STRUCTURED CURRICULUM LESSON PLAN Day: 041 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A3, 4; 9B2 TAP: Understand geometric properties and relationships ISAT: Understand and apply geometric concepts and relationships Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Identifying Parallel Lines and Transversals Materials Copies of Rectangular Prisms Plain paper Straight edge Colored pencils At least 6 rectangular boxes (1 per group) Graphing calculator (optional) Educational Strategies/Instructional Procedures Review points, lines, and planes. Identify the three categories of lines. - Intersecting - lines that lie in the same plane and have a common point.

- Parallel - lines that lie in the same plane and do not intersect.

- Skew - lines that do not lie in the same plane.

149

Utilizing the classroom as a model, point out examples of each category. Have students complete the Rectangular Prism activity and discuss their observations. 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: See Fine Arts. Fine Arts: Have students research which artists were among the first to use perspective drawing and the title of their work(s). Home: Look for parallel lines at home. Remediation: Draw several pairs of lines cut by a transversal and identify the special names for the pairs of angles formed. Technology: Have students use a graphing calculator to graph the following lines to show lines cut by a transversal: y = x, y = x - 2, and y = 4x + 3. Assessment Teacher observation Homework Identify at least 10 pairs of parallel lines that you see around you. Assign from your text appropriate problems identifying parallel lines and transversals. Teacher Notes Review the symbol for parallel lines ( || ). When defining transversal, note that the two lines that are intersected by a transversal do not need to be parallel. For additional points or extra credit, you may want students to make corrections on the Chapter Two Assessment.

150

RECTANGULAR PRISM 1. Students should work in groups of four. 2. One person should be assigned to take notes. 3. Students should agree on the final answer. 4. Each group should be prepared to present their observations to the class.

ACTIVITY
Materials: plain paper, color pencils, and at least 6 rectangular boxes 1. Have each group label all corners of the box. 2. Have groups list the following: a. planes b. segments c. vertices H B C A G D F
E

3. Solution: Do any of the planes intersect? If so, name them. 4. Solution: What can we say about the intersection of two planes? 5. Solution: What can we say about the intersection of three planes? 6. Solution: Are any of the planes parallel? If so, name them.

151

STRUCTURED CURRICULUM LESSON PLAN Day: 042 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A4; 9B1 TAP: Understand number systems Understand geometric properties and relationships; apply geometric concepts and formulas Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Understand and apply geometric concepts and relationships Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Identifying Angles Formed by Two Lines and a Transversal Materials Ruler Plain paper Educational Strategies/Instructional Procedures Each of the Sanders women purchased a pair of shoes. The salesman sold seven pairs of shoes to the three women, each with two daughters. Explain how this sale is possible. Solution: Grandmother, 2 daughters, and 4 granddaughters.

152

Have the students complete the following: 1. Draw two lines on a sheet of paper and label them l and m. 2. Draw a third line and label it t. 3. Number the angles formed. Exterior t Transversal 1 5 2 6 Interior 3 4 7 8 Exterior The line that intersects two lines is called a transversal. When this occurs, there are eight angles formed. There are several names to identify the pairs and their relationships. Corresponding angles: t 1 5 2 6 3 7 4 8 m l a) they lie on the same side of the transversal b) one angle is interior; one angle is exterior c) they are nonadjacent 1 and 5, 2 and 6, 3 and 7, and 4 and 8 m l

Alternate interior angles: t 1 5 2 6 3 4 7 8 m l a) b) c) they lie on opposite sides of the transversal they are both interior they are nonadjacent

3 and 6 and 4 and 5

153

Alternate exterior angles: t 1 5 2 6 3 4 7 8 m a) they lie on opposite sides of the transversal b) they are both exterior c) they are both nonadjacent 1 and 8 and 2 and 7

Same side interior angles: t 1 5 2 6 3 4 7 8 m a) they lie on the same side of the transveral b) they are both interior c) they are both adjacent 3 and 5 and 4 and 6

Have students list any additional angle relationships observed in the diagram. Student observations: Vertical Angles 1 and 4 2 and 3 6 and 7 5 and 8 Have the students identify the following pairs of angles: r t 1 5 6 2 3 7 8 m 4 1. 1 and 6 l 2. 2 and 3 3. 2 and 4 4. 5 and 7 Linear Pairs 1 and 2 5 and 6 3 and 4 7 and 8 1 and 3 5 and 7 2 and 4 6 and 8

