Main Street Academy Lesson Plan
Teacher: Clark / Period(s): 2nd / Start Date: 9/12/11 / End Date: 9/12/11State competency goal and objective: Goal 2.02- Apply the properties, definitions, and theorems of angles and lines to solve problems and write proofs.
· Identify vertical angles and linear pairs
· Identify supplementary and complementary angles
Materials: released sample items, calculators, angle pair worksheet #2, student text, tv, ladi bug
Literacy enhancements:
Linear pair, supplementary angles, complementary angles, vertical angles,
Adaptions:
Lesson Steps:
1. Start the lesson: Bell Ringer (10-15 minutes)
a) Released Sample Item Goal 2 #10
b) Released Sample Item Goal 2 #12
c) Released Sample Item Goal 1 #12
d) Released Sample Form H #4
e) Released Sample Form H #9
2. Presentation
1.6- Angle Pair Relationships
a. vertical angles and linear pairs
1. identifying vertical angles and linear pairs
2. finding angle measures
3. finding angle measures using algebra
b. complementary and supplementary angles
1. identifying angles
2. finding measures of complements and supplements
3. Finding the measure of a complement using algebra
3. Guided practice
Pg. 47 #(1-7)
Angle Pairs (2) worksheet
Review Chapter 1 materials
4. Independent practice
Pg. 47-48 (8-54)even,
5. Evaluation
Checkpoint Exercises: teacher ed. 3 problem :
1) Name a pair… 2) find the measure…. 3)angle D and angle E are complements…
6. Closure
Describe the relationships between the four angles formed by two intersecting lines.
Main Street Academy Lesson Plan
Teacher: Clark / Period(s): 2nd / Start Date: 9/13 / End Date:State competency goal and objective: 2.02- Apply the properties, definitions, and theorems of angles and lines to solve problems and write proofs.
· Recognize and analyze conditional statements
· Write postulates about line, points, and planes using conditional statements
· Use symbolic representation
Materials: released sample items, calculators, 1-24 activity, student text, TV, lady bug
Literacy enhancements:
Conditional statement, if-then form, conclusion, hypothesis, counterexample, converse, inverse, contra positive, equivalent statements
Adaptions:
Lesson Steps:
1. Start the lesson- Bell Ringer (10-15 minutes)
a) Released Sample Form H #13
b) Released Sample Form H #28
c) Released Sample Form H #30
d) Released Sample Form H #51
e) Released Sample Form H #48
2. Presentation
2-1: Guided Notes Sheet/ Graphic Organizer
a. Conditional Statements
1. Rewriting in the “if-then “ form
2. writing a counterexample
3. Writing the converse of a conditional statement
4. Writing an inverse, converse, and contrapostive
b. Using Point, Line , and Plane Postulates
1. Identifying Postulates
2. Rewriting postulates
3. Using Postulates and Counterexamples
3. Guided practice
· Pg. 75 #(1-8)
· Conditionals note sheet
· Group activity: Students write statements- other student writes the converse, inverse, and contrapositive.
4. Independent practice
· Pg. 75 -78 #(10-50 even) 51, 55, 56, 64, 68, 74
· 1-24 If then Statements sheet
·
5. Evaluation
Checkpoint exercises: 6 exercises (teacher edition)
Chapter 1 Test
6. Closure
Write the inverse, converse, contrapositive, of a statement: if an animal is a dog, then it is a mammal.
Main Street Academy Lesson Plan
Teacher: Clark / Period(s): 2nd / Start Date: 9/14/11 / End Date:State competency goal and objective: 2.02 Apply the properties, definitions, and theorems of angles and lines to solve problems and write proofs.
Materials: released sample items, calculators, 2.2 Activity sheets/notes, Biconditional guided note sheets, 2.2 practice A worksheet, student text, TV, lady bug
Literacy enhancements: biconditional
Adaptions:
Lesson Steps:
1. Start the lesson
a) Released Sample Form H #55
b) Released Sample Item Goal 2 #11
c) Released Sample Item Goal 2 #27
d) Name the vertex and sides of the given angle.
e) Name the angle 4 ways.
