Вы находитесь на странице: 1из 4

Brigid Houlihan March 24, 2015

Subject/Skills:Mathematics/Geometry Grade Level: 9, 10, & 11 Number of Learner(s): 6

Time of Lesson (Period): Period 4 Length of Lesson:50 minutes (11:04-11:54) Lesson # in Unit of Study: #9 in the Advanced Triangles Unit, second lesson on congruence/proofs specifically

 Curriculum Grade Level: ​9-12 ​Subject: ​Mathematics ​Strand:​Geometry- Congruence Frameworks Standard G-CO 7: ​“Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.” (Massachusetts Curriculum Framework for Mathematics, March 2011, page 95). Grade Level: ​9-12 ​Subject: ​Mathematics ​Strand:​Geometry- Congruence Standard G-CO 8: ​“Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.” (Massachusetts Curriculum Framework for Mathematics, March 2011, page 95). Grade Level: ​9-12 ​Subject: ​English Language Arts and Literacy ​Strand:​Speaking & Listening Standard SL 1: ​“Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.” (Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011, page 63).
 Purpose ● As a result of this lesson, students will be able to… ○ describe the 6 triangle congruence postulates (SSS, SAS, ASA, AAS, HL, CPCTC) ○ identify which congruence postulate proves two triangles are congruent (SSS, SAS, ASA, AAS, HL, CPCTC)
 Objectives ● CURRENT: ​Students will build on their knowledge of the properties of similarity and congruence & specific to triangles. Function ● FUTURE​: Students will work towards demonstrating their ability to use known information about triangles to construct and solve geometric proofs.
 Pre-requisite ● Students have the knowledge that Skills & ○ triangles are 4 sided figures Knowledge ○ triangles have an interior angle sum of 180° ○ triangles can be similar figures ○ triangles can be classified by their sides (isosceles, scalene, equilateral) and their angles (right, acute, obtuse, equiangular)
 Schedule/Pacing Description of Lesson Materials Warm-up/Activator ● Students will complete card sort warm up activity:​matching diagrams of triangles to the ● Triangle Congruence Card Sort 6 minutes - 11:10 appropriate congruence postulate Review of Agenda ● Teacher reviews/explains the daily agenda. ● N/A 2 minutes - 11:12 Homework Review ● Teacher will project the “Are they Congruent?” worksheet on the board and review with ● iPad & iPad Stand ● Are they Congruent? WS 8 minutes - 11:20 students. Content Activity ● Students will create a set of flashcards for the 5 congruence postulates. ● iPad & iPad Stand ● flashcards, glue, & scissors 15 minutes - 11:35 ● Teacher will demo on the projector as needed. ● Congruence Postulates reference sheet Content Practice ● Students will work in pairs to label triangle diagrams and identify the appropriate congruence postulate. ● Congruence Postulates reference sheet/flashcards ● Congruence Postulates worksheet 8 minutes - 11:43 ● Teacher will demo on the projector as needed. Content Practice 2 ● Teacher will guide students through completion of a basic triangle congruence proof, using the projector. ​This will serve as an example for the homework. ● Triangles Proofs Reference Sheet ● Teacher will encourage students to use color to 8 minutes - 11:51 mark up the original diagram. Homework 1 minute - 11:52 ● Teacher will assign students page 1 of the Triangles Proofs Packet ● Triangles Proofs Packet Lesson Closure ● The class will complete a “What Stuck” exit activity, writing something that stuck with them from the day’s lesson on a post-it note and ● Post-it notes 2 minutes - 11:54 putting it on the “What Stuck” Wall.
 IEP Goals Objectives/Benchmarks VERBATIM RE-WRITE INSTRUCTIONAL IMPACT Student 1 “​Student 1​will appropriately use mathematical vocabulary orally during class and within written work with at most 1 prompt from the instructor on 4 out of 5 measured occasions.” When engaging in class discussion and within written work, ​Student 1​will appropriately use mathematical vocabulary with no more than 1 teacher prompt, on 4 out of 5 measured occasions over the fall semester. ● Teacher models the appropriate use of thematic vocabulary. ● Teacher provides frequent opportunities for review and integration of thematic vocabulary. Student 1 “With increasing independence ​Student 1​will use his own notes as reference material to complete class assignments with increasing independence.” When questions arise during the completion of class assignments, ​Student 1​will refer to his own notes as a resource before asking for teacher assistance on 4 out of 5 measured occasions over the fall semester. ● Teacher will encourage student to go to his reference section and use resource materials before answering a question from the student.
 Modifications/Specially Designed Instruction Student 1 VERBATIM CONTENT: ● The content of the general curriculum will be modified through the provision of key concepts and the accompanying elimination of extraneous detail. METHODOLOGY/DELIVERY OF INSTRUCTION: ● 1:1 and small group instruction ● thematic approach ● provide graphic organizers/templates ● provide cueing strategies for language and attention ● hands-on activities ● visual models, charts, or diagrams ● highly structured approach ● provide kinesthetic techniques ● multisensory approach ● teacher modeling ● extra processing time ● additional wait time for processing and responding PERFORMANCE CRITERIA: ● daily homework & classwork performance

Accommodations & Adaptations Student 1 VERBATIM

Student 1will be provided with extra time to complete tasks

Student 1will be provided organizational strategies, such as charts, timelines, compensatory strategies

provide frequent practice and review of skills

provide predictable class routines

give clear and concise directions

provide nonverbal cues to help maintain focus