student's homework assignment sheet. Remediation: Review the coordinate plane, coordinates of points, and graphing points on a coordinate plane. The game Battleship may be played to reinforce graphing skills. Technology: Have the students play the computer game of Battleship. Assessment Teacher observation Homework Assign from your text appropriate problems on graphing ordered pairs. Teacher Notes
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Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Slope Intercept Form of a Linear Equation Materials Geoboards Rubber bands Educational Strategies/Instructional Procedures Definition of Slope: The slope (m) of a line is the ratio of the vertical distance to the horizontal rise distance. ( slope m = ) run Guidelines: Have students work in pairs to complete this activity. Tell students they should be prepared to share their results with the class.
bg
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Directions: Model the line segment AB whose endpoints are: 1. A (1, 1), B (4,4) 2. A (1, 1), B (2, 3)
3. A (4, 1), B (3, 3)
Locate the ordered pairs A (1, 1) and B (4, 4) on the geoboard. Place a rubber band around the pegs to model AB . Use another rubber band to show vertical distance from the y-value of A to the y-value of B. Use another rubber band to show the horizontal distances from the x-value of A to the x-value of B. In example 1, to move from point A to B, you can go up 3 units and right 3 units. 3 slope = = 1 3 In example 2, to move from point A to B, you can go up 2 units and right 1 unit. 2 slope = =2 1 Use your geoboard to find the slope of four different line segments. Two of the segments should have positive slopes, and two should have negative slopes. From the examples, you can also calculate the slopes mathematically: Example 1: A (4, 1), B (3, 3) vertical dis tan ce slope = horizontal dis tan ce Example 2: A (1, 1), B (4, 4) vertical dis tan ce slope = horizontal dis tan ce Example 3: A (1, 1), B (2, 3) vertical dis tan ce slope = horizontal dis tan ce 31 2 = = 2 3 4 1 4 1 3 = =1 4 1 3 31 2 = =2 2 1 1
m=
m=
m=
*Write a rule for finding the slope of a line segment given any two points: A x1, y1 and B x2 , y2 You should allow several pairs to present their results to the class. Review the activity with the class. In the equation y = mx + b , point out the slope (m) and yintercept (b). Identify the slope and y-intercept from the following equations:
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1. y =
3 4
x+6
2 . y = 3x 2 4. y = 2 3x
3. y = 4 x + 3
Have the students graph each line on a coordinate plane. Utilizing the graph of y = 3x 2 , have the students determine whether the following points are on the line: A (0,-2), B (1,1), C (4,8), and D (2,4). Students should observe that points A, B, and D are on the line. Have the class formulate a definition for collinear points using the different definitions derived by each group. Solutions: 1. m = 3. 3 ,b=6 4 2. m = 3, b = -2 4. m = 2 ,b=0 3
m = -4, b = 3
Integration with Core Subject(s) LA: SC: Understand explicit, factual information Understand the meaning of words in context Analyze and interpret data Apply scientific method to solve problems Connection(s) Enrichment: Have the students define and illustrate a pencil of lines. Fine Arts: Home: Have the students measure the rise and run of 3 staircases at home or in their neighborhood. Remediation: Teachers Half Dozen Technology: Have the students draw three lines using a computer drawing program and list three collinear points from each line. Assessment Teacher observation
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Homework Assign appropriate problems from your text. Teacher Notes Prepare copies of undefined terms. All of the lines that pass through a single point in the same plane are called a pencil of lines (see example below).
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Correlations (SG,CAS,CFS): 9A3 TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Choose and apply appropriate operational procedures and problem-solving strategies to real-world situations Understand number systems Use variables, number sentences, and equations to represent solutions and solve problems Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Identify, analyze, and solve problems using equations, inequalities, functions, and their graphs
Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Identifying and Modeling Points, Lines, and Planes Materials Copies of Undefined Terms Worksheet Educational Strategies/Instructional Procedures Write the following problem on the chalkboard: Betty is choosing her lunch in the lunchroom. She may choose one vegetable from peas, carrots or beans; one fruit from grapes, strawberries, or an apple; and the type of bread from white, French or rye. How many different combinations of lunch items can Betty choose?
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p - peas c - carrots b - beans g - grapes s - strawberries a apples; f - French bread w white bread r - rye bread. Have the students list all possible combinations after you get them started by listing at least the first three. Solution: pgf pgw pgr psf psw psr paf paw par cgf cgw cgr csf csw csr caf caw car bgf bgw bgr bsf bsw bsr baf baw bar
Have the students note point, line, and plane are referred to as undefined terms. They can be described but not defined. 1. A point has no size (dimension); represented by a small dot and labeled with one capital letter. 2. A line has one dimension (length); extends into infinity in two directions and labeled by two points on the line or a single lowercase letter. 3. A plane has two dimensions (length and width); extends infinity in both directions, and labeled by one capital letter or three non-collinear points in the plane. Have the students describe point, line, and plane in their own words. Have them include a drawing or picture of each. Allow 10 minutes for the students to complete this activity. Ask three or four students to share their responses with the class. Have the students use the following diagram to find as many line segments as possible: A B C D E --------------------------------------------------------------------------------------Monitor student progress and assist when needed. Solution: AB AC AD AE BC BD BE CD CE DE
Have the students work in pairs to complete the Undefined Terms Worksheet. Integration with Core Subject(s) LA: SC: Understand explicit, factual information Understand the meaning of words in context Analyze and interpret data Apply scientific method to solve problems
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Connection(s) Enrichment: Have the students find three optical illusions involving points, lines, or planes and share their observation. Fine Arts: Have the students research op art and bring examples to class. Home: See Enrichment. Remediation: Teachers Half Dozen Technology: Have the students use the Internet to assist in their research. Assessment Homework Assign appropriate problems from your text. Teacher Notes Solutions to Undefined Terms: 1. Point 2. Line 3. Plane 4. Plane 5. Line 6. Point 7. Point 8. Plane 9. Line 10. Line 11. a. AFD b. BFE 12. a. See student work b. See student work 13. a. See student work b. See student work
Possible solutions: AD, AF, BF, BE, CE Possible solutions: AFE, CFA, BFD, BFC, DFE, BFA, CFD,
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Undefined Terms
Each of the following is best represented by which undefined term: 1. A grain of sand. 2. The edge of the desk. 3. The chalkboard. 4. A sheet of paper. 5. The corner of the room. 6. A light on a Christmas tree. 7. A pencil point. 8. The surface of the desk. 9. The electrical wires. 10. A piece of string
C B A F E D
1. 2. 3. 4. 5. 6. 7. 8. 9. 10._______________
11. Name 3 collinear points. 12. Name 2 lines. 13. Name 2 planes.
11a. 11b. 12a. 12b. 13a. 13b.
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Correlations (SG,CAS,CFS): 7A1; 8A3 TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Choose and apply appropriate operational procedures and problem-solving strategies to real-world situations Understand number systems Use variables, number sentences, and equations to represent solutions and solve problems Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Identify, analyze, and solve problems using equations, inequalities, functions, and their graphs Demonstrate an understanding of measurement concepts and skills
Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Using Formulas: Area and Perimeter of Rectangles Materials Graph paper Rulers Square tiles Educational Strategies/Instructional Procedures Review last nights homework. Answer any questions. Have the students form several rectangles of different dimensions by using square tiles or graph paper, finding the perimeter and area of each, and then write a general formula.
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Draw a rectangle having l = 4 and w = 5.
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Answer:
!!!!! !"""" !"""" !""""

