Professional Documents
Culture Documents
EDUCATION DEPARTMENT
2.9.8.A : Name, describe and apply geometric relations for 1-dimensional shapes and 2- dimensional shapes and 3-
dimensional solids.
How does one use properties of angle bisectors in triangles to determine the length of line segments?
How can one use algebra to verify that a segment is bisecting an angle?
ELIGIBLE CONTENT:
M11.C.1.2.1: Identify and/or use properties of triangles (e.g., medians, altitudes, angle bisectors, side/angle
relationships, Triangle Inequality Theorem).
The student will write the value of each angle of an angle bisector on the Notes sheet with 100% accuracy.
The student will use algebra to determine the value of angles in an angle bisector on the Notes sheet with 100%
accuracy.
MATERIALS:
Whiteboard
Marker
Eraser
Classroom Seating Charts
Notes Sheet for Section 6.3
Smartboard
iPad
Stylus
ACTIVITIES (There are three sections here):
CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
The teacher will restate the lesson objectives by saying that talked about how to figure out the values of angles in
an angle bisector using the property that each sub-angle of an angle bisector is equal and using properties of
algebra in order to determine the value of each sub-angle, and ultimately, the value of the total angle.
The teacher will finish the lesson by summarizing each of the three examples
The teacher will mention the homework assignment mentioned at the end of the notes sheet
ACCOMMODATIONS/MODIFICATIONS:
The teacher will provide a visual representation during the set in order to solidify the concept of bisector
The teacher will mention that equidistant can be rewritten as equally distant for any English Language Learners:
ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
The student will master the objective of writing the value of each angle of an angle bisector by indicating
(thumbs up or thumbs down) that their answer matches the agreed upon answer and by walking the teacher
through example 3
The student will master the objective of using algebra to determine the value of angles in an angle bisector by
having the correct answer. Having the correct answer means that the student (more than likely) was able to use
algebra properties correctly. The teacher will also walk around to check for student understanding on this
objective.
SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):
This was the first lesson where I feel that I was able to personally connect with each student in the room. I
decided to try a more conversational approach to teaching this lesson, and I felt that I was able to get a lot of
good results from my students after they realized that they could take risks and give a potentially wrong answer.
(There was an incident that happened earlier today where threats were made and many students stayed home
from school as a result).
After the announcement was made by the principal during my intervention class, I decided that it was important
that I emphasized that my first priority was to keep all of my students safe and that they should be able to talk to
me about issues that are bothering them. After I made these changes, I noticed that students were more willing
to participate in my classes and were more willing to give me wrong answers. I felt that I did a better job at
accepting student answers that were wrong or partially wrong.
I felt that I might have an issue in school tomorrow because half of the class was absent for this particular
lesson. The reason for the absence was because of the threats made on social media. I feel that even though I got
through the lesson with higher levels of student involvement, I will need to spend more than the 20 minutes I
allotted for review of this lesson tomorrow for students who were not present today.
I decided that I will try to spend roughly 20 minutes going over the concepts in this lesson as well as homework
while allowing 20 minutes of review for the quiz that the students are going to have in class on Wednesday. I
am going to do the review first followed by going over concepts from this section because I want to make sure
that my students will have the tools that they need in order to do well on the first quiz that I am going to give on
Wednesday.