Академический Документы
Профессиональный Документы
Культура Документы
Dr. Barger
Description of Setting
North Kansas City School District (NKCSD) serves portions of Kansas City, Missouri and
all of North Kansas City, Missouri. In 2011, there were 18,530 students attending NKCSD
schools. There are 21 elementary schools, 5 Middle Schools, and 4 High Schools. Ethnic
demographics are as such: 65.9% White, 11.9% Black, 12.5% Hispanic, 3.8% Asian/Pacific
Islander, and 1% Native American. NKCSD District is the largest school district in the Kansas City
The vision statement of NKCSD is, "Where learners achieve excellence, embrace change
and forge new tradition." Their mission statement is, "To establish successful learning
experiences for all and create responsible citizens capable of lifelong accomplishments." NKCSD
has for core goals: Provide a solid foundation in the basics; Ensure safe and respectful schools;
Prepare learners for a diverse and global society; and Partner with parents and communities.
NKCSD also has four core values: High Expectations; Relationships; Shared Decision Making; and
Respect for Diversity. Diversity is mentioned last but may be one of the most crucial aspects of
NKCSD because within the district students speak over 100 languages.
My Practicum experience is taking place at North Kansas City High School (NKC), which is
the only high school actually in the city of North Kansas City, Missouri. In 2011, there were
1,507 students attending NKC. Ethnic demographics in NKC are 53.3% White, 18.7% Black,
15.5% Hispanic, 8.7% Asian/Pacific Islander, and 1.5% Native American. I have been assigned to
Ms. Landers' math classes. We teach three subjects with two classes of each. Each day we have
a Geometry class, English Language Learners (ELL) math class, and an Algebra II class. NKC
operates on a block schedule so we see each student every other day. The ethnic breakdown of
all six classes consisting of 133 students is 37.6% White, 24.8% Black, 20.3% Hispanic, 13.5%
The students in Geometry have previously taken Algebra I and the students in Algebra II
have taken Algebra I and Geometry. There are neither ELL students nor any IEP's in any of these
four classes. Without special needs students in these classrooms, there is no need to adjust
lesson plans to accommodate those students, but that does not mean that differentiate is not
crucial to our teaching. Some of the students are above grade level, but most at Basic or below.
The students in the ELL classes do not have IEP's either, but the challenge of these
classes s to get them to think about mathematics from an English standpoint. The goal for all of
our ELL students is to get them prepared to take Algebra I. Many of these students are of Asian
descent and have a good mathematics background, but they do not have a strong grasp of the
language. Our goal with them is to teach them the language of mathematics so they move
ahead. An interesting challenge in our ELL classes is our students from the Middle East. The few
students we have possess varied abilities but they come from a culture that writes right to left
instead of left to right. Orally these students perform quite well, but when calculating numbers
of more than two digits on paper, the answers can be quite varied.
The most pressing need in most of our classes is space. There are 30 desks in our
classroom but two classes have more than 30 students. The students remaining after the desks
are full are forced to sit at a table in the back near me. There are also some blind spots in the
room when it comes to seeing instruction written on the board. Oftentimes, a worksheet is
projected on the overhead and because the screen does not lie flush with the whiteboard, I
cannot write on either side of the screen without having some students unable to see. I do have
another whiteboard off to the side of the class that all students can see but there are desks
directly in front of it. I can write on the board, but not without putting the students sitting there
in a compromising position. I will see if the room can be rearrange during the spring semester,
There are many resources available to NKC math students. I have seen students receive
help from teachers on their planning periods and I have seen students sit in on classes that are
not on their block schedule when they have missed class the day before. Also available is
afterschool tutoring. Three afternoons a week, Monday-Wednesday, students can stay after
school and one of the math teachers will be assigned to conduct a study hall. I have tutored the
past year and a half so when I stay after is when I get to show students all the tips and shortcuts
I know that I do not get a chance to present during normal instruction times.
References
(2011). North Kansas City high school . Retrieved from Great Schools.org
website: http://www.greatschools.org/missouri/kansas -city/1379-
North-Kansas-City-High-School/
(2011). Vision, mission, and goals. Retrieved from North Kansas City
School District website: http://www.nkcschools.org/vision -mission-
goals
Unit Rationale
Class: Geometry
Rationale:
In the natural world, straight lines, and polygons rarely exist. Humans do not live and work in
the natural world any longer. We have built civilizations and great works of progress. If students
are to find their way in a manufactured world, they must understand how it is constructed.
Having a basic understanding of the shapes that make up our world enables us to navigate
through it. Learning about polygons, quadrilaterals, parallel lines, and special shapes made from
straight segments allows us to look at our world in a richer way. Any student wishing to explore
a career in engineering, construction, or carpentry must have a strong foundation in these
topics. Many hobbies need the skills acquired in this unit as well. Quilt making is based on this
foundation as well, as are art, web design, and playing surfaces in sports.
Goals:
Recognize polygons and their properties; knowledge of proofs of polygons; use of the
coordinate plane; understand congruence; define names of angle measures.
Objectives:
Classify polygons based on sides and angles; find measures of interior and exterior angles; apply
theorems about angles of triangles; prove a given quadrilateral is a parallelogram; prove
properties of rectangles, rhombuses, and squares and use these properties to solve problems;
prove a given quadrilateral is a rectangle, rhombus, or square; use properties of kites and
trapezoids to solve problems.
Instruction:
This unit is visually based and all points of instruction should be presented visually in front of
the students including vocabulary terms. Whenever able, the students will facilitate their
learning by pointing out to each other the different attributes of polygons and quadrilaterals.
Students will do work on the whiteboards and in groups. Students will have class time to
complete homework or they may elect to do work at home. The students will determine how
quickly we move through the lesson. The instructor will always have many examples on hand
for the students to work for times when the understanding is lacking. Games will be played to
facilitate learning. When available, real-world examples will be used in place of abstract lines
and angles.
Finding areas and volumes in geometry, algebra and advanced math classes; studying motion
and mechanics in physics courses; using devices such as cameras and binoculars to work on
hobbies and projects within and outside of school.