Area = length x width Perimeter = 2 length + 2 width
Find the area: Ask the students to count the number of squares contained in the rectangle. (20 sq. cm) Draw another rectangle having l = 6cm and w = 7 cm.
!!!!!!! ! ! ! ! !
!!!!!!! !"""""" !"""""" !"""""" !"""""" !""""""
Find the perimeter and area. Have the students work independently to find the perimeter and area of rectangles having the following dimensions: 4 x 4, 5 x 7, 4 x 8, 8 x 9, 3 x 3 and 15 x 16. Have students find the perimeter and area of a 50 x 48 rectangle without drawing the rectangle, then make a conjecture about the perimeter and area of the rectangle. The formula for finding the area of a triangle is A 1 bh. Have the students explain how to find 2 the height when the area and base are known. Students responses should be: a) Solve for h and substitute the values for A and b into the equation or b) Substitute the values of A and b into the equation and solve for h. Have the students note that this procedure will work with any formula. Have students complete Exploring Formulas. Integration with Core Subject(s) LA: SC: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems
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Connection(s) Enrichment: Have the students compute the perimeter and area of irregular shapes. Have students make a conjecture about finding the perimeter and area of irregular shapes. Fine Arts: Home: Have parents sign assignment sheet. Remediation: Demonstrate how to compute the perimeter and area of several rectangles (using square cubes). Review algebraic concepts of using formulas. Technology: Assessment Teacher observation Homework Assign appropriate problems from your text. Teacher Notes Prepare copies of Measurement Worksheet.
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Correlations (SG,CAS,CFS): 6A1; 7B1; 9A3 TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Apply a variety of estimation strategies: standard rounding, order of magnitude, frontending, compatible numbers, and compensation Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Demonstrate an understanding of measurement concepts and skills
Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Finding the Distance Between Two Points on a Number Line and the Coordinate Plane Materials Copies of Measurement Worksheet Transparency of a Ruler Educational Strategies/Instructional Procedures Review last nights homework and answer students questions. Discuss the different aspects of measurement with the students such as: how to read a ruler, when it is necessary to round, and the degree of accuracy desired.
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Have students measure five objects in their possession such as: 1) pencil, 2) textbook, 3) CTA card, 4) comb, and 5) money. Discuss units of measurement and rounding. (Answers will vary.) Discuss with the students collinear and betweeness: Collinear: Points that lie on the same line Betweeness: Betweeness of points only exists if the points are collinear. A point is between two other points on the same line if its coordinate is between their coordinate. Have the students note that the distance between any two points on a number line is the absolute value of the coordinates of the segment. -3 -2 -1 0 1 2
A - B Discuss the distance formula: d = ( x1 x2 )2 + ( y1 y2 )2 d = ( x1 x2 )2 + ( y1 y2 )2 Remind the students that all (x1, y1) and (x2, y2) are coordinates of points in the coordinate plane, and that all measurements must be positive. Example 1: a) Is point C between A and B? b) Is B between A and C? c) Are the three points collinear? Solutions: a) no Example 2: Find AB |-4 5| = |-9| = 9 A B b) yes c) yes A B C
-6 -5 4 3 2 1 0 1 2 3
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Example 3: Find the distance from point A to point B. A (4,8) and B (-1,-4) d = ( x1 x2 ) 2 + ( y1 y2 ) 2 = 4 ( 1) + 8 ( 4)
2 2
(4, 8) A
= (4 + 1) 2 + (8 + 4) 2 = 52 + 12 2 = 25 + 144 = 169 = 13 Have students complete the Measurement Worksheet. Integration with Core Subject(s) LA: SC: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Connection(s) Enrichment: See Home Fine Arts: Home: Have students describe five objects in their homes that required measurement for purchase and list the degree of accuracy needed. Instruct students to write a paragraph explaining what effect the degree of accuracy has on two of the objects. Remediation: Review fractions generally associated with rulers. Review using a ruler with students. Measure small items and round the answers. Technology: Demonstrate one of the electronic measuring devices and explain how they work.
B (-1, -4)
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Assessment Evaluate the Measurement Worksheet using the Structured Curriculum Scoring Rubric. Homework Assign appropriate problems from your text. Teacher Notes Solutions to Measurement Worksheet: 1. a. b. c. d. AC = 9 BD = 7 CD = 2 AD = 11 O(P(-2,
-10 9 8 7 6 5 4 3 2 1 6 5 4 3 2 1 -1 -2 -3 -4 -5
T(2,6 S(2,3
1 2 3 4 5 6 7 8 9 10
2. a. 14 units b. A = 12 sq. units 3. a. AD = 20 = 4.47 b. EB = 41 = 6.40 4. a. b. c. d.
AC = 5 units BC = 3.61 units AB = 6 units Perimeter = 14.61 units, Area = 9 sq. units
5. See student work.
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Measurement Worksheet
1. Find each measure: a) AC A B b) BD C D c) CD d) AD
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
2. Graph the vertices of STOP. S(2, 3), T(2, 6), O(-2, 6), and P(-2, 3) a) Find the perimeter of STOP? b) What is the area of STOP?
3. Find each measure and round your answer to the nearest tenth. a) AD b) EB
5 4 3 2 1 -1 -2 -3 -4 -5 1 2
B D
3 4 5
-5 -4 -3 -2 -1
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4. a) b) c) d)
Find AC Find BC Find AB What is the perimeter and area of ABC? C