154

Solution: 1. Alternate interior 2. Corresponding 3. Corresponding Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SC: Apply scientific method to solve problems Connection(s) Enrichment: Have the students take pictures of everyday objects that illustrate two lines cut by a transversal, and point out any angle relationships that exist. Fine Arts: Have the students find pictures in newspapers or magazines showing angle relationships. Home: See Enrichment and Fine Arts. Remediation: Teachers Half-Dozen Technology: Have the students explore two lines cut by a transversal, using a computer drawing program. Assessment Teacher observation Homework Assign from your text appropriate problems. Teacher Notes

155

STRUCTURED CURRICULUM LESSON PLAN Day: 043 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A4 TAP: Understand geometric properties and relationships Apply geometric concepts and formulas Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Understand and apply geometric concepts and relationships Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Identifying Angles and Parallel Lines Materials Protractors Colored pencils Rulers Copies of Angles and Parallel Lines Activity Plain paper Educational Strategies/Instructional Procedures

Arrange the first 9 counting numbers in the squares so that each row, column and diagonal total 15.

156

Solution: 2 7 6 9 5 1 4 3 8

Have students complete the Angels and Parallel Lines Activity. Invite the students to share their observations with the class. At the end of the discussion, remind students that if the lines are parallel, the angles will be congruent or supplementary. Have students complete the following example and review the solution. Find the measure of each numbered angle. t d 60 1 2 3 7 6 4 5 50 8 9 10 11 12 13 14 15 16 17

l||m with transversals t and d. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SC: Apply scientific method to solve problems SS: Distinguish fact from opinion and relevant from irrelevant information

157

Connection(s) Enrichment: See Fine Arts. Fine Arts: Have students create an optical illusion to share with the class. Home: Have parents sign assignment sheet. Remediation: Using a geoboard and rubber bands, make parallel lines cut by a transversal, number all of the angles formed, and list pairs of angles that are congruent or supplementary. Technology: Have the students find examples of optimal illusions on the Internet to share with the class. Assessment Evaluate the Angles and Parallel Lines Activity using the Structured Curriculum Scoring Rubric. Homework Assign appropriate problems from your text. Teacher Notes Remind students to review their notes for a quiz tomorrow. Solutions to in-class assignment: 1 = 120 4 = 70 7 = 120 10 = 110 13 = 120 16 = 120 2 = 110 5 = 110 8 = 130 11 = 70 14 = 70 17 = 60 3 = 70 6 = 60 9 = 50 12 = 60 15 = 110

158

ANGLES AND PARALLEL LINES

1. Students should work in pairs. 2. One student should measure and the other check the results. 3. Students should agree on the final solution. 4. Students should be prepared to present their findings to the class.

ACTIVITY
Have students draw two parallel lines and cut them by a transversal. Number each angle. Identify the following: a. b. c. d. e. f. Exterior angles Interior angles Consecutive interior angles Alternate exterior angles Alternate interior angles Corresponding angles

After completing a-f, measure each of your angles with a protractor. g. h. i. j. Consecutive interior angles Alternate exterior angles Alternate interior angles Corresponding angles

1. Make a conjecture about the corresponding angles formed by two parallel lines cut by a transversal. 2. Make a conjecture about alternate interior s, consecutive interior s, and alternate exterior s. Have students discuss their observations.

159

STRUCTURED CURRICULUM LESSON PLAN Day: 044 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A4 TAP: Understand geometric properties and relationships Apply geometric concepts and formulas ISAT: Understand and apply geometric concepts and relationships Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Proving Lines Parallel Materials Copies of Proving Lines Parallel Educational Strategies/Instructional Procedures Return Mid-Chapter Tests. Discuss and illustrate the five methods of proving lines parallel: 1. If two lines in a plane are cut by a transversal so that corresponding angles are congruent, then the lines are parallel. l m

160

2. If two lines in a plane are cut by a transversal so that the alternate exterior angles are congruent, then the lines are parallel. l m

3. If two lines in a plane are cut by a transversal so that the alternate interior angles are congruent, then the lines are parallel.

l m 4. If two lines in a plane are cut by a transversal so that a pair of consecutive interior angles are supplementary, then the lines are parallel. l m

100o 80o

5. In a plane, if two lines are perpendicular to the same line, then the lines are parallel. l m or m l

161

Demonstrate how to apply the theorems algebraically. Example 1: Given: 1 m , find the measure of 1 and 2 if 3 = 60

l m

If l m , then 2 3 (alternate exterior ' s). 2 = 60 1 and 2 are supplementary (linear pair). 1 = 180 - 2 1 = 180 - 60 1 = 120 Example 2: Given: m n , find the measure of 1 if 2 = 2x + 20 and 3 = 3x - 10.

