Teacher’s Name: Chris Burns
Subject/Course: Geometry/Trig
Date: 10/26/15
DAY 3
Unit 5: Quadrilaterals - §5.3 Theorems about Parallel Lines
Essential Questions from CB Course of Study:
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Why do all statements need justification?
What is the logical progression of statements in a proof?
What are common characteristics shared between special quadrilaterals?
How do the properties of special parallelograms overlap and how are they distinct?
Academic Standards:
2.3 Understand and Apply Concepts Related to Measurement and Estimation
A. Types or measurement (length, time, etc.)
B. Units and tools of measurement
C. Computing and comparing measurements
2.5 Select and Communicate Appropriate Problem Solving Strategies
A. Problem solving strategies
B. Representing problems in various ways
C. Interpreting results
2.9 Understand and Apply the Space and Dimensionality Concepts of Geometry
A. Shapes and their properties
B. Using geometric principles to solve problems
C. Three dimensional geometry
Objectives/Learning Targets:
Students will be able to…
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use the definition of a parallelogram and the properties of parallelograms to justify statements in proofs
prove that certain quadrilaterals are parallelograms
find missing angle measures and side lengths using theorems about parallel lines
find missing angle measures and side lengths using theorems about the segment that joins the midpoints of two
sides of a triangle (also known as midsegment)
Differentiation of Instruction:
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students will use technology to answer questions
students will use teacher-designed guided notes to define geometric terms
students will work in small groups and independently
students will display their work on the board
visual diagrams and written explanations will support new learning
Homework/Academic Practice:
Practice Sheet 1: 5.3
Materials:
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flipcharts
notecards
Notebooks/binders
Knowledge Taxonomy
(check all that apply)
☒ Recall
☒ Comprehend
☒ Apply
☒ Analyze
☐ Synthesize
☐ Evaluate
My lesson provides opportunities for students to:
Instructional Procedures
Anticipatory Set
Total (10 minutes)
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Warm up problem – Determining if Quads are Parellelograms
Homework Review – Worksheet “Prove Quads are Parallelograms”
Developmental Activities Total (60-75 minutes)
1. Quick Review of previous material (15-20 mins)
Students will take guided notes on solving for missing angles and sides in a parallelogram. This is
reinforced practice from previous material. Students will work on problems within their groups.
2. Presentation of new material (20-30 mins)
Students will take guided notes on theorems about parallel lines and congruence. Students will work
together on parts of a worksheet “Pratice Sheet 1: 5.3”. The notes are outlined in a packet given for the
entire chapter.
3. Mini quiz (10 mins)
Students will take a brief quiz on proving quads are parallelograms.
4. Begin Homework (remaining time)
Students will begin working on their homework if any time remains (after closure)
Closure (5 minutes)
1. Students will review the days objectives and major concepts
Student Assessment
Students will constantly be checked for understanding. Throughout the lesson, embedded problems allow me to float
around the room and view student work. Formative feedback will be provided during the group practice and receipt of the
exit ticket. There is no summative assessment in this lesson.
Lesson Reflection
Use the checkboxes to reflect on your lesson, add additional comments where necessary.
How did the lesson work with this class? What changes were made during the lesson? How should the lesson be changed to make it
more effective? What did you learn as an educator? Did the lesson address the standards?
In this lesson, I…..
☐ Stated my learning targets in clear, student friendly language
Additional Comments (if needed)
☐ Actively engaged students
Additional Comments (if needed)
☐ Provided time for guided practice
Additional Comments (if needed)
☐ Checked for Understanding
(Refer back to your objectives. What does the data tell me about students’ understanding of today’s lesson? How will
the data guide your future planning and instructional decisions?)
Comments
☐ Kept the pace of the lesson, completed in the time allotted, and provided student-centered closure
Additional Comments (if needed)