2. Presentation
2.2 Definitions and Biconditional Statements:
1. Recognizing and Using Definitions (perpendicular lines, line perpendicular to a plane)
a. Using definitions
2. Using Biconditional Statements
a. Rewriting a Biconditional statement as a conditional
b. Analyzing a Biconditional statement
c. Writing a Biconditional statement from 2 statements
d. Writing a postulate as a biconditional
3. Guided practice
Biconditional Statements- guided notes sheet
Examples 1-5 in student text
Checkpoint Exercises (2)
2.2 Guided Notes / Activity Sheet
4. Independent practice
2.2 Practice A worksheet
5. Evaluation
Ticket out the Door:
1. the following statement is true. Write the converse and decide whether it is true or false. If true, combine with conditional and form biconditional… if two planes intersect, then they contain the same line.
2. Consider the following statement: x2 = 4x if and only if x = 4. a) is this a biconditional statement? B) is the statement true?
6. Closure
What do you need to form a biconditional statement and what must be true?
Main Street Academy Lesson Plan
Teacher: Clark / Period(s): 2nd / Start Date: 9/15/11 / End Date:9/16/11State competency goal and objective:
2.02 Apply the properties, definitions, and theorems of angles and lines to solve problems and write proofs.
· Form conclusions by applying the laws of logic to true statements
Materials: index cards, pencils, Venn diagram, 2.3 Activity notes,
Literacy enhancements: logical argument, law of syllogism, law of detachment,
Adaptions:
Lesson Steps:
1. Start the lesson
Classify the angles as either right, acute, straight, or obtuse.
a) 96°
b) 74°
c) AC = 10 and CG = 21, find AG
d) AC = 18 and CK = 72, find AK
e) CI = 65 and GI = 13, find CG
2.3 Lesson opener- students partner up with index cards and write statement.
2. Presentation
2.3 Deductive Reasoning
a. Writing a Inverse and Contra positive example
b. Using Inductive and Deductive Reasoning
i. Venn Diagram- Inductive –vs.- Deductive reasoning
ii. Using the Law of Detachment
iii. Using the Law of Syllogism
iv. Using the Laws of Deductive Reasoning
3. Guided practice
Section 2.3 Activity notes
4. Independent practice
Practice 2.3 A worksheet
5. Evaluation
Homework Quiz 2.3
6. Closure
What statement is necessary to apply the law of detachment to the statement: if today is Saturday, then tomorrow is Sunday.
Main Street Academy Lesson Plan
Teacher: Clark / Period(s): 2nd / Start Date:9/16/11 / End Date:9/16/11State competency goal and objective: 2.02 Apply the properties, definitions, and theorems of angles and lines to solve problems and write proofs.
· Use properties from algebra
· Use properties of length and measure to justify segment and angle relationships.
Materials: 2.4 activity notes, doc cam, TV, homework quiz 2.4 handout, calculator
Literacy enhancements:
reflexive, symmetric, transitive properties, subtraction, addition, multiplication, distributive, substitution, division properties
Adaptions:
Lesson Steps:
1. Start the lesson: Bell ringer-
a.) The midpoint of RS is M(13, -13). One endpoint is R(-4, 9). What are the coordinates of S?
b.) R is between Q and U, J is between Q and R, and S is between R and U. Also QU = 37, RU = 12, and TR = RS = SU. What is the length of QT?
c.) If YW bisects < XYZ , what is the m <XYZ?
d.) If < 3 and < 4 are complementary and < 3 is 41°, then what is the m < 4?
e.) Which is true?
a. X,Y,Z is collinear b. W,X,Y,Z is coplanar c. U,X,Y is collinear d. U,X,Y,Z is coplanar.
2. Presentation:
2.4 Reasoning with Properties from Algebra
1. Use properties from Algebra:
a. State all properties of Equality
b. Writing Reasons for each step
c. Writing reasons
d. Using properties in real life-fitness
2. Using Properties of Length and Measure
a. using properties of length- logical reasoning
b. using properties of measure- auto racing
3. Guided practice:
Section 2.4 Guided notes/ examples (back of postulates sheet)
4. Independent practice:
Pg. 99-101 #( 10-15, 16-28 even, 32, 36-50 even)
5. Evaluation:
Homework Quiz 2.4
6. Closure:
If AB = CD, and CD = EF , write a valid statement about AB and EF and give a reason.