A
-5 -4 -3 -2 -1 5 4 3 2 1 -1 -2 -3 -4 -5 1 2
B
3 4 5
5. Draw a line segment with length: a) 4cm 1 b) 2 in. 4
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Correlations (SG,CAS,CFS): 6A1; 6B3; 8B2 TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Apply a variety of estimation strategies: standard rounding, order of magnitude, frontending, compatible numbers, and compensation Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Demonstrate an understanding of measurement concepts and skills
Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Finding the Distance Between Two Points on a Number Line and Coordinate Plane Materials Computer Drawing Program Pythagorean Activity #1 Scissors Plain paper Glue sticks or tape Ruler Calculator Overhead projector
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Educational Strategies/Instructional Procedures Share with students some facts about Pythagoras (570 - 500 BC) and the origins of the theorem that bears his name. Have students complete the Pythagorean Activity #1. Have students restate the Pythagorean Theorem and discuss how the early Egyptians used the special triangles to determine the areas of their property. Draw a right triangle on the overhead or chalkboard and have the students state the Pythagorean Theorem in terms of the legs and the hypotenuse. Have the students complete the following: Find the missing side of each right triangle to the nearest tenth. 1. 3in. 4in. ? 15m 3. 17cm ? Solutions: 1. 5 in. 24cm 4. 9ft ? 2. 12m
9ft
2. 19.2m
3. 29.4cm
4. 12.7ft
Discuss the solutions with the students. Integration with Core Subject(s) LA: SS: SC: Understand explicit, factual information Demonstrate an understanding of time and chronology Apply scientific method to solve problems
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Connection(s) Enrichment: Have students derive the Pythagorean Theorem using the distance formula. Fine Arts: Home: Have parents sign assignment sheet. Remediation: Review what is meant by the square root of a number. Technology: Have students investigate right triangles using a computer drawing program such as Geometers Sketchpad or Capri Geometry. Assessment Have the students present the even-numbered problems to the class and discuss the various methods of solution. Homework Assign from your text appropriate problems. Teacher Notes Check to see that students can find the square root of a number on a calculator.
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Pythagorean Activity #1
1. Carefully fold and cut out a small square. Make the side of it about as long as a group members little finger. Call the length of the side a, and name the square itself a2. 2. Make another square, this one larger than a2, but not so long that its sides are twice as long as a. Call the larger square b, and the square itself b2. 3. Use a2 to measure b2 according to Figure 1, and mark or fold b2 along the mark lines. A
Fig 1 4. Move the smaller square to the side, as in Figure 2, measure, and make or fold along the marked lines.
B Fig 2
5. Cut along the lines you have marked. You should have seven pieces. You can put them back together to form the original squares a2 or b2. They can also all be put together to make one large square; call it c2 or a2 and b2. The seven-piece puzzle you have made is called a twosquare puzzle.
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6. Make a sketch showing how the pieces fit together to form one square. 7. See if you can make a two-square/one-square puzzle with two squares, a2 and b2, that are exactly the same size. How many pieces are there? Make a sketch showing how the pieces fit together to make one square. 8. Repeat steps 1 through 6 with two squares, a2 and b2,, and b is exactly twice as long as a. How many pieces are there? Make sketches showing how they fit together.
Questions:
1. Explain why, in each case, the sides of the pieces are the right lengths to fit together to make c2. 2. How well did you and your partner work together? 3. Did the other pair in your group come up with the same puzzle as you did for #8? 4. Did one person do all the work? If so, why? 5. Did all of you ever work together in the past as a group?
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Correlations (SG,CAS,CFS): 6A1; 6B2 TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Apply a variety of estimation strategies: standard rounding, order of magnitude, frontending, compatible numbers, and compensation Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Demonstrate an understanding of measurement concepts and skills
Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Locating Midpoints and Segment Congruence Materials Midpoint Activity Patty paper Ruler Compass Round objects (such as a can)