1 3

m n

162

2 and 3 are consecutive interior angles. 2 and 3 are supplementary angles. 2 and 3 = 180 2x + 20 + 3x - 10 = 180 5x + 10 = 180 5x = 170 x = 34 2 2 2 2 = 2x + 20 = 2(34) + 20 = 68 + 20 = 88

1 and 2 are vertical angles. 1=88 Remind students that vertical angles are congruent. Have the students complete Proving Lines Parallel. 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: Make a sketch to show that each statement is false: 1. If two lines are parallel to the same plane, then the lines are parallel. 2. If two planes are parallel, then any line in one plane is parallel to any line in the other plane. Fine Arts: Have the students make a poster illustrating each of the ways to prove lines parallel. Home: Have parents sign assignment sheet. Remediation: Teachers Half-Dozen Technology:

163

Assessment Evaluate the in-class assignment using the Structured Curriculum Scoring Rubric. Homework Assign from your text appropriate problems. Teacher Notes Have students discuss when it is best to use each of the ways to prove two lines parallel. Solutions to Proving Lines Parallel: 1. n||p alternate exterior angles are . 3. n||p alternate interior angles are . 5. x = 25 7. x = 17 or 8.5 2 2. n||p alternate exterior angles are . 4. l||m corresponding angles are . 6. x = 10 8. x = 198 or 39.8 5

9. x = 130

10. x = 36

164

PROVING LINES PARALLEL

Use the given information to determine which lines are parallel and explain your answer. l m

1 2 3 4

15 16 13 14

5 6 7 8

11 12 9 10

1. 2.

3 16 15 10

3. 6 9 4. 4 14 Find the value of x that will make l || m. 1 2 3 4 5 6 7 8 5. 1 = (2x+40) and 5 =( 4x-10) l m 6. 8 = (2x+15) and 4 = (3x+5) 7. 3 = (2x+5) and 6 = (4x-12) 8. 4 = x and 6 = (3x-18) Find the value of x. 9. 60 x 70 10. 46 x 58

165

ACTIVITY
Have students draw two parallel lines and cut them by a transversal. Number each angle. Identify the following: g. Exterior angles h. Interior angles i. Consecutive interior angles j. Alternate exterior angles k. Alternate interior angles l. Corresponding angles After completing a-f, measure each of your angles with a protractor. k. Consecutive interior angles l. Alternate exterior angles m. Alternate interior angles n. Corresponding angles 3. Make a conjecture about the corresponding angles formed by two parallel lines cut by a transversal. 4. Make a conjecture about alternate interior s, consecutive interior s, and alternate exterior s. Have students discuss their observations.

166

STRUCTURED CURRICULUM LESSON PLAN Day: 045 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A4 TAP: Identify, describe, compare, and classify geometric figures ISAT: Understand and apply geometric concepts and relationships Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Proving Lines Pareallel Materials Parallel or Not Parallel Activity Educational Strategies/Instructional Procedures Have the students complete the Parallel or Not Parallel activity. (Allow 15-20 minutes.) Have students share their solutions with the class. Review the theorems and postulates that determine whether two lines are parallel. 1. If two lines are cut by a transversal so that the corresponding angles are congruent, the lines are parallel. 2. If two lines are cut by a transversal so that the alternate exterior angles are congruent, the lines are parallel. 3. If two lines are cut by a transversal so that a pair of consecutive interior angles are supplementary, the lines are parallel. 4. If two lines are cut by a transversal so that the alternate interior angles are congruent, then the lines are parallel. 5. If two lines are perpendicular to the same line, the lines are parallel. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SC: Apply scientific method to solve problems

167

Connection(s) Enrichment: Use 15 toothpicks to make this arrangement. Then take away three toothpicks to leave three squares.

Solution: A (Remove A, B, and C)

C B Fine Arts: Home: Have parents sign homework. Remediation: Teachers Half Dozen Technology: Assessment Evaluate student performance on the Parallel or Not Parallel activity using the Structured Curriculum Scoring Rubric.