Missouri GLE's:
Grade 9:
AR.2.A.1 Use symbolic algebra to represent and solve problems that involve linear
relationships, including absolute value and recursive relationships;
AR.2.B.1 Describe and use algebraic manipulations, including factoring and rules of
integer exponents;
AR.2.C.1 Use and solve equivalent forms of equations and inequalities;
AR.2.D.1 Use and solve systems of linear equations with 2 variables;
AR.3.A.1 Identify quantitative relationships and determine the type of functions that
might model the situation to solve the problem;
GS.4.B.1 Draw or use visual models to represent and solve problems;
NO.3.D.1 Judge the reasonableness of numerical computations and their results.
Grade 10:
GS.1.A.1 use inductive and deductive reasoning to establish the validity of geometric
conjectures, proved theorems and critique arguments made by others;
GS.2.A.1 make conjectures and solve problems involving 2-dimensional objects
represented with Cartesian coordinates;
GS.4.B.1 draw or use visual models to represent and solve problems.
Assessment
Formative Assessments:
During lessons, students will be asked to answer questions aloud as well as work problems on
the board or point out objects of interest on overhead slides. Each class should include an exit
slip to prepare any review necessary prior to the next day's lesson. Homework will be assigned
every day. Two versions of homework should be assigned every day. A few difficult multi-
discipline problems should be posted so that students may elect to complete these during class
time to exempt themselves from the main homework. If students cannot complete the shorter
more difficult work during class time, they will be required to complete the longer assignment
outside of class. The textbook includes test taking questions that will be prepare students for
standardized testing. These questions help student decide how to eliminate incorrect answers
and choose the best answer even when there may be a gap in understanding. To help all
students, anyone completing the base level homework can earn extra credit by completing
these problems.
Summative Assessments:
A quiz will be given the day following the teaching of lessons 6-3 and 6-5. The quizzes should be
no more than six problems and should require no more than twenty minutes. A formal test will
be given the day following the teaching of lesson 6-6. The test should be a minimum of twenty
questions and the class should have the entire period to complete the assessment. These tests
and quizzes will be completed at a future date to coincide with all standards for the Unit.
Lesson Plans
Missouri GLE's:
Grade 9:
AR.2.A.1 Use symbolic algebra to represent and solve problems that involve linear
relationships, including absolute value and recursive relationships
AR.2.B.1 Describe and use algebraic manipulations, including factoring and rules of
integer exponents
AR.2.C.1 Use and solve equivalent forms of equations and inequalities
GS.4.B.1 Draw or use visual models to represent and solve problems
Grade 10:
GS.4.B.1 Draw or use visual models to represent and solve problems
Lesson Goals:
Lesson Objectives:
Materials:
Overhead Projector
White Board
Handouts
Textbook
3 5 Index Cards
Straws cut to equal lengths (4 of one, 2 of the other)
Bell Work:
While the students work on the brainteaser, give each student a copy of the handouts. These
will be the notes that each students will use to study for exams.
Dynamic Opening:
Have students pair up and give them a set of six straws. Four should be of equal length and two
of equal but different length. Ask the students to use two of each length to make a shape. They
should discover that there is only one shape they can make with this configuration. Have them
make a shape with the four equal straws. Can they make a different shape? They may discover
that any shape they make will have two sets of parallel straws. What kinds of shapes can they
make with any combination? Allow the students to explore different configurations but do not
push them. This is a moment of discovery. (6 minutes)
Preparation activities:
While the students work on the brainteaser, give each student a copy of the handouts. These
will be the notes that each students will use to study for exams. This is the first section of a new
chapter. First, instruct the students we are moving on to new material and the foundation we
gain from this first section will be very important as we move through chapter 6. Begin with the
warm-up activities by putting it on the overhead. Go through the five questions and guide the
students as they answer the questions aloud. (4 minutes)
Assistance activities:
The first page of the handout is the Reteach portion of lesson 6-1. Explain the parts of polygons
and read the definitions given for regular polygons, and how to distinguish whether a polygon is
concave or convex. Emphasize the different types of polygons in the pictures and point out
each part, such as the angle measures and the congruency of various sides. (5 minutes)
Move on to the six examples and determine whether a shape is a polygon and its properties.
Present the various shapes and have the students tell you whether they are a polygon or not.
Move to the next ones and have them point out if the polygons are concave or convex, regular
or irregular. Fill in the page on the overhead while the students fill theirs in at their desks. (3
minutes)
On page 2 of Reteach, explain how to determine the interior sum of angles of a polygon
. Have students come to the board and work on the interior
angle measure problems. Assist the students where appropriate. Have the students pair up if
necessary. Next, discuss how to determine the measure of exterior angles for polygons
. (10 minutes)
Move through Practice A and B and let the students know that these handouts will be their
notes that they should keep for the test and they will turn them in on test day. (20 minutes)
Reflection activities:
Before ending each side of the handout, it should be asked of the class if they have any
questions. If you feel some more examples are necessary, there are four pages of additional
examples included in this lesson plan. . While working through this reflection hand each student
a index card. (1-5 minutes)
Assessment activities (remaining class time)
For immediate assessment, give the students an exit slip activity. Put the Get organized page
from the handout on the overhead and have them recreate and fill in the table. Also, instruct
them to show they understand the concepts of concave, convex, regular, and irregular by
having them draw and label items from the room that include these things or they can draw
things from their own lives.
Homework:
Proficient Homework (exempts regular homework - must be completed and signed before
bell)
Issues of Differentiation:
Some students will understand these concepts right away. Other students will struggle as we
are asking them to learn new terminology and notation. This may be brand new to them and
they may need further assistance. This lesson should last only 50 minutes allowing ample time
to work with students in small groups or one on one. This lesson is a foundation lesson and
understanding these concepts will be beneficial for all chapter six lessons following this, so
allowing the students to work on homework in small groups should not be out of the question.
Wa r m u p t r a n s pa r e n cy
Properties and Attributes
6-1 of Polygons
Warm Up
1. A ? is a three-sided polygon.
2. A ? is a four-sided polygon.
4. n 3 90
Solve for a.
5. 12a 4a 9a 100
Properties of
6-2 Parallelograms
Warm Up
Find the value of each variable.
n
1. x 2. y
3. z
4. n 3 90 270
Solve for a.