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Educational Strategies/Instructional Procedures Review last nights homework and answer any questions. Have students complete the Midpoint Activity. Have at least one student model the activity for the class. Explain to the students that the midpoint of a segment is the point that is half-way from both endpoints. For this activity, the students locate the midpoint of the diameters or the center of the circle. Discuss the terms midpoint and segment bisector with the class and derive a class definition for each term. Locate the midpoint of line segments using the Midpoint Formula.
1. MH
b g H b10 ,6g
M 11,3
2. (4, 7)
2 . ST
S 3,7
b g T b5,7 g
Solutions: 1. (10.5, 4.5)
Have the students draw a segment and locate the midpoint using patty paper and use a ruler to verify. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context Connection(s) Enrichment: Have students draw a rectangle or a square, and then locate the midpoint of each side using only a ruler and a compass. Fine Arts: Have students create a picture using only points, lines, and angles. Shade them in using three shades--dark, medium and light of the same color. Home: See Enrichment and Fine Arts. Remediation: Teachers Half Dozen
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Technology: Have the students find the midpoint of various line segments using a geometric drawing program such as Geometers Sketchpad or Capri Geometry. Assessment Teacher observation Homework Assign from your text appropriate problems. Teacher Notes Demonstrate how to use a compass correctly and have the students practice drawing circles and arcs. Demonstrate how to use a ruler and a compass to bisect a line segment. Have each student draw two line segments of different lengths and construct the bisector.
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MIDPOINT ACTIVITY
Guidelines 1. For this activity, the students should work in pairs. 2. Each student should complete the activity. 3. Students should agree on the final solution.
Activity 1. Draw at least two large circles (different sizes) on sheets of patty paper, using the round objects provided. 2. Without measuring or using a compass, find the center of each circle. 3. Discuss with your partner how you found the center of each circle. 4. Using a ruler, check to see if your point is truly the midpoint. 5. Note that the midpoint of a segment can be found if you know the endpoint of the segment. Introduce the Midpoint Formula. x1 + x2 y1 + y2 2 , 2
Example: Find the midpoint of AB A 3,6 ; B 4,0 3+4 , 60 2 2 1 6 2,2 1 2 ,3
b g b g
e j e j
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Correlations (SG,CAS,CFS): 6A1; 7A6 TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Apply a variety of estimation strategies: standard rounding, order of magnitude, frontending, compatible numbers, and compensation Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Demonstrate an understanding of measurement concepts and skills
Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Exploring Angles-Identifying and Classifying Angles Materials Copies of Measuring Angles and Segments Protractors Student notebooks Educational Strategies/Instructional Procedures Discuss the following terms with the students to derive a class definition for each: angle, acute angle, obtuse angle, right angle, and straight angle. Have students write the terms and definitions in their notebooks.
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Demonstrate on the overhead how to use a protractor. Instruct students to work in groups of four or less to complete the Measuring Angles and Segments Worksheet. Explain that each group will be asked to answer one question from the activity. Integration with Core Subject(s) LA: SC: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Connection(s) Enrichment: Have students research how the ancient Babylonians measured angles. Fine Arts: Home: Parents will sign students homework. Remediation: Have students draw angles of various measures. Review how to name an angle using three capital letters, one small letter, or a numeral. Demonstrate how to extend the sides of an angle to make reading the protractor easier. Technology: Have students explore angle measure using a computer drawing program. Experiment with the lengths of the sides and angles greater than 180. Assessment Teacher observation and student homework Homework Draw four acute angles, two right angles, four obtuse angles, and two straight angles. Give the measure of each.
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Teacher Notes Solutions to Measuring Angles and Segments: 1. See student work 3. See student work Possible solutions: AOB, AOC, AOD, AOEEOB, EOC, EOD, DOB 2. See student work 4. AOB = 180, AOC = 154, AOD = 62, AOE = 43, EOB = 137, EOC = 115, EOD = 20, DOB = 120, DOC = 93, COB = 26
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Measuring Angles and Segments