168

Homework Assign from your text appropriate problems on proving lines parallel. Teacher Notes Solutions to Parallel or Not Parallel Activity: 1. Yes Alternate interior angles are . 3. No Corresponding angles are not . 5. No Not supplementary. 7. No Corresponding angles are not . 9. Yes Alternate exterior angles are . 2. No Corresponding angles are not . 4. Yes Alternate interior angles are . 6. Yes Alternate exterior angles. 8. Yes Alternate exterior angles are . 10. Cannot determine.

169

PARALLEL OR NOT PARALLEL: THAT IS THE QUESTION

For each, determine whether line l||m. Explain why or why not. t 1. 80 80 l m 2. 69 70 l m t

3.

m 101

4.

t l

t 100

5. 115 60 l m

6.

t l m

7.

t x 2x l m

8. 2x + 2

t l m

2(x + 1)

9.

3x + 4 4 m

10. m 100 80 l

.75x + 1

170

STRUCTURED CURRICULUM LESSON PLAN Day: 046 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A4 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 Use variables, numbers 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 Understand and use methods of data collection and analysis, including tables, charts, and comparisons Demonstrate and skills

Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Finding the Slope of Lines Materials Copies of Rise Over Run Graph grid for the overhead or a coordinate planer for the board Graphing calculators Graph paper

171

Educational Strategies/Instructional Procedures Have students complete Rise Over Run. Define slope (m) as the ratio of the vertical change to the horizontal change in a line. m = x1 , y1 (A good way to remember it is to tell students m = rise vertical change . run - horizontal change

b x , y g and b x , y g are the coordinates of two points on the line.

1 1 2 2

Have the students graph the following linear equations. This can be done with a graphing calculator. Parallel Lines: y = 2x y = 2x - 1 y = 2x + 4 Have the students calculate the slope of each line and make a conjecture about the slopes of parallel lines. (Parallel lines have the same slope.) Perpendicular Lines:
y = 2x + 4 R | S 1 y=- x-2 | T 2 y = 4x + 1 R | S 1 y=- x-3 | T 4

Have the students calculate the slope of each line and make a conjecture about the slopes of each pair of perpendicular lines. Perpendicular lines have slopes that are negative reciprocals of each other m1 m2 = 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

172

Connection(s) Enrichment: Give the students a graph and have them write the equation. Research Rene Descartes, the first mathematician to introduce coordinates into the study of geometry. Fine Arts: Home: Have parents sign assignment sheet Remediation: Model parallel and perpendicular lines using a geoboard and rubber bands. Demonstrate finding the slopes by counting and relate this to the formula for slope. Technology: Have students investigate parallel and perpendicular lines using a computer drawing program. Assessment Teacher observation Homework Given the lines y = -4 x+ 5 and y = x+ 6 , write an equation of a line parallel to each line and 3 an equation of a line perpendicular to each line. Have students explain their methods: How are the lines related? Teacher Notes 0 1 = 0 and is undefined. Have students choose two pairs of points on a horizontal 1 0 and vertical line and try to apply the formula. Review that 1

173

RISE OVER RUN

I. For each of the following: A. B. C. D. E. F. 1. A A Draw a line parallel to AB and label it CD. Find the horizontal distance from A to B. Find the vertical distance from A to B. What is the ratio of the vertical to the horizontal change? Find the horizontal distance from C to D. What is the ratio of the vertical to the horizontal change? B 2. B B 3. A

II. Draw a line perpendicular to AB and label it EF. A. Find the horizontal distance from E to F. B. Find the vertical distance from E to F. C. What is the ratio of the horizontal change to the vertical change?

174

STRUCTURED CURRICULUM LESSON PLAN Day: 047 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A4 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 Use variables, numbers 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 Understand and use methods of data collection and analysis, including tables, charts, and comparisons Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Finding the Slopes of Lines Materials Graph paper Rulers Markers Educational Strategies/Instructional Procedures Review the definition of slope and the formula for calculating slope given two points.

175

Place the following examples on the chalkboard/overhead. Example 1: Example 2:

(0, 4) (3, 7) (0, 1)

(2, -2)

m=

74 3 0 3 m= =1 3 Example 4:

m=

2 1 20 3 m= 2

Example 3: (0, 4) (2, 4)

(4, 4)

(4, -4)

m=

44 20 0 m= 2 m=0

m=

4 4 44 8 m= 0 m = undefined

176

Explain to the students the following: a. b. c. d. When the slope is positive, the line slants upward from left to right. When the slope is negative, the line slants downward from left to right. When the slope is zero, the line is horizontal. When the slope is undefined, the line is vertical.