5. 12a 4a 9a 100 4
Properties of
6-2 Parallelograms
Warm Up
Find the value of each variable.
n
1. x 2 2. y 4
3. z 18
LESSON Reteach
6-1 Properties and Attributes of Polygons
The parts of a polygon are named on the Number of Sides Polygon
quadrilateral below.
3 triangle
diagonal
4 quadrilateral
side 5 pentagon
vertex
6 hexagon
You can name a polygon by the number 7 heptagon
of its sides. 8 octagon
A regular polygon has all sides congruent 9 nonagon
and all angles congruent. A polygon is convex 10 decagon
if all its diagonals lie in the interior of the polygon. n n-gon
A polygon is concave if all or part of at least one
diagonal lies outside the polygon.
Types of Polygons
regular, convex irregular, convex irregular, concave
Tell whether each polygon is regular or irregular. Then tell whether it is concave
or convex.
4. 5. 6.
LESSON Reteach
6-1 Properties and Attributes of Polygons continued
The Polygon Angle Sum Theorem states that the sum of the interior angle
measures of a convex polygon with n sides is (n 2)180.
Find the sum of the interior angle measures of each convex polygon.
7. pentagon 8. octagon 9. nonagon
Find the measure of each interior angle of each regular polygon. Round to the
nearest tenth if necessary.
10. pentagon 11. heptagon 12. 15-gon
90 45
LESSON Practice A
6-1 Properties and Attributes of Polygons
Match each vocabulary term on the left with a part of
"
polygon ABCDE on the right. !
1. a diagonal B A. point D #
_
2. a side of the polygon C B. CE %
$
_
3. a vertex of the polygon A C. CD
A polygon is a closed flat figure made of straight segments that do not cross
each other. Tell whether each figure is a polygon. If it is a polygon, name it
by the number of its sides.
4. 5. 6.
A regular polygon has all sides congruent and all angles congruent. Tell whether
each polygon is regular or irregular. A concave polygon has a pair of sides that
make a cave in the polygon. Tell whether each polygon is concave or convex.
7. 8. 9.
10. Use the Polygon Angle Sum Theorem to find the sum of the interior angle
measures of a regular hexagon. 720
11. Find the measure of one interior angle of a regular hexagon.
(Hint: Divide the answer to Exercise 10 by the number of sides.) 120
12. Use the Polygon Exterior Angle Sum Theorem to find the sum of the exterior
angle measures, one exterior angle at each vertex, of a regular hexagon. 360
13. Find the measure of one exterior angle of a regular hexagon.
(Hint: Divide the answer to Exercise 12 by the number of sides.) 60
LESSON Practice B
6-1 Properties and Attributes of Polygons
Tell whether each figure is a polygon. If it is a polygon, name it by the number
of its sides.
1. 2. 3.
mA 60; mB mD mF 150; ! 2A
5A $
5A 3A
mC 120; mE 90 & %
24 N
0
2
N N
3 N 4
11. Find the measure of one interior angle of the waterwheel. 135
12. Find the measure of one exterior angle of the waterwheel. 45
Copyright by Holt, Rinehart and Winston.
All rights reserved. 4 Holt Geometry
Name Date Class Name Date Class
A regular polygon has all sides congruent and all angles congruent. Tell whether
each polygon is regular or irregular. A concave polygon has a pair of sides that irregular; concave regular; convex irregular; convex
make a cave in the polygon. Tell whether each polygon is concave or convex.
7. 8. 9. 8. Find the sum of the interior angle measures of a 14-gon. 2160
9. Find the measure of each interior angle of hexagon ABCDEF.
5
4
mA 60; mB mD mF 150; 2
5
5 3
regular; convex irregular; concave irregular; convex mC 120; mE 90
Any regular polygon can be inscribed in a circle. For Exercises 69, find the
length of a side of the regular polygon in terms of r, the radius of the circle.
Give the lengths in simplest radical form.
Tell whether each polygon is regular or irregular. Then tell whether it is concave
8. regular hexagon or convex.
r 4. 5. 6.
9. regular dodecagon (Hint: The dotted lines show a irregular; convex regular; convex irregular; concave
regular hexagon.)
r 2 3
A. B. C.
V V
C. Find the measure of each interior nV xV
nL nL
xL
11. Get Organized In each cell, write the formula for finding the indicated value
for a regular convex polygon with n sides. (p. 385).
11. Get Organized In each cell, write the formula for finding the indicated value
for a regular convex polygon with n sides. (p. 385).
Missouri GLE's:
Grade 9:
AR.2.A.1 Use symbolic algebra to represent and solve problems that involve linear
relationships, including absolute value and recursive relationships
AR.2.B.1 Describe and use algebraic manipulations, including factoring and rules of
integer exponents
AR.2.C.1 Use and solve equivalent forms of equations and inequalities
AR.2.D.1 Use and solve systems of linear equations with 2 variables
GS.4.B.1 Draw or use visual models to represent and solve problems
Grade 10:
GS.1.A.1 use inductive and deductive reasoning to establish the validity of geometric
conjectures, proved theorems and critique arguments made by others
GS.2.A.1 make conjectures and solve problems involving 2-dimensional objects
represented with Cartesian coordinates
GS.4.B.1 draw or use visual models to represent and solve problems
NCTM Standards: Students should formulate questions that can be addressed with data and
collect, organize, and display relevant data to answer them.
Lesson Goals:
Understand how to work with interior and exterior angles of triangles including their proofs.