1. Draw each of the following angles: a. acute b. obtuse c. right 2. Use a protractor to draw angles having the following measures: a. 450 d. 900 b. 600 e. 1200 c. 300 f. 1350
Refer to the drawing given to answer the remaining questions. D E C
3. Name all of the angles in the drawing above.
4. Measure each of the angles with your protractor.
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Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Using the Angle Addition Postulate Materials Compasses Protractors Rulers Geomirrors or Miras
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Educational Strategies/Instructional Procedures Demonstrate on the overhead how to construct an angle congruent to a given angle (angle duplication) and how to construct the bisector of a given angle using a protractor and ruler. Have the students draw an acute, right, and obtuse angle on plain paper and give the measures. After completing this task, students are to construct an angle congruent to the angles drawn and construct their bisectors using a compass and protractor. Demonstrate on the overhead how to construct an angle congruent to a given angle (angle duplication) and how to construct the bisector of a given angle using a Geomirror or Mira. Have the students draw an acute, right, and obtuse angle on plain paper and give the measures. After completing this task, the students will construct an angle congruent to the angles drawn and construct their bisectors using a Geomirror or Mira. Integration with Core Subject(s) LA: SC: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Connection(s) Enrichment: Have the students find pictures of optical illusions. Fine Arts: Have students create an optical illusion. Home: Have students share their pictures of optical illusions with parents. Remediation: Teachers Half Dozen Technology: Have the students explore optical illusions on the Internet. Assessment Teacher observation
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Homework Assign from your text appropriate problems. Teacher Notes The steps given below detail the steps to follow to construct congruent angles. 1. Draw angle B. B 2. 3. 4. 5. Use your straightedge to draw a ray with endpoint E. Place your compass point at vertex B and construct an arc passing through each side of B . Label the point of intersections A and C. Using the same setting, place your compass at point E and construct an arc. Label the point of intersection F. 6. Place your compass on point C and change the setting so that it passes through A. Construct an arc. 7. Using the same setting, place your compass at point F. Construct an arc intersecting your previous arc. Label the point D. Using your straightedge, draw ray ED. Check: Measure each angle with a protractor. The steps given below explain the steps to follow to construct an angle bisector. 1. Draw an angle. Label it A . 2. Place your compass on the vertex of A and construct an arc passing through both sides. Label the points of intersection R and T. 3. Place your compass at point R; construct an arc on the interior of the angle. 4. Keeping the same compass setting, place your compass at point T. Construct an arc that intersects the 1st interior arc. Label the point of intersection S. 5. Draw AS .
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Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Exploring Angle Relationships Materials Protractors Rulers Overhead projector Educational Strategies/Instructional Procedures Discuss with the students the angles formed by intersecting lines. Review with the class the definitions of adjacent angle, vertical angle, and linear pair.
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Draw two pairs of intersecting lines on the chalkboard or overhead projector. Label each diagram as follows: 56 87
1 3
Instruct students to work individually to answer the following questions: 1. What is the relationship between the following pairs of angles? a) 1 and 3 b) 2 and 4 c) 5 and 7 d) 8 and 6 2. What is the name of the pairs of angles from problem 1? 3. Make a conjecture about these angles. 4. List all possible linear pairs from the diagram. 5. How are the pairs related? 6. Make a conjecture about the angles that form a linear pair. Review the answers to the above questions with the class. Draw the following examples on the chalkboard or overhead projector: Example 1: 1 2 450 3
Find the measure of the following angles: m 1=___, m 2=____, m 3=____
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Example 2: 1200 3 2 Find the measure of the following angles: m 1=___, m 2=____, m 3=____ 1
The question for discussion is: Given two intersecting lines where angles are formed, if you are given the measure of one angle, can you always find the measure of the remaining angles? Define supplementary and complementary angles. Have the students give five pairs of angles that are complementary and 5 pairs of angles that are supplementary. Review with the students the symbol and definition for perpendicular lines. Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Have students locate vertical adjacent, right, complementary, and supplementary angles in the school and cite their location. Fine Arts: Have students create a village using pictures from newspapers and magazines that show vertical, adjacent, complementary, or supplementary angles. Home: See Fine Arts. Remediation: Teachers Half Dozen Technology: Assessment Teacher observation and student homework