Have the students graph each line and calculate the slope. 1. A (3,3), B (4,4) 3. E (0,2), F (2,0) Solutions: 1. m=1 3. m=-1 2. m= 2 5 5 4. m=2 2. C (-3,1), D (2,3) 4. G (5,2), H (3,7)

Have students work in groups of four. Using chart paper and markers, explain how to determine whether lines are parallel, perpendicular, or neither. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SC: Apply scientific method to solve problems SS: Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Fine Arts: Home: Have parents sign assignment sheet. Remediation: List the coordinates of two points on the chalkboard. Have half of the class use the first point as (x1, y1) and the second point (x2, y2). The other half should use the first point as (x2, y2) and the second as (x1, y1), Have students find the slope of the lines. Technology: Have students graph linear equations using a graphing calculator and determine whether the slope is positive, negative, zero, or undefined.

177

Assessment Teacher observation Homework Assign from your text appropriate problems on finding the slope of a line. Teacher Notes Emphasize that it does not matter which point is selected as (x1, y1) or (x2, y2), but both coordinates must be in the correct place in the formula for the slope.

178

STRUCTURED CURRICULUM LESSON PLAN Day: 048 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A3,4 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 Use variables, numbers 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 Understand and use methods of data collection and analysis, including tables, charts, and comparisons

Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Constructing Parallel Lines Materials Copies of Parallel Lines Quiz Straightedges Rulers Compasses Plain paper Overhead projector

179

Educational Strategies/Instructional Procedures Have students complete the Parallel Lines Quiz. Review the solutions with the class and answer any questions. Work along with the students to demonstrate the construction of a line parallel to a given line through a point not on the line. 1. Have students draw a line on a piece of plain paper and label it l and place a point on the paper not on line l and label it K. 2. Have the students label any two points on l, E, and H. 3. Draw line KE. 4. Construct an angle congruent to KEH with K as the vertex and KE as the base and label the terminal side of the m. Step 1: Step 2: l Step 4: H l E E K H H l

K K E

Step 3:

m l

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 explain how to construct a line parallel to a given line from a point not on the line using a mark and paper following. Fine Arts: Have the students write their initials using one-or two-point perspective. Home: Have parents sign assignment sheet. Remediation: Have the students select four pairs of coordinates. Graph each pair and draw the line. Let them tell first if the slope is positive, negative, zero, or no slope before finding the slope algebraically. 180

Technology: Have students graph parallel and perpendicular lines using a graphing calculator. Assessment State an example of a real object that has either a positive, negative, zero, or an undefined slope. For example, a handrail has a positive or negative slope depending on the viewpoint. Homework Have students explain how to construct a line parallel to a given line through a point not on the line using a 50o angle. Teacher Notes Solutions to Parallel Lines Quiz: 1. 13 2. 4 3. x = 7, y = 45 4. m = 5 3

181

Parallel Lines Quiz

Find the value of x that makes l || m. 1. l

m (7x-1) 2.

(7x+3)o (9x-5)o m 3. (3y+8)o (4x+9)o

(19x+10)o

182

Find the slope of AB. 4.

(-2,2) A (1,-3) B

183

STRUCTURED CURRICULUM LESSON PLAN Day: 049 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 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 Use variables, numbers 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 Understand and use methods of data collection and analysis, including tables, charts, and comparisons

Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Exploring Spherical Geometry Materials Globe Spherical Geometry Scavenger Hunt Activity Map of the United States Educational Strategies/Instructional Procedures Define equator, prime meridian, latitude, and longitude for the students. Equator - an imaginary line around the earth dividing it into two equal parts (north and south). Latitude - distance measured in degrees north or south of the equator. Meridian - an imaginary line on the earths surface passing through the North and South Poles. Prime Meridian - the 0o meridian, which passes through Greenwich, England, separating east from west since there is no east or west pole.

