Texas A&M UniversityCommerce Teacher: Amanda LaRue Mentor: Tammie Nichols Subject: Geometry Campus/District: North Lamar High

School

Daily Lesson Plan Form Grade Level: 9-12 Date: 11/19/2013

Overall Goal of Lesson: Understanding classification, theorems, and special segments of triangles. Instructional Objectives: Students will be able to identify the special segments of a triangle. Assess
students understanding of knowledge of previous lessons.

Texas Essential Knowledge & Skills (TEKS) Key Vocabulary: Triangles & ELPS: (typed out completely)
G.3 Geometric structure. The student applies logical reasoning to justify and prove mathematical statements. The student is expected to: (B) Construct and justify statements about geometric figures and their properties. (E) use deductive reasoning to prove a statement. G.7 Dimensionality and the geometry of location. The student understands that coordinate systems provide convenient and efficient ways of representing geometric figures and uses them accordingly. The student is expected to: (A) use oneand two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures; (B) use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons; and (C) derive and use formulas involving length, slope, and midpoint. G.10 Congruence and the geometry of size. The student applies the concept of congruence to justify properties of figures and solve problems. The student is expected to: (B) justify and apply triangle congruence relationships.

Special Segments of Triangles Altitude Median Centroid Midsegment Perpendicular bisector

Higher Order Questions:

What do you think is a perpendicular bisector? Every triangle has how many medians? midsegments? altitudes? perpendicular bisectors? angle bisectors?

Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading, Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)
Warm up is given to students as they enter the room. Students are also put in groups. Warm up is a review of how to plot points in preparation of todays lesson. Students are to get out their homework. Any questions concerning homework will be covered before lesson begins.Students are given a graphic organizer and will fill in information as discussion is conducted. Students are given the handout: A Different Approach to Special Segments along with the graphs. Students are to plot the points on each graph. Students will work along with teacher as the lesson is being modeled. Students are in predetermined groups to play Jeopardy Review. Students are to write answers on white boards and raises hands to give correct answers. Top three winning teams will receive predetermined prizes.

Modifications/ELL Strategies
Students will be given colored graphic organizer as a visual aid. Students are seated in groups for peer assistance.

Anticipatory Activity for Lesson:

Show students a local map marked with two locations. Ask them to find places that are about the same distance from both locations. After they have found several, show them that all these place lie near the perpendicular bisector of the segment joining the two original locations. Explain that students will study properties like this in this lesson.

Time Allotted

Teacher Input/Lesson Activity:

Discussion of special segments is given as students fill out the graphic organizer.

Modeling: A Different Approach to Special Segments Guided Practice: Independent Practice: Jeopardy Lesson Closure: Review special segments Assessment Methods/Strategies: Jeopardy Resources (supplies, equipment, software, etc.): Projector, Elmo, computer, dry erase board, dry
erase markers

Reflection: Students enjoyed playing Jeopardy. It was a wonderful opportunity to review concepts
previously covered. Students enjoyed the simplicity of the graphic organizer and was able to quickly access the information.