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Homework Assign appropriate problems from your text. Teacher Notes Tell students to find a novel by Agatha Christie or Sir Arthur Conan Doyle to read for Unit Two.
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Correlations (SG,CAS,CFS): 6A1; 7A6; 9A3 TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Apply a variety of estimation strategies: standard rounding, order of magnitude, frontending, compatible numbers, and compensation Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Demonstrate an understanding of measurement concepts and skills
Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Creating Geometric Constructions Materials Geomirrors or Miras Protractors Rulers Overhead projector Overhead drawing tools
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Educational Strategies/Instructional Procedures Demonstrate on the overhead or chalkboard how to construct a line perpendicular to a line passing through a point on the line. Have students draw a vertical, horizontal, and an oblique line on plain paper. Place points on the lines that are not midpoints, and construct perpendicular lines at those points. Demonstrate on the overhead how to construct a line perpendicular to a given line passing through a point not on the line. Have students draw three lines on a piece of plain paper. On the first line, place a point above the line. On the second line, place a point below the line. On the third line, place a point to the left or right of the midpoint. Have students construct the perpendiculars to the lines passing through these points. Working in groups of four, have students write the steps for completing the two constructions using Geomirrors or Miras, and demonstrate their procedures to the class. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context Connection(s) Enrichment: Have students construct a line perpendicular to a line passing through a point on the line using patty paper and explain how it should be done. Fine Arts: Home: Check family, friends, and neighbors for tools used to construct perpendicular lines such as T squares, miter boxes, and plumb lines. Report to the class on how and when these items are used. Remediation: Teachers Half Dozen Technology: Have students use a computer drawing program such as Geometers Sketchpad or Capri Geometry to make at least four basic geometric constructions and print out the steps with illustrations.
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Assessment Teacher observation Homework Assign appropriate problems from your text. Teacher Notes
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Correlations (SG,CAS,CFS): 6A1; 6B1-3; 6C1; 7A1,6; 8B2; 9A3 TAP: Perform arithmetic operations involving integers, fractions, decimals, and percents, explicitly stated or within context Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Apply a variety of estimation strategies: standard rounding, order of magnitude, frontending, compatible numbers, and compensation Analyze and interpret data presented in charts, graphs, tables, and other displays Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Solve problems requiring computations with whole numbers, fractions, decimals, ratios, percents, and proportions Understand and apply geometric concepts and relationships Use mathematical skills to estimate, approximate, and predict outcomes and to judge reasonableness of results Demonstrate an understanding of measurement concepts and skills
Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Reviewing Definitions, Measurement, Relationships, and Basic Constructions Materials Geometry Vocabulary Review #1 Compasses Protractors Rulers Overhead projector
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Educational Strategies/Instructional Procedures Review the following basic constructions using student volunteers to demonstrate each one on the overhead projector or chalkboard. Basic Constructions: -Duplicate a segment or angle -Bisect a segment -Bisect an angle -Perpendicular bisector of a segment Have the students work in pairs. Instruct each student to draw a right, acute, and obtuse angle, then exchange papers and measure the angles with their protractors. Have the students complete the Geometry Vocabulary Review #1. Integration with Core Subject(s) LA: SC: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Connection(s) Enrichment: Fine Arts: Home: Remediation: Teachers Half Dozen Technology: Assessment Teacher observation and student homework
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Homework Assign from your text appropriate problems to review. Teacher Notes Remind students to find a novel by Agatha Christie or Sir Arthur Conan Doyle for Unit Two.
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79
