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 Progressive Mathematics Initiative Mathematics Curriculum Unit Plan # 3 Title: Triangles Subject: Geometry Length of Time: 3.5 weeks Unit Summary: In this unit, students learn to classify triangles by their sides and angles, as well as the Triangle Sum Theorem. Then, they will be comparing the lengths of sides or the measures of angles of a triangle using the Triangle Inequality Theorem. The unit concludes with the ways in which to prove figures are similar and the proportions that result from similar figures. Learning Targets Conceptual Category: Geometry Domain: Congruence Cluster: Prove geometric theorems Standard#: Standard: G-CO.9 Points on a perpendicular bisector of a segment are exactly those equidistant from the segment’s endpoints. Standard#: Standard: G-CO.10 Prove theorems about midsegment, medians, and triangles. Cluster: Prove theorems involving similarity Standard#: Standard: G-SRT.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally. G-SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. Cluster: Apply geometric concepts in modeling situations. Standard#: Standard: G-MG.3 Apply geometric methods to solve design problems (working with typographic grid systems based on ratios). Unit Essential Question: Unit Enduring Understandings:  How can statements about triangles be proven?  Classifying triangles by sides and angles The sum of the angles of a triangle is 180 0    Triangle Inequalities Similarity statements for triangles  Proofs involving similar triangles Unit Objectives:  Students will be able to identify triangles by sides and angles  Students will be able to write and solve algebraic equations to find the missing angle measurement,  and/or the value of the variable using the Triangle Sum Theorem and Exterior Angles Theorem. Students will be able to identify which side of a triangle is the largest, knowing angle measure.  Students will be able to identify which angle is the largest, knowing side lengths.  Students will be able to write and solve proportions to find the missing side lengths in similar triangles. Geometry: Triangles ~1~

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  Students will be able to determine whether or not triangles are similar based on the given information.  Students will be able to construct arguments and/or reasons to prove that triangles are similar. Evidence of Learning Formative Assessments:  SMART Response questions used throughout the unit.  4 Quizzes Summative Assessment:  4 Quizzes  Unit Test Lesson Plan Topics Days Topic #1: Classifying Triangles 1 Topic #2: Interior Angle Theorems Lab 1: Triangle Sum Theorem 1 Topic #3: Exterior Angle Theorems 1 Quiz 1 Classifying Triangles, Triangle Angle Theorem, & Exterior Angle Theorem 0.5 Topic #4: Triangle Inequalities Lab 2: Inequalities in One-Triangle Lab 3: Triangle Inequality 3 Quiz 2: Triangle Inequalities 0.5 Topic #5: Similar Triangles Lab 4: What does lengths of corresponding sides are proportional mean? Lab 5: Angle-Angle Similarity Lab Lab 6: Side-Side-Side Similarity Lab Lab 7: Side-Angle-Side Similarity Lab 7 Quiz 3: Similar Triangles 1 Topic #7: Review and Unit Test 2 Curriculum Resources:   Geometer’s Sketchpad Labs and Investigations are posted to the website and noted in the presentation file.

Geometry: Triangles

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www.njctl.org/courses/math/geometry/  Geometer’s Sketchpad Labs and Investigations are posted to the website and noted in the presentation file. Geometry: Triangles NJCTL.org ~2~ " id="pdf-obj-1-158" src="pdf-obj-1-158.jpg">