Lesson Objectives:
Overhead Projector
White Board
Handouts
Textbook
Cutouts of triangles of various sizes
Bell Work:
Dynamic Opening:
Pair the students and have them explore the shapes of triangles. Ask them to see if they can
make other shapes with the triangles. They should discover that two equal triangles could make
a square, rectangle, or parallelogram. Can they make the shape of home plate in baseball? Can
they make a circle? They should discover they cannot but does any student make the discovery
that many many triangles laid over the other will make a very circular shape? Does any student
extend this thinking and bring up the concept of infinity? If so, offer praise for discovery. This is
what will make lifelong lovers of mathematics of perceptive students. (6 minutes)
Preparation activities:
While the students work on the brainteaser, give each student a copy of the handouts. These
will be the notes that each students will use to study for exams. Begin with the warm-up
activities by putting the second part of yesterday's warm-up on the overhead. Go through the
three questions and guide the students as they answer the questions aloud. (4 minutes)
Assistance activities:
The first page of the handout is the Reteach portion of lesson 6-2. Explore the five properties of
parallelograms with your students:
Move on to the eight examples and determine each side or angle measure. Fill in the page on
the overhead while the students fill theirs in at their desks. (8 minutes)
On page 2 of Reteach, Explore how to find measure angles in an algebraic way. Use congruency
properties to set equations equal to each other, solve for the variable, and substitute the
variable solution into the measures of the sides or angles. Also, instruct the students to create a
coordinate system to plot vertices of parallelograms to solve for measures. Guide the students
as they solve for the six problems in their desks or on the white board. (15 minutes)
Move through Practice A and B and let the students know that these handouts will be their
notes that they should keep for the test and they will turn them in on test day. Help the
students fill in the vocabulary terms on Practice A and have the students attempt to answer the
practice problems as you move about the room and help those students that may be having
difficulty. (20 minutes)
Reflection activities:
Before ending each side of the handout, it should be asked of the class if they have any
questions. If you feel some more examples are necessary, there are four pages of additional
examples included in this lesson plan.
As you move through this lesson, stop frequently to check for understanding. Call on students
randomly to answer questions and to show they can present the answers on the white board.
Homework:
Proficient Homework (exempts regular homework - must be completed and signed before
bell)
Issues of Differentiation:
These concepts can be difficult for some students. This is a fairly short lesson with some
complicated aspects. Letting the more proficient students get started on the homework will
free up your time to work with basic or below-basic students one-on-one.
Name Date Class
LESSON Reteach
6-2 Properties of Parallelograms
A parallelogram is a quadrilateral with two pairs of parallel sides. ' (
All parallelograms, such as FGHJ, have the following properties.
& *
^&'(*
Properties of Parallelograms
' ( _ _ ' (
_ HJ
FG _ F H
& * GH JF & * G J
Opposite sides are congruent. Opposite angles are congruent.
mF mG 180
' ( mG mH 180 ' (
_ _
mH mJ 180 0 _ HP
FP _
& * & *
mJ mF 180 GP JP
Consecutive angles are supplementary. The diagonals bisect each other.
CM
!
$ ! "
CM
10 cm 70
12 m 10 m
1 M
5. mLPM 6. LN
M
62 18 m
, 0
7. mMLN 8. QN
32 9m
LESSON Reteach
6-2 Properties of Parallelograms continued
You can use properties of parallelograms to find measures.
WXYZ is a parallelogram. Find mX. 8 9
X
mW mX 180 If a quadrilateral is a ,
then cons. are supp.
X
7 :
$ %
CDEF is a parallelogram. Find each measure.
Z
9. CD 10. EF W
W
36 36 Z
# &
11. mF 12. mE
48 132
LESSON Practice A
6-2 Properties of Parallelograms
Fill in the blanks to complete each definition or theorem.
1. If a quadrilateral is a parallelogram, then its consecutive angles are
supplementary .
2. If a quadrilateral is a parallelogram, then its opposite sides are congruent .
3. A parallelogram is a quadrilateral with two pairs of parallel sides.
4. If a quadrilateral is a parallelogram, then its diagonals bisect
each other.
5. If a quadrilateral is a parallelogram, then its opposite angles are congruent .
The figure shows a swing blown to one side by a breeze. As long as ! "
the seat of the swing is parallel to the top bar, the swing makes a %
parallelogram. In ABCD, DC 2 ft, BE 4 __ 1 ft, and mBAD 75.
2
Find each measure. $ #
6. AB 7. ED 8. BD
1 ft
4 __
2 ft 2 9 ft
9. mABC 10. mBCD 11. mADC
105 75 105
2X
0 1
PQRS is a parallelogram. Find each measure.
10N 8 N
3 2
X3
12. RS 13. mS 14. mR
6 100 80
Three vertices of GHIJ are G(0, 0), H(2, 3), and J(6, 1). Y
LESSON Practice B
6-2 Properties of Parallelograms
A gurney is a wheeled cot or stretcher used in hospitals.
Many gurneys are made so that the base will fold up for 3 6
easy storage in an ambulance. When partially folded, the 7
base forms a parallelogram. In STUV, VU 91 centimeters, 4 5
UW 108.8 centimeters, and mTSV 57. Find each measure.
1. SW 2. TS 3. US
108.8 cm 91 cm 217.6 cm
4. mSVU 5. mSTU 6. mTUV
123 123 57
, X -
Z
JKLM is a parallelogram. Find each measure. Z
nX
+ *
7. mL 8. mK 9. MJ
117 63 71
8
7 N
VWXY is a parallelogram. Find each measure. :
N
10. VX 11. XZ N 9
6
21 10.5
12. ZW 13. WY
15 30
14. Three vertices of ABCD are B (3, 3), C (2, 7), and D(5, 1).
Find the coordinates of vertex A. (0, 3)
Write a two-column proof. $ %
(
15. Given: DEFG is a parallelogram.
Prove: mDHG mEDH mFGH
Possible answer: ' &
Statements Reasons
1. DEFG is a parallelogram. 1. Given
2. mEDG mEDH mGDH, 2. Angle Add. Post.
mFGD mFGH mDGH
3. mEDG mFGD 180 3. cons. supp.
4. mEDH mGDH mFGH mDGH 180 4. Subst. (Steps 2, 3)
5. mGDH mDGH mDHG 180 5. Triangle Sum Thm.
6. mGDH mDGH mDHG mEDH 6. Trans. Prop. of
mGDH mFGH mDGH
7. mDHG mEDH mFGH 7. Subtr. Prop. of
Copyright by Holt, Rinehart and Winston.
All rights reserved. 12 Holt Geometry
LESSON Practice A LESSON Practice B
6-2 Properties of Parallelograms 6-2 Properties of Parallelograms
Fill in the blanks to complete each definition or theorem. A gurney is a wheeled cot or stretcher used in hospitals.
Many gurneys are made so that the base will fold up for 3 6
1. If a quadrilateral is a parallelogram, then its consecutive angles are
easy storage in an ambulance. When partially folded, the
supplementary . 7
base forms a parallelogram. In STUV, VU 91 centimeters, 4 5
2. If a quadrilateral is a parallelogram, then its opposite sides are congruent or parallel . UW 108.8 centimeters, and mTSV 57 . Find each measure.