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Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Reviewing Definitions, Measurement, Relationships, and Basic Constructions Materials Jeopardy Review Game Timer or watch with a second hand Overhead projector Educational Strategies/Instructional Procedures Review answers to the homework with the students. Answer any questions the students may have about the unit.
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Have students divide into three groups and play the Jeopardy Review Game. Integration with Core Subject(s) LA: SC: Understand explicit, factual information Understand the meaning of words in context Apply scientific method to solve problems Connection(s) Enrichment: Fine Arts: Home: Have family members quiz students on material covered in Unit One. Remediation: Teachers Half Dozen Technology: Assessment Teacher observation and student homework Homework Review class notes, homework, and quizzes. Teacher Notes Prepare Unit One Assessment. Remind students to find a novel; their selections will be due in two days.
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JEOPARDY REVIEW #1
POINTS
100
200 300 400 500
A boundless three-dimensional set of points
Space
Each point has zero___________________________. Dimensions Points that lie on the same line are___________________. Collinear The midpoint M of PQ is the point between P and Q such that_______________________________. PM = MQ For the equation y = -3x + 2, the coordinates for the x intercept are____________________________. ( 2/3 , 0 )
Extra questions that may be substituted: All points in a plane are__________________________. Coplanar The intersection of the x-axis and the y-axis is called the_______________________________________. Origin ( x , y, ) is called an _________________________. Ordered Pair
ANGLES 100 200 300 The common endpoint of intersecting rays is____________ .Vertex The instrument used to measure angles is called a_______.Protractor One-ninetieth of a right angle is called a_________________ .Degree
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400 500
Nonadjacent angles formed by two intersecting lines are____________________________________. Vertical Adjacent angles whose non-common sides are opposite rays_____________________________. Linear Pair
Extra questions that may be substituted: Every linear pair of angles is also_______________. Supplementary
POTPOURRI
100 200 300 400 500 The distance around a figure is the______________. Perimeter The technique of painting that uses dots to form a picture is called __________________. Pointillism A statement to be proven is called a ____________. Theorem The number of units a number is from zero on the number line is its_____________. Absolute Value One of the major sources that shows the knowledge of mathematics attained by the ancient Egyptians is called ___________________________.
Rhind Papyrus or Moscow Papyrus
Extra questions that may be substituted: The formula for finding the distance between any two points in the coordinate plane is_______________. ( x1 + x2 ) 2 + ( y1 + y2 ) 2
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LINES
100 Lines that intersect to form four right angles are . Lines that lie in the same plane and do not intersect are Two planes ____ in a line. Rays that form a straight line are A line has only one .
Perpendicular
200 300 400 500
Parallel Intersect . Opposite Dimension
Extra questions that may be substituted: The axes in a coordinate plane divide the plane into four . Quadrants
ALGEBRA CONNECTION
100 200 300 If angle one has measure 32 40, what is the measure of its vertical angle? If angle A is twice its complement, how large is angle A? If angle B is 2 less than twice its supplement, how large is the supplement? 119
1 3
32 40 60
85
*C is the midpoint of AB. If AC = 3X 1 and BC = 14 X, what is the value of X and the measure of AB?
X = 3.75 AB = 20.5
500
Angle A and angle B are vertical. If angle A = 3x + 4 and angle B = 5x 41, what is the measure of angle A?
71.5
* Double Jeopardy
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Unit Focus/Foci Discovering Basic Geometric Concepts Instructional Focus/Foci Understanding Basic Definitions, Measurement, Relationships, and Basic Constructions Materials Unit One Assessment Educational Strategies/Instructional Procedures Have students complete the Unit One Assessment.
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Integration with Core Subject(s) LA: SC: SS: Understand explicit, factual information Understand the meaning of words in context Analyze and interpret data Apply scientific method to solve problems Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Fine Arts: Home: Remediation: Technology: Assessment Unit One Assessment Homework Select an Agatha Christie or Sir Arthur Conan Doyle novel to read. Bring the title or the book to the next class meeting. Teacher Notes Solutions to Unit One Assessment: 1. 3. 5. 7. 9. F F T F F 2. F 4. F 6. F 8. T 10. T
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11. (-2,4) (3,1)
12. AB = 33 = 5.74 14. ABC or ABD 16. DBE = (75 3x) 18. See students work 20. See students work
13. ABC and CBE ABD and DBE 15. CBD = 40 17. ABC = 95 CBD = 50 DBE = 35 19. See students work
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Unit One Assessment

