Westside High School 2014-2015

Geometry Prep: Unit 4: Triangles & Congruence

Stage 1 – Desired Results
TEKS/SEs:
  • G.5.B use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles; Supporting Standard
  • G.5.A use numeric and geometric patterns to develop algebraic expressions representing geometric properties; Readiness Standard
  • G.4.A Select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems.Supporting Standard
  • G.7.B use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons. Readiness Standard
  • G.9.B Formulate and test conjectures about the properties and attributes of polygons and their component parts based on explorations and concrete models.Supporting Standard

Enduring Understandings: / Essential Question(s): / Student objectives (outcomes):
  • Students will be able to evaluate interior and exterior angle sums of triangles.
  • Students can determine class of triangle by angle size and side length.
  • Students can describe the properties used to solve algebraic equations.
  • Students can determine triangle congruence
/
  • How does understanding postulates help us solve geometric problems?
  • How does the ability to prove angle and segment length relate to the world around us?
/ SWBAT:
Stage 2 – Assessment Evidence
Performance Task(s) and Other Evidence:
Formative / Summative (Attach copy)
SO 4.1 / Exit Ticket / Quiz 4.1
SO 4.7 / Math Quick Write / Quiz 4.7, section on Unit 4 Exam
SO 4.2-6 / Warm-up quiz / Unit 4 Exam
Stage 3 – Learning Plan
DIFFERENTIATION (I-3) There are several ways to individualize instruction for your students
How will I scaffold and/or accelerate learning? For whom? How will I group my students?
SCAFFOLD:Will not start the differentiation process until beginning of 3rd week of school when 2 exit tickets and a quiz has been gathered.
ACCELERATE:There will always be extension puzzles; challenges question cards, and worksheets accessible to my faster learners. Also enlisting them in the anchor chart making process or helping other students will also increase the rigor because being able to teach or explain a concept to another person demonstrates true mastery of an objective.
GROUP: Exit ticket scores will dictate what needs to be retaught whole group or small group. Will try to start pulling small groups on block days, buts if not conducive with planning, will circulate during independent practice time to my Tier 3 students and also pull them from small group tutorials during lunch.
Day 1:
10.15.14 & 10.16.14 / 4.1 Triangle Sum
4,7 Isosceles Triangle Properties
HW-4.1 WS Triangle Names
Day 2:
10.17.14 / 4.2 Triangle Congruence
HW 4.2 WS
4.1/4.7 Quiz
Day 3:
10.20.14 / 4.3-6 Prove Triangles Congruent by SSS and SAS
Congruence WS
Day 4:
10.21.14 / District Snapshot
Day 5:
10.22.14 & 10.23.14 / 4.3-6 Prove Triangles Congruent by ASA and AAS
Congruence WS
Day 6:
10.24.14 / 4.3-6 Prove Triangles Congruent by HL (Right Triangles)
Congruence WS
Day 7:
10.27.14 / Unit 4 test review
Day 8:
10.28.14 / Unit 4 Test