3. A parallelogram is a quadrilateral with two pairs of parallel sides. 1. SW 2. TS 3. US
4. If a quadrilateral is a parallelogram, then its diagonals bisect
each other.
108.8 cm 91 cm 217.6 cm
5. If a quadrilateral is a parallelogram, then its opposite angles are congruent . 4. mSVU 5. mSTU 6. mTUV
The figure shows a swing blown to one side by a breeze. As long as ! " 123 123 57
the seat of the swing is parallel to the top bar, the swing makes a %
, X -
parallelogram. In ABCD, DC 2 ft, BE 4 _1_ ft, and mBAD 75. Z
2 JKLM is a parallelogram. Find each measure. Z
Find each measure. $ #
nX
+ *
6. AB 7. ED 8. BD 7. mL 8. mK 9. MJ
4 _1_ ft 117 63 71
2 ft 2 9 ft
8
9. mABC 10. mBCD 11. mADC 7 N
VWXY is a parallelogram. Find each measure. :
N
105 75 105
10. VX 11. XZ N 9
2X 6
0 1
PQRS is a parallelogram. Find each measure. 21 10.5
10N 8 N 12. ZW 13. WY
3 2
X3
12. RS 13. mS 14. mR 15 30
6 100 80 14. Three vertices of ABCD are B (3, 3), C (2, 7), and D (5, 1).
Find the coordinates of vertex A. (0, 3)
Three vertices of GHIJ are G(0, 0), H(2, 3), and J(6, 1). Y
Complete Exercises 1521 to find the coordinates of vertex I. ) Write a two-column proof. $ %
( 15. Given: DEFG is a parallelogram. (
15. Plot vertices G, H, and J on the coordinate plane.
Prove: mDHG mEDH mFGH
16. Find the rise (difference in the y-coordinates) Possible answer: ' &
from G to H. 3 ' * X
Statements Reasons
17. Find the run (difference in the x-coordinates) 1. DEFG is a parallelogram. 1. Given
from G to H. 2 2. mEDG mEDH mGDH, 2. Angle Add. Post.
18. Using your answers from Exercises 16 and 17, add the rise to the y-coordinate of mFGD mFGH mDGH
vertex J and add the run to the x-coordinate of vertex J. These are the coordinates 3. mEDG mFGD 180 3. cons. supp.
of vertex I. ( 8 , 4 )
4. mEDH mGDH mFGH mDGH 180 4. Subst. (Steps 2, 3)
19. Plot vertex I. Connect the points to draw GHIJ. _
_
20. Check your answer by finding the slopes of IH and JG.
5. mGDH mDGH mDHG 180 5. Triangle Sum Thm.
_ _1_ _ _1_ 6. mGDH mDGH mDHG mEDH 6. Trans. Prop. of
slope of IH slope of JG mGDH mFGH mDGH
6 _ _ 6
21. Parallel lines have equal slopes. Are the slopes of IH and JG equal? yes 7. mDHG mEDH mFGH 7. Subtr. Prop. of
Copyright by Holt, Rinehart and Winston.
All rights reserved.
11 Holt Geometry Copyright by Holt, Rinehart and Winston.
All rights reserved.
12 Holt Geometry
Properties of Parallelograms
1. Show that the area of EFGH is half the area of ABCD. Possible answer: The height of
_ _
ABCD is 2b and the length of the base is 2c, so the area of ABCD is 4bc. ' (
_ HJ
FG _
' (
F H
Because ABCD is a parallelogram, AB DC and BC AD and A is & * GH JF & * G J
congruent to C and B is congruent to D. Furthermore, because E, F, G, Opposite sides are congruent. Opposite angles are congruent.
and H are midpoints, AE BE CG DG and BF CF AH DH.
So by SAS, AEH is congruent to CGF and BEF is congruent to DGH. mF mG 180
Now find the coordinates of the midpoints: E(a, b), F(c 2a, 2b),
' ( mG mH 180 ' (
_ _
mH mJ 180 _ HP
FP
G (2c a, b), H(c, 0). The height of AEH is b and the length of the base & *
mJ mF 180 &
0
*
_
GP JP
is c, so its area is _12_ bc. The areas of congruent triangles are equal, so the
Consecutive angles are supplementary. The diagonals bisect each other.
area of CGF is also _12_ bc. The height of DGH is b and the length of the
base is c, so its area is _12_ bc. The area of BEF is also _12_ bc. The area of all
four triangles is thus 2bc. The area of EFGH is the area of ABCD minus
the area of the triangles, or 4bc 2bc 2bc. And the area of EFGH is Find each measure.
2bc _12_ (4bc) _12_ (area of ABCD). 1. AB 2. mD
" # $ #
2. Show that EFGH is a parallelogram.
Possible answer: Use the slope formula to find the slope of each side: slope CM
_ _ _ _
b , slope of GH ______
of EF ______ b , slope of FG ______b
ac ac _a c, slope of EH
_
b
______
a c. Segments with equal slopes are parallel, so EF is parallel to GH
! $ ! "
_ CM
_
and FG is parallel to EH. Therefore EFGH is a parallelogram.
10 cm 70
Mr. Nguyen is blessed (or cursed) with an abundance of books. They litter his
apartment. Mr. Nguyen is trying to clean up his living room, so he bought a new
three-shelf bookcase. Each shelf is 2 _1_ feet long. Find each measure in LMNP.
2 M
- .
3. Mr. Nguyen measures a few books and finds they average 1 _1_ inch thick. 3. ML 4. LP
8
Calculate the maximum number of books Mr. Nguyen can fit on the bookcase. 80 books
12 m 10 m
4. Mr. Nguyen finds that if he stresses a book by 1
1
8 in. 120 1 M
pushing back on the front cover, the book gets
5. mLPM 6. LN
thinner. Mr. Nguyen discovers that he can stress
a book by about 30 without harming the books binding. Calculate the M
92 books 62 18 m
maximum number of stressed books Mr. Nguyen can fit on the bookcase.