184

Longitude - distance from the Prime Meridian measured in degrees. Explain to the students how to read longitude (horizontal location east or west of the Prime Meridian). Longitude is measured in degrees ranging from 0o at the Prime Meridian to 180o at the International Date Line. Latitude provides the vertical location north or south of the Equator. Latitude is measured by angles ranging from 0o at the equator to 90o at the poles. Using a map or globe, have the students identify the latitude and longitude lines. Tell them that a map is like a coordinate grid using the lines of latitude (vertical) and longitude (horizontal). Example: Using a map of the United States, have the students locate Chicago and approximate the latitude and longitude. (42o N, 88o W) Remind students that this is an ordered pair (latitude, longitude). Have the students locate the state capital Springfield, IL. (40o N, 90o W) Working in pairs, have the students pick six cities. Give the approximate latitude and longitude for each. Each pair should write the names of the cities on a sheet of paper and exchange papers and have the other pair find the latitude and longitude. Return the answers to the original pair and check their answers. Using the scale on the map, approximate, in miles and kilometers, the distance between each city, Chasla and Chicago. Integration with Core Subject(s) LA: SS: Understand explicit, factual information Understand the meaning of words in context Read and interpret maps, charts, graphs, ad cartoons Connection(s) Enrichment: Fine Arts: Home: Have parents sign homework. Remediation: Have students explain why there are no parallel lines in spherical geometry. Technology:

185

Assessment Teacher observation Homework Locate and describe the seven wonders of the world (ancient, modern or natural). Teacher Notes

186

SPHERICAL GEOMETRY SCAVENGER HUNT ACTIVITY

1. Locate the Home of Country Music. 2. Locate the Basketball Hall of Fame. 3. Locate the Baseball Hall of Fame. 4. What is the latitude of Yellowstone National Park? 5. What is the longitude of Disney World? 6. What is the location of Niagara Falls? 7. Locate the birthplace of Dr. Martin Luther King, Jr. 8. Where is the home of the Motown Sound? 9. Where is the City of Lights? 10. Locate the Eiffel Tower. 11. Locate the home of the Pope. 12. Where are the presidents etched in stone? 13. Locate the worlds longest ditch.

187

Spherical Geometry Scavenger Hunt

Solutions:
1. Nashville, Tennessee (36o N, 87o W) 2. Canton, Ohio (41o N, 81o W) 3. Cooperstown, New York (43o N, 75o W) 4. 45o N, 110o W 5. 29o N, 81o W 6. 43N, 79 W 7. Atlanta, Georgia (34 N, 84 W) 8. Orlando, Florida (29 N, 81 W) 9. Las Vegas, Neveda (36 N, 115 W) 10. Paris, France (49 N, 2 E) 11. Vatican City (42 N, 12 E) 12. Mt. Rushmore, South Dakota (44 N. , 103 W) 13. Panama Canal (10 N., 80 W)

188

189

190

STRUCTURED CURRICULUM LESSON PLAN Day: 050 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A3,4 TAP: Understand and apply geometric concepts and relationships ISAT: Understand geometric properties and relationships Apply geometric concepts and formulas

Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Exploring Spherical Geometry Materials Styrofoam balls Educational Strategies/Instructional Procedures Ask the students to list as many examples as they can of two-dimensional objects with threedimensional counterparts. Example: 2D map square circle 3D globe cube sphere

Model for the students how a line on a sphere becomes a circle. Have the students work in pairs to transform the properties of lines on a plane to create circles in a sphere. 1. 2. 3. 4. A line segment is the shortest distance between two points. Two points determine a unique straight line. A straight line is infinite. If three points are exactly collinear, one is between the other two.

191

Discuss students solutions. Have each pair create a map to locate a hidden treasure using latitude and longitude. Randomly select three students to share their maps with the class. 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: Fine Arts: Home: Have parents sign assignment sheet. Remediation: Teachers Half Dozen Technology: Assessment Teacher observation Homework Study for the upcoming examination Teacher Notes Remind the students of the upcoming examination.

192

STRUCTURED CURRICULUM LESSON PLAN Day: 051 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A4 TAP: Understand geometric properties and relationships; apply geometric concepts and formulas ISAT: Understand and apply geometric properties and relationships

Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Reviewing Unit Three Materials Copies of Unit Three Practice Test Educational Strategies/Instructional Procedures Have the students complete the Unit Three Practice Test. Discuss the solutions and answer any questions the students may have. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SC: Apply scientific method to solve problems Connection(s) Enrichment: Fine Arts: Home: Have parents sign assignment sheet. Remediation: Teachers Half-Dozen

193

Technology: Assessment Teacher observation Homework Assign from your text appropriate problems. Teacher Notes Make copies of the Unit Three Assessment Solutions to Unit Three Practice Test: 1. a. Slants downward to the right b. Slants upward to the right c. Vertical line d. Horizontal line Linear pairs Interior angles on the same side of the transversal Alternate exterior angles Alternate interior angles Corresponding angles Vertical angles 4 Parallel m= 5 5 Perpendicular m= 4 6 = 124 .27 See student work.