Answer True or False. 1. The x and y axis divide the coordinate plane into two equal parts. 2. One-ninth of a right angle is a degree. 3. Supplementary angles are congruent. 4. Adjacent angles are vertical. 5. Postulates are statements that are assumed to be true. 6. An acute angle is greater than 90. 7. A point has one dimension. 8. Collinear points lie on the same line. 9. Two angles whose sum is 180 are complementary. 10. If AB + BC = AC , B lies between A and C. For Questions 11 and 12 11. Graph the points A(3,1) and B(-2,4). 12. Find the distance between A and B to the nearest hundredth.
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Refer to the diagram below for questions 13-17.

C D E
13. Name a linear pair.
14. Name an obtuse angle.
15. If CBD = DBE and ABC = 100, find the mCBD.
16. If CBE = 80 and DBE = 3x + 5, find CBD.
17. If ABC = 4x + 15, CBD = 2x + 10 and DBE = 2x 5, find the measure of each.
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18. Construct a 50 angle with sides 3 cm in length.
19. Draw ABC with sides AB = 3 cm, BC = 4 cm, and AC = 5 cm.
20. Construct a line perpendicular to AB through C.
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High School Geometry Days 09024

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High School Geometry Days 09024

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STRUCTURED CURRICULUM LESSON PLAN Day: 009 Subject: Geometry Grade Level: High School

(1600 W., 400

3. A (4, 1), B (3, 3)

11a. 11b. 12a. 12b. 13a. 13b.

Draw a rectangle having l = 4 and w = 5.

!!!!! !"""" !"""" !""""

!!!!!!! !"""""" !"""""" !"""""" !"""""" !""""""

2. a. 14 units b. A = 12 sq. units 3. a. AD = 20 = 4.47 b. EB = 41 = 6.40 4. a. b. c. d.

5. See student work.

Find AC Find BC Find AB What is the perimeter and area of ABC? C

5. Draw a line segment with length: a) 4cm 1 b) 2 in. 4

Solutions: 1. (10.5, 4.5)

Example: Find the midpoint of AB A 3,6 ; B 4,0 3+4 , 60 2 2 1 6 2,2 1 2 ,3

Measuring Angles and Segments

Refer to the drawing given to answer the remaining questions. D E C

3. Name all of the angles in the drawing above.

4. Measure each of the angles with your protractor.

Find the measure of the following angles: m 1=___, m 2=____, m 3=____

A boundless three-dimensional set of points

Rhind Papyrus or Moscow Papyrus

200 300 400 500

Parallel Intersect . Opposite Dimension

11. (-2,4) (3,1)

Unit One Assessment

Refer to the diagram below for questions 13-17.

13. Name a linear pair.

14. Name an obtuse angle.

15. If CBD = DBE and ABC = 100, find the mCBD.

16. If CBE = 80 and DBE = 3x + 5, find CBD.

18. Construct a 50 angle with sides 3 cm in length.

19. Draw ABC with sides AB = 3 cm, BC = 4 cm, and AC = 5 cm.

20. Construct a line perpendicular to AB through C.

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Find the measure of the following angles: m 1=_, m 2=, m 3=__