WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Andrew Pollick Date 8/29/2011 Length of Lesson 12 days Content Area Geometry Advanced Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:
Points, Lines, Planes, and Angles / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
M11.B.2.1 Use and/or compare measurements of angles.
M11.C.1.2 Recognize and/or apply properties of triangles and quadrilaterals.
M11.C.3.1 Solve problems using analytic geometry.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: Points, lines and planes – the building blocks of geometry. Line segments, rays, angles, and polygons are introduced. Students explore congruent segments and angles, learn to construct them and expand knowledge of Pythagorean theorem to master the distance and midpoint formulas. / ESSENTIAL QUESTIONS:
•Where do you see points, lines, and planes in everyday life?
•How do you use a ruler and compass to draw and label lines, planes, and geometric shapes?
•How and why do the distance formula, Pythagorean theorem, and midpoint formula work?
•What are the angle classifications and relationships?
•What are the polygon classifications and what properties do each polygon have?

VOCABULARY: Point, line, plane, collinear, coplanar, undefined term, space, locus, line segment, precision, betweenness of points, between, congruent, midpoint, segment bisector, degree, ray, opposite rays, angle, sides, vertex, interior, exterior, right angle, acute angle, obtuse angle, angle bisector, adjacent and vertical angles, linear pair, complementary and supplementary angles, perpendicular, polygon, concave, convex, n-gon, regular polygon, perimeter

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
1.Identify and model points, lines, and planes. Identify collinear and coplanar points and intersecting lines and planes in space. [1 day]
2.Measure segments and determine accuracy of measurement. Compute with measures. Relate probability to segment measure. [2 day]
3.Find the distance between two points. Find the midpoint of a segment. [1 –2 day]
4.Use a model to demonstrate the Pythagorean Theorem. [1 day]
5.Measure and classify angles. [1 day]
6.Identify and use congruent angles and the bisector of an angle. [1 day]
7.Identify and use special pairs of angles. [1 day]
8.Identify perpendicular lines. Use a compass and a straight edge to construct perpendicular lines. [1 day]
9.Identify and name polygons. Find perimeters of polygons. [1 day, review and test 2 days]
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Students will actively participate in class examples, discussion, and group work. / FORMATIVE ASSESSMENTS:
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others: Summarizing Main Idea
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others: Graphic Organziers, Summarizing, Cooperative Education, Partnering
Describe usage: See below for Compare/Contrast, Graphic Organizers, Cooperative Education, Partnering, Note-Taking. Check for understanding and summarizing using warm up, homework, formative assessment questioning or exit tickets to determine whether to continue lesson or do interventions as needed. (model, spiral scaffolding, instruct/ reteach as needed)
Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others: Graphic Organizers, Build Vocabulary
Describe usage: Warm up to include spiraling review of prior knowledge to include upcoming lesson. All notes are guided notes to build vocabulary, interspersed with group activities. Graphic organizers utilized when appropriate to compare/contrast vocabulary.
Other techniques used:
MINI LESSON:
Based on daily assessments (formative and summative), additional modeling, instruction, homework, review, interventions, group work, computer or teacher guided practice will be done. / MATERIALS AND RESOURCES:
Unit 1 Points, Lines, and Planes (Glencoe Geometry text)
Summer Skills review & test
Warm ups (daily)
Homework (daily)
“Grab & Go” worksheets/ activities
Unit Test
Additional materials as needed (rulers, compass, grid paper, etc)
CONTENT AREA READING:
Guided Notes / INTERVENTIONS:
Struggling students will be referred to RTII
Small group/flexible grouping will occur.
Various computer programs. / ASSIGNMENTS:
Mathography
Parent Signature
Scavenger Hunt
Vocabulary Activity
Various Worksheets and other Activities
p 9-10#13-22, 25-27, 30-46
p 17 #12-15, 22-27
p 17-19#28-39, 58, 62
p 25# 13-30
p 26 #31-42
p33-34 #4-6, 12-24
p34 #25-33
p34 #34-39, 52-61, 63, 65
p42 #11-25 (skip #17)
study guide & intervention 1.5
p42 #17, 27-35, 37
p 49-50 #12-25, 29-34
p49-50 #26-28
review
test