, 0
Find the range of possible diagonal lengths in a parallelogram 7. mMLN 8. QN
with the given side lengths.
5. 3 and 12 6. x and 2x 7. x and x 32 9m
9 15 x 3x 0 2x
Copyright by Holt, Rinehart and Winston.
All rights reserved.
13 Holt Geometry Copyright by Holt, Rinehart and Winston.
All rights reserved.
14 Holt Geometry
6-2 Properties of
Parallelograms
Example 1 Application
In CDEF, DE 74 mm, DG 31 mm,
and mFCD 42 . Find each measure.
A. CF
_ _
CF DE r opp. sides
CF DE Def. of segs.
CF 74 mm Substitute 74 for DE.
B. mEFC
mEFC mFCD 180 r cons. s supp.
mEFC 42 180 Substitute 42 for mFCD.
mEFC 138 Subtract 42 from both sides.
C. DF
DF 2DG r diags. bisect each other.
DF 2 31 Substitute 31 for DG.
DF 62 mm Simplify.
6-2 Properties of
Parallelograms
Example 2 Using Properties of
Parallelograms to Find
Measures
WXYZ is a parallelogram.
Find each measure.
A. YZ
_ _
YZ XW r opp. sides
YZ XW Def. of segs.
8a 4 6a 10 Substitute the given values.
2a 14 Subtract 6a from both sides and add 4
to both sides.
a7 Divide both sides by 2.
YZ 8a 4 8 7 4 52
B. mZ
mZ mW 180 r cons. s supp.
9b 2 18b 11 180 Substitute the given values.
27b 9 180 Combine like terms.
27b 189 Add 9 to both sides.
b7 Divide by 27.
mZ 9b 2 [ 9 7 2 ] 65
6-2 Properties of
Parallelograms
Example 3 Parallelograms in the
Coordinate Plane
Three vertices of JKLM are J 3, 8 , K 2, 2 , and
L 2, 6 . Find the coordinates of vertex M.
Since JKLM is a parallelogram, both pairs of opposite sides
must be parallel.
y
8 L
Step 1 Graph the given points.
_ K 4
Step 2 Find the slope of KL by 4 x
-8 0
counting the units from K to L. M 8
The rise from 2 to 6 is 4. -8
4
The run of 2 to 2 is 4. J 4
6-2 Properties of
Parallelograms
Example 4 Using Properties of
Parallelograms in a Proof
A. Use the figure in
Example 4A to write a
two-column proof.
Given: ABCD is a parallelogram.
Prove: AEB CED
Proof:
Statements Reasons
1. ABCD
_ _is a parallelogram 1. Given
2. AB CD
_ _ _
2. r opp. sides
3. AE
_ CE , BE_ DE 3. r diags. bisect each other
4. AEB CED 4. SSS Steps 2, 3
B. Use the figure in Example 4B
to write a two-column proof.
Given: GHJN and JKLM are
parallelograms. H and M are
collinear. N and K are collinear.
Prove: H M
Proof:
Statements Reasons
1. GHJN and JKLM are 1. Given
parallelograms.
2. H and HJN are supp. 2. r cons. s supp.
M and MJK are supp.
3. HJN MJK 3. Vert. s Thm.
4. H M 4. Supps. Thm.
Copyright by Holt, Rinehart and Winston.
All rights reserved. 282 Holt Geometry
Secondary Geometry, Chapter 6, Section 3, Conditions for Parallelograms
Missouri GLE's:
Grade 9:
AR.2.A.1 Use symbolic algebra to represent and solve problems that involve linear
relationships, including absolute value and recursive relationships.
AR.2.B.1 Describe and use algebraic manipulations, including factoring and rules of
integer exponents.
AR.2.C.1 Use and solve equivalent forms of equations and inequalities.
Grade 10:
GS.1.A.1 Use inductive and deductive reasoning to establish the validity of geometric
conjectures, proved theorems and critique arguments made by others.
GS.2.A.1 Make conjectures and solve problems involving 2-dimensional objects
represented with Cartesian coordinates.
GS.4.B.1 Draw or use visual models to represent and solve problems.
NCTM Standards: Students should formulate questions that can be addressed with data and
collect, organize, and display relevant data to answer them.
Lesson Goals:
Lesson Objectives:
Materials:
Overhead Projector
White Board
Handouts
Textbook
Page of shapes (yet to create)
Bell Work:
Dynamic Opening:
Give each student the page of shapes. Some are parallelograms and some are not. These are
common elements from our environment. Students should understand the concept of parallel.
Can they determine which shapes are parallelograms and which ones are not? Why do they
think some are and some are not? Without being given the definition, what criteria are they
using to say what is and what is not a parallelogram? Allow time for exploration and creative
thought. (6 minutes)
Preparation activities:
While the students work on the brainteaser, give each student a copy of the handouts. These
will be the notes that each students will use to study for exams. Begin with the warm-up
activities by putting the 6-3 warm-up on the overhead. Go through the five questions and guide
the students as they answer the questions aloud. (4 minutes)
Assistance activities:
The first page of the handout is the Reteach portion of lesson 6-3. Explore the four conditions
of proving parallelograms with your students:
Move on to the two examples and show that the examples are parallelograms. Be sure and use
the language of proofs as they apply to mathematics. Fill in the page on the overhead while the
students fill theirs in at their desks. (10 minutes)
On page 2 of Reteach, Explore further how to prove a parallelogram. Work together on the four
problems (3-6). Also, instruct the students to create a coordinate system to plot vertices of
parallelograms to prove them. Guide the students as they prove the last two problems in their
desks or on the white board. (8 minutes)
Move through Practice A and B and let the students know that these handouts will be their
notes that they should keep for the test and they will turn them in on test day. Have the
students attempt to answer the practice problems as you move about the room and help those
students that may be having difficulty. (20 minutes)
Reflection activities:
Before ending each side of the handout, it should be asked of the class if they have any
questions. If you feel some more examples are necessary, there are four pages of additional
examples included in this lesson plan.
Give the Chapter 6 quiz and allow students the remaining class time to complete it. Explain to
the students that they only need to answer one question per page. Any additional questions
answered correctly will be extra credit.
pg 395: 15-24, 27-30, 32-42 even (51-53, optional for extra credit)
Issues of Differentiation:
By allowing students to choose the questions they wish to answer, you are helping the basic or
below basic students seek out what they know so they can stay on task. Questions 51-53 are
optional because they are test taking strategy questions. Encourage your college bound
students to attempt these, as they will help on tests such as ACT and SAT.