2.

3.

4. 5.

194

Unit Three Practice Test

1. Describe the graph of a line with slope: a. b. c. d. -3 3 0 undefined

2. State as many angle relationships as possible: l 1 2 5 6 m 34 78

3. Find the slope of a line parallel and perpendicular to the line through (4, 2) and (-1, 6). 4. Find the measure of 6 if lines are l m.

8x - 11 3x + 5 6

l m

Note: Remind students to answer the question asked. 1 5. Draw a line m on the coordinate axis that has slope - . 2

195

STRUCTURED CURRICULUM LESSON PLAN Day: 052 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A4 TAP: Understand geometric properties and relationships Apply geometric concepts and formulas Demonstrate understanding of measurement concepts and apply measurement skills ISAT: Understand and apply geometric concepts and relationships Demonstrate an understanding of measurement concepts and skills

Unit Focus/Foci Using Perpendicular and Parallel Lines Instructional Focus/Foci Assessing Unit 3 Materials Copies of Unit Three Assessment Educational Strategies/Instructional Procedures Administer the Unit Three Assessment. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SC: Apply scientific method to solve problems SS: Distinguish fact from opinion and relevant from irrelevant information Connection(s) Enrichment: Fine Arts: Home: Have parents sign assignment sheet. Remediation: Teaches Half-Dozen

196

Technology: Assessment Evaluate the Unit Three Assessment using the Structured Curriculum Scoring Rubric. Homework Assign from your text appropriate problems on the classification of triangles. Teacher Notes Return the assessment tomorrow. Solutions to Unit Three Assessment: 1. 2. 3. 4. 5. 6. Alternate exterior Corresponding Linear pair; supplementary; adjacent Vertical 1 = 101 and 2 = 79 3 = 52 and 6 = 52 3 7. a. m = 4 b. m = -2 8. a. the lines slant downward to the right b. horizontal line 9. m = 6 10. a. 1 8 alternate exterior angles b. 8 6 corresponding angles 8 1 transitive property c. 8 3 vertical angles 3 1 corresponding angles 8 1 transitive property Extra Credit See student work.

197

Unit Three Assessment

Identify the following pairs of angles. 1 5 2 6 l 1. 1 and 8 2. 5 and 7 3 7 4 8 m 3. 4 and 3 4. 2 and 5

5. If the m 1 = (5x + 36) and m 2 = (7 x 12) ; find m 1 and m2 . 6. If the m 6 = (12 x 48) and m 3 = (6 x + 2) ; find m 3 and m6.

7. Find the slope of the line passing through. a) A(3,2) b) A(-2,3) B(-1,-1) B(3,-7)

8. Describe the line that has slope: a) 3 b) 0 9. Find the slope of a line perpendicular to the line passing through M (-1, 5) and H (11, 3).

198

10. Give three ways of proving 1 8 . 1 5 2 6

3 7 4 8

Extra Credit Construct a line parallel to AB passing through C. C

199

STRUCTURED CURRICULUM LESSON PLAN Day: 053 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 9A4 TAP: Understand and apply geometric concepts and relationships ISAT: Understand geometric properties and relationships Apply geometric concepts and formulas

Unit Focus/Foci Reflecting on the Quarter Instructional Focus/Foci Evaluating Oneself With Respect to the Course Materials Educational Strategies/Instructional Procedures Have the students write an essay reflecting on their performance in the first quarter. Remind students that an essay has a minimum of three paragraphs: introduction, body, and conclusion. Invite the students to use the following questions as guidelines for writing their essays: 1. What is the course about? 2. What did I wish to accomplish? 3. Did I reach my goal? 4. What gave me the most difficulty? 5. Where do I need the most help? 6. What methods or recourse did I use to improve myself? 7. What would I do differently next time? 8. What activities did I enjoy the most? Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context SS: Distinguish fact from opinion and relevant from irrelevant information

200

Connection(s) Enrichment: Fine Arts: Home: Remediation: Technology: Assessment Homework Prepare copies of Classifying Triangles. Teacher Notes

201