Armen Gevorgyan 10th Grade Fundamentals of Geometry Using Congruent Triangles

eff. Fall 2012

Lesson Plan Template

Salem State University School of Education I. Setting the Stage: What are your measureable objectives and assessment? A. Curriculum Framework Standards: Which MA Curriculum Frameworks
address your topic content and objectives?
o
G-CO-9: Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segments endpoints.

B. Generative Topic: What is the focal concept or skill of the lesson?

o How can we connect theorems and properties of parallel lines, transversals and triangles, and use them to prove triangle congruence?

C. Measurable Objectives: What do you want students to know and be able to do?
o
Students will be able to connect the theorems in chapter 3 with the theorems in chapter 4 in order to write T-chart proofs. o Students will understand that triangles dont have to be stand-alone shapes; rather, they can also be drawn inside other geometric shapes to help find measurements of sides and angles of those shapes. o Students will learn the importance of the uses of congruent triangles in real life situations.

D. End of Lesson Assessment: How are you going to assess students understanding?
o
The students will submit the warm-up and group exercises completed during the lesson.

II.

Content of the Lesson A. Content and Skills: What do you know about what you are planning to teach?
o I will ask the students to recall prior theorems, postulates, and properties that they learned in the last two chapters. o Corresponding Angles Postulate and its converse two parallel lines are cut by a transversal if and only if the corresponding angles are congruent. o Alternate Interior/Exterior Angles Theorem and its inverse: two parallel lines are cut by a transversal if and only if the Alternate Interior or Alternate Exterior angles are congruent. o Consecutive Interior/Exterior Angles Theorem and its converse: two parallel lines are cut by a transversal if and only if the Consecutive Interior angles are congruent or the Consecutive Exterior angles are congruent. o Perpendicular Transversal Theorem: If a transversal is perpendicular to one of two parallel lines, then it is perpendicular to the other one as well. o Triangle Sum Theorem: the sum of the measures of the interior angles of a triangle is 180 degrees. o Exterior Angle Theorem: the measure of the exterior angle of a triangle is equal to the sum of the measures of the nonadjacent interior angles. o Third Angle Theorem: if two angles of one triangle are congruent to two angles of another triangle, then the third angles are also congruent. o Reflexive/Symmetric/Transitive properties of congruent triangles. o SSS/SAS/AAS/ASA Congruence Postulates.

B. Rationale: Why teach the lesson?

Name: Grade level: Subject area: Lesson Content:

o
The skills learned during this lesson will serve as a stepping-stone to proving more complicated proofs in the future. o Learning how to write proofs also helps develop sharp problem solving skills which can be very useful in the world around us.

III.

Knowledge of Students: Why does knowing your students matter?

o o
The class is made up of about 15 students, most of whom are in 10th grade. It is a diverse fundamentals class, and with one exception, behavioral issues are virtually non-existent. Also, one of the 15 students is an IEP that sits in the back of the classroom with an aide. Despite the fact that behavioral issues are not a problem in this class, most of the students do not show enough enthusiasm or even any sort of energy during class. I think a more hands-on approach will be a better motivating tool to help the students learn. I believe that asking the students a lot of conceptual questions on the topic at hand, as well as the previous and upcoming topics, will heighten the classroom awareness of every student.

IV.

Preparation for the Procedures: Materials: What materials, resources, and technology will you need?
o
I will have to prepare several Smart Notes slides in advance. I will also have warm-up and group worksheets prepared. o Students will need their binders and pencils.

V.

Sequence of Teaching-Procedures A. Beginning of the Lesson: How will you immediately engage all of your students in the content?
o o
Students will be seated individually. This lesson will be heavily based on recalling past and present theorems from Chapter 3 and 4 in order to connect them together and use them in upcoming proofs. o The warm-up exercise will consist of proving that a pair of triangles are congruent using theorems learned in this chapter as well as the Vertical Angles Theorem. This exercise will serve as a stepping-stone to more difficult proofs where the students have to connect a number of theorems. o I will collect the warm-up exercises for assessment. o So, do you guys remember the last chapter where you first learned about lines and angles? You then learned about parallel lines and transversals, followed by proving that two or more lines are parallel using properties and theorems. Today we will be connecting this chapter with the previous chapter, and I think that you will be surprised at exactly how much you have learned over the past few weeks. o I will now ask the students to help me recall the theorems and properties that we have been using in the last two chapters. Students will be instructed to write these theorems on a separate piece of paper so they can refer to the theorems whenever they need to. o This portion of the class will take approximately 15 minutes.

B. Middle of Lesson: What are your students doing (e.g., speaking, writing, drawing, performing, documenting, observing) to explore the content?
o
I will be standing at the Smartboard and steering the students to recall theorems and properties learned in sections 3.3-3.5, and 4.1-4.4. The theorems are listed above in II-A. o As I mentioned before, the students will be instructed to write these theorems on a separate page. I will help them organize their notes by using the Smartboard to show them how to

Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).

Name: Grade level: Subject area: Lesson Content:

create a theorems cheat-sheet diagram complete with definitions and an example for each theorem. Students will refer to this cheat-sheet while proving. o After completing the cheat-sheet diagrams with the help of the students, I will take that opportunity to show the students how to write a proof using the cheat-sheet. o I will use a prepared slide on the Smartboard to show and prove an example of two triangles being formed between two parallel lines by two transversals. o During my example I will encourage the students to jump in and help me. I will use this opportunity to assess the level of understanding displayed by the class as a whole. o I expect that at times I will have to ask some students who are unwilling to participate a direct question and follow through with it until Im satisfied with their answer. o This portion of the class will take approximately 45 minutes

C. Extension and Enrichment Activities during Class Time: How will you extend the learning of students who finish tasks early?
o
I have prepared more worksheets for those students who finish early. These worksheets will be slightly more challenging and if a student completes it, he/she will receive credit for it. Also, these worksheets will be made available for all of the students to complete as extra credit assignments.

D. End of Lesson: How will you help all students process the experience?
o
I will now separate the students into five groups of three and give each group a different worksheet. o The worksheets will include a series of interconnected triangles created by parallel lines and transversals. o I will instruct the students to discuss and then use a Statement/Reason proof to prove (using the theorems from their cheat-sheet) congruence. Students will now have an opportunity to connect the ideas learned in the previous seven sections. o I will collect the group work for assessment. o Those groups that finish early will be assigned an activity where they will have to figure out the maximum number of congruent triangles that can be created with 4 segments drawn inside a Right-Isosceles triangle. o After all of the groups have finished, each student will be handed one worksheet that was assigned to one of the other groups. Students will have to complete these worksheets as part of their homework. o Because this is a fundamentals class, I will have to walk from group to group and make sure that every member of each group is involved in the activity. o This portion of the class will take approximately 30 minutes

VI.

Reflection after Teaching: What did you learn from teaching the lesson? A. Looking at Preparation for the Lesson
o
While preparing this lesson plan I realized that there were a lot of theorems, postulates, and properties that the students had to remember; this is why I decided that they should create a cheat-sheet, which is nothing but organizing all the theorems on one page. I am trying to get these fundamentals students comfortable with the idea of proving, and Im hoping that referring to their cheat-sheets will reduce some of the anxiety and frustration brought upon by proof exercises. I believe that eventually the students will no longer need their cheat-sheets as the year progresses.

B. Looking at Student Performance

o
Not applicable.

C. Looking at Teaching
o
Not applicable.

Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).