Wa r m u p t r a n s pa r e n cy
3. CD 4. mC
C
3. CD 14 4. mC 104
LESSON Reteach
6-3 Conditions for Parallelograms
You can use the following conditions to 1 2
determine whether a quadrilateral such
as PQRS is a parallelogram.
0 3
1 2 _ _ 1 2
_ _
_ _
QR SP
_ _
QR SP
QR SP
0 3 0 3 PQ RS
If one pair of opposite sides is If both pairs of opposite sides are ,
and , then PQRS is a parallelogram. then PQRS is a parallelogram.
1 2 1 2
4 _ _
P R _ RT
PT _
0 3 Q S 0 3 QT ST
If both pairs of opposite angles are , If the diagonals bisect each other, then
then PQRS is a parallelogram. PQRS is a parallelogram.
Show that each quadrilateral is a parallelogram for the given values. Explain.
LESSON Reteach
6-3 Conditions for Parallelograms continued
You can show that a quadrilateral is a parallelogram by using any of the conditions
listed below.
& ' + ,
% (
* -
EFGH must be a parallelogram JKLM may not be a parallelogram
because both pairs of opposite because none of the sets of conditions
sides are congruent. for a parallelogram is met.
Yes; one pair of opp. sides is Yes; the diagonals bisect each
and . other.
5. 6.
No; none of the sets of conditions Yes; both pairs of opp. are .
for a parallelogram is met.
LESSON Practice A
6-3 Conditions for Parallelograms
For each definition or theorem, tell what information you would 7 8
need about the figure to conclude that the figure is a parallelogram.
For some exercises, there is more than one correct answer, but give
only one example per exercise. : 9
A quadrilateral has vertices E(1, 1), F(4, 5), G(6, 6), H(3, 2). Y
Complete Exercises 710 to tell whether EFGH is a parallelogram.
7. Plot the vertices and draw EFGH.
8. Use the Distance Formula: EF 5 HG 5
_ 4
__
9. Use the Slope Formula: slope of EF
_ 4 3
__
slope of HG
3
X
also vertical.
_
BC _
$
LESSON Practice B
6-3 Conditions for Parallelograms
For Exercises 1 and 2, determine whether the figure is a parallelogram for the
given values of the variables. Explain your answers.
1. x 9 and y 11 2. a 4.3 and b 13
! " (
X Y
2A
B 3A 0.1
% '
)
0.
5
Y X
B
$ #
1.1
&
ABCD is a parallelogram. mA EFGH is not a parallelogram. HI
_
mC 72 and mB mD 8.6 and FI 7.6. EG does not
_
108 bisect HF .
Determine whether each quadrilateral must be a parallelogram.
Justify your answers.
3. 4. 5. X (180 X )
2
3 4
1
No, the diagonals Yes, the triangles with No, x x may not
do not necessarily numbered angles are be 180.
bisect each other. by AAS. By CPCTC,
the parallel sides are
congruent.
Use the given method to determine whether the quadrilateral with the given
vertices is a parallelogram.
6. Find the slopes _J(4, 1), K (7, 4),
_ of all four sides: _ L(2, 10), M(5,_ 7)
2;
slope of JK slope of LM 1; slope of KL slope of JM __
3
JKLM is a parallelogram.
7. Find the lengths of all four sides: P (2, 2), Q(1, 3), R (4, 2), S (3, 7)
PQ RS 26 ; QR PS 5 2 ; PQRS is a parallelogram.
8. Find the slopes and lengths of one pair of opposite sides:
T __
2
3, 2 , U __
_ 2
3, 4 , V __
1, 0 , W __
2 _ 2
1, 6 Possible answer:
UV TW 2 5 ;
slope of UV slope of TW 2; TUVW is a parallelogram.
Copyright by Holt, Rinehart and Winston.
All rights reserved. 20 Holt Geometry
A D D I T I O NAL E X A M P L E S
JK 15a 11
Given LM 10a 4
JK 15(3) 11 34 Substitute LM 10 3 4 34
and simplify
Step 2 Find KL and JM.
KL 5b 6
Given JM 8b 21
KL 5 9 6 51 Substitute JM 8 9 21 51
and simplify
Since JK LM and KL JM, JKLM is a parallelogram by
Theorem 6-3-2.
, x
B. Show that PQRS is a
parallelogram for x 10 -
+
and y 6.5. n
*
mQ 6y 7 Given
mQ [ 6(6.5) 7 ] 46 Substitute 6.5 for y and simplify.
mS 8y 6 Given
mS [ 8(6.5) 6 ] 46 Substitute 6.5 for y and simplify.
mR 15x 16 Given
mR [ 15(10) 16 ] 134 Substitute 10 for x and simplify.
Since 46 134 180, R is supplementary to both Q
and S. PQRS is a parallelogram by Theorem 6-3-4.
A. J 1, 6 , K 4, 1 , L 4, 5 , M 7, 0 ; definition of
parallelogram
Find the slopes of both pairs of opposite sides.
_
1 6 ___
slope of JK __________
5
5 __
_ 4 1
3 3
0 5 ___
slope of LM _____ 5 __ 5
74 3 3
_
slope of JM 0 6
________ 6
__
3
__
7 1 8 4
_
5 1 __
slope of KL ________ 6 __
3
4 4 8 4
Since both pairs of opposite sides are parallel, JKLM is a
parallelogram by definition.
B. A 2, 3 , B 6, 2 , C 5, 0 , D 1, 1 ; Theorem 6-3-1
Find the slopes and lengths of one pair of opposite sides.
_
2 3 ___
slope of AB _____ 1 __ 1
_ 62 4 4
slope of CD 1
_____0 1
___ 1
__
1 5 4 4
AB 6 2 2 2 3 2 17
CD 1 5 1 0 17
2 2
_ _ _ _
AB and CD_ the same slope, so AB CD . Since
have_
AB CD, AB CD . So by Theorem 6-3-1, ABCD is a
parallelogram.
Copyright by Holt, Rinehart and Winston.
All rights reserved. 287 Holt Geometry
Y and X Z
2
congruent, then the quadrilateral is a parallelogram. W 3 0.1
2. If both pairs of opposite sides of a quadrilateral are _ _ _ _
0.
5
WX ZY and WZ XY
parallel, then the quadrilateral is a parallelogram.
1.1
3. If an angle of a quadrilateral is supplementary to both of its
consecutive angles, then the quadrilateral is a parallelogram. ABCD is a parallelogram. mA EFGH is not a parallelogram. HI
_
Possible answer: W is supplementary to X and to Z. mC 72 and mB mD 8.6 and FI 7.6. EG does not
_
4. If one pair of opposite sides of a quadrilateral are parallel and congruent,
then the quadrilateral is a parallelogram.
108 bisect HF.
_ _ _ _
Possible answer: WX ZY and WX ZY Determine whether each quadrilateral must be a parallelogram.
Justify your answers.
5. If the diagonals of a quadrilateral bisect each other, then
_ the quadrilateral
_ is a
parallelogram. (Hint: The diagonals of the figure are WY and XZ.) 3. 4. 5. (180 )
2
_ _ 3 4
WY and XZ bisect each other. 1
congruent, then the quadrilateral is a parallelogram. WX ZY and WZ XY No, the diagonals Yes, the triangles with No, x x may not
A quadrilateral has vertices E(1, 1), F(4, 5), G(6, 6), H(3, 2). do not necessarily numbered angles are be 180.
Complete Exercises 710 to tell whether EFGH is a parallelogram.
7. Plot the vertices and draw EFGH. bisect each other. by AAS. By CPCTC,
8. Use the Distance Formula: EF 5 HG 5 the parallel sides are
_ _4_
9. Use the Slope Formula: slope of EF
3 congruent.
_ _4_
slope of HG
3
Use the given method to determine whether the quadrilateral with the given
10. The answers to Exercises 8 and 9 prove that EFGH is a vertices is a parallelogram.
parallelogram. Which one of Exercises 16 states the
theorem that you used? 4 6. Find the slopes _J (4, 1), K(7, 4),
_ of all four sides: _ L (2, 10), M(5,
_ 7)
slope of JK slope of LM 1; slope of KL slope of JM _2_;
This desk lamp has a circular base and a movable arm in the shape 3
of a parallelogram. Use the figure to answer Exercises 1113.
_
JKLM is a parallelogram.
11. AD is vertical. Name
_ another side of parallelogram ABCD that is
7. Find the lengths of all four sides: P (2, 2), Q (1, 3), R(4, 2), S (3, 7)
also vertical. BC
_
12. Because AD is attached to the
_
base, AD stays vertical as the arm is
PQ RS 26 ; QR PS 52 ; PQRS is a parallelogram.
_
moved. Tell what happens to BC as the arm is moved up or down. 8. Find the slopes and lengths of one pair of opposite sides:
_
BC moves up or down but stays vertical.
2 _ 2 2
_ 2
T _3_, 2 , U _3_, 4 , V _1_, 0 , W _1_, 6 Possible answer: UV TW 25 ;
slope of UV slope of TW 2; TUVW is a parallelogram.
Copyright by Holt, Rinehart and Winston.
All rights reserved. 19 Holt Geometry Copyright by Holt, Rinehart and Winston.
All rights reserved. 20 Holt Geometry
Name Date Class Name Date Class
A (4, 4), B (2, 5), C(2, 5), D (0, 6) Conditions for Parallelograms
_ _
_ _
_ _
QR SP
Use the figure for Exercises 2 and 3. A B and C D. _ _
QR SP
QR SP
2. Name the conditions under which the figure would be a parallelogram. PQ RS
If one pair of opposite sides is If both pairs of opposite sides are ,
Possible answer: A C and , then PQRS is a parallelogram. then PQRS is a parallelogram.
3. Tell
_which
_ sides of the figure must be parallel under all conditions. Explain your answer.
AB CD; possible answer: because A B and C D and the
_ _
sum of the interior angle measures of a quadrilateral is 360, 2mA
P R _ RT
PT _
2mD 360 or 2(mA mD) 360. Therefore mA mD Q S QT ST
180. A and D are supplementary,
_ _ so by the Converse of the Same- If both pairs of opposite angles are , If the diagonals bisect each other, then
Side Interior Angles Theorem, AB CD. then PQRS is a parallelogram. PQRS is a parallelogram.
4. Sketch a parallelogram with perpendicular diagonals. Tell which sides and angles
of the parallelogram have to be congruent. Explain your answer. A quadrilateral is also a parallelogram if one of the angles is
All four sides are congruent, and the two pairs of opposite angles are supplementary to both of its consecutive angles.
congruent; possible answer: because the diagonals are perpendicular, 65 115 180, so A is supplementary to B and D.
all four angles created by the intersecting diagonals are right angles and
Therefore, ABCD is a parallelogram.
therefore congruent. And because the diagonals bisect each
other, all four of the right triangles are congruent by SAS.
By CPCTC, all four of the parallelograms sides must be Show that each quadrilateral is a parallelogram for the given values. Explain.
congruent. The two pairs of opposite angles are congruent
1. Given: x 9 and y 4 2. Given: w 3 and z 31
as for any parallelogram.
5. Sketch a parallelogram with perpendicular congruent diagonals. Tell which sides and
angles of the parallelogram have to be congruent. Explain your answer.
All four sides are congruent, and all four angles are congruent; possible
answer: the sides are congruent for the same reasons given
in Exercise 4. But because the diagonals are congruent and QR ST 12; RS TQ 16; DE FC 10; mE 118
bisected, each right triangle created by the diagonals is an
isosceles right triangle. The acute angles of these triangles both pairs of opp. sides are . and mF 62, so E and F
_ _
have measure 45, so all the angles of the parallelogram have are supp. and DE FC ; one pair
measure 90.
of opposite sides are and .
6. Find the measure(s) of the parallelograms angles in your sketch for Exercise 5. 90
Copyright by Holt, Rinehart and Winston.
All rights reserved. 21 Holt Geometry Copyright by Holt, Rinehart and Winston.
All rights reserved. 22 Holt Geometry