Russell Wheeler

CHS Lesson Plans Geometry

Content Focus : ___Day 40: Sequences of Transformations 10/10/16

HSG.CO.A.3 Given a rectangle,
parallelogram, trapezoid, or regular
polygon, describe the rotations and
reflections that carry it onto itself. to map a preimage onto an image and graphing the resulting image (C)
HSG.CO.A.5 Given a geometric
figure and a rotation, reflection, or Informal Assessment: Popcorn (M) around the room during the guided practice on determining the sequence
translation, draw the transformed
figure using, e.g., graph paper,
tracing paper, or geometry software.
Specify a sequence of
transformations that will carry a
given figure onto another.
HSG.CO.B.6 Use geometric
descriptions of rigid motions to
transform figures and to predict the
effect of
a given rigid motion on a given
figure; given two figures, use the
definition of congruence in
terms of rigid motions to decide if
they are congruent.
P.D. Strategy Used & P.D. Session Info (Topic)
Informal Assessment: Cold calling students (M)
to contribute answers for the bellringer and guided practice on determining the sequence of transformations needed
Cultural relevance is brought up by asking students to relate (M) what theyve learned on determining the
sequence of transformations needed to map a preimage onto an image and graphing the resulting image (C)
of transformations needed to map a preimage onto an image and graphing the resulting image (C) to experiences,
things, and phenomena theyve encountered around Clarksdale
Informal Assessment: Call and response (M) around the room during the guided practice on determining the
sequence of transformations needed to map a preimage onto an image and graphing the resulting image (C) to
experiences, things, and phenomena theyve encountered around Clarksdale
No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic,
are engaged and held accountable for knowing the subject material
Guided/Critical Thinking Questions
How does a rigid body transformation compare to a non-rigid body transformation? What is preserved?
How can we tell if a given sequence of transformations will never transform a given preimage into a resulting image?

TSW draw transformed figures after

a given sequence of multiple
transformations. TSW determine the
sequence of transformations needed
to map one figure onto the other.

Lesson Vocabulary: congruent,

preimage, image, rigid body
transformation, scale factor,
reflection, transformation, rotation,
translation, similar, dissimilar
Lesson OutlineWhat learning activities will students do?
Time Sequence Description of Learning Activity
5 mins :5 mins Get TSW answer
[5] Started/Engagem
ent (Bellringer)
 TSW copy down the word of the day, the definition, and an example of it being used in a sentence
on their bellringer sheet

3 mins Introduction/Mot TTW show the video How to read a map song https://www.youtube.com/watch?v=8QlJn_iMeAg
[8] ivation: Tell how
you will introduce This video is used to show how transformations are like reading a map, telling the student what sequence
the lesson and
motivate the of directions are necessary to arrive at a given image
students to want to
learn the new skill.

Teacher Content TTW model and do the step-by-step approach for 1-3 problems on determining the sequence of transformations needed
(Input): to map a preimage onto an image and graphing the resulting image
Describe what you Steps: 1) Perform one transformation at a time in the order given 2) Rewrite the ordered pairs of the preimage as it
will do to present Becomes the image following the given transformation
the content
students will learn.
including
vocabulary,
procedures,
directions, etc.

15 mins Guided Practice: TTW present the word wall words: Cartesian plane (essential vocabulary)
[23] Provide TSW write down all notes on determining the sequence of transformations needed
opportunities to to map a preimage onto an image and graphing the resulting image
practice TSW, with the help of the teacher, do 3 problems on determining the sequence of transformations needed
independently or to map a preimage onto an image and graphing the resulting image
in groups with the
assistance of the
teacher.
25 min Independent TSW do 3 problems on determining the sequence of transformations needed
[48] Practice: The to map a preimage onto an image and graphing the resulting image
teacher will
monitor what is
being learned;
students are
demonstrating
their
understanding of
the lesson.
[48] Culmination: TSW recap the days lesson on determining the sequence of transformations needed
Summarize, check, to map a preimage onto an image and graphing the resulting image
and answer
questions Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on determining the
sequence of transformations needed to map a preimage onto an image and graphing the resulting image (C) and the
grade will be recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) ) on determining the sequence of transformations needed
to map a preimage onto an image and graphing the resulting image (C) at the end of the week and the grade will
be recorded as a test grade (D)
Materials and ResourcesWhat do you need to assemble and prepare before the lesson?
Promethean board, Powerpoint, guided notes
Technology Usage
Promethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility, TI-83 Plus

Remediation and Enrichment

Remediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on determining the sequence
of transformations needed to map a preimage onto an image and graphing the resulting image
All independent practice problems are scaffolded by difficulty.
Struggling students will be prompted to focus on the first few problems.
Students will be placed in groups based off of prior objective mastery.

Enrichment: TSW be asked to create congruent and similar figures and list the sequence of transformations needed to map one onto the other
All independent practice problems are scaffolded by difficulty.
High-performing students will be prompted to move on to the later problems.
Students will be placed in groups based off of prior objective
Teacher ReflectionDid the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)

Content Focus : ___Day 41: Parallelogram Theorems 10/11/16

HSG.CO.C.11 Prove theorems about P.D. Strategy Used & P.D. Session Info (Topic)
parallelograms. Theorems include: Informal Assessment: Cold calling students (M)
opposite sides are congruent, to contribute answers for the bellringer and guided practice on proving theorems about parallelograms (C)
opposite angles are congruent, the Cultural relevance is brought up by asking students to relate (M) what theyve learned on proving theorems about
diagonals of a parallelogram bisect parallelograms (C)
each other, and Informal Assessment: Popcorn (M) around the room during the guided practice on proving theorems about
conversely, rectangles are parallelograms (C) to experiences, things, and phenomena theyve encountered around Clarksdale
parallelograms with congruent Informal Assessment: Call and response (M) around the room during the guided practice on proving theorems
diagonals. about parallelograms (C) to experiences, things, and phenomena theyve encountered around Clarksdale
No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic,
TSW prove theorems about are engaged and held accountable for knowing the subject material
parallelograms including opposite Guided/Critical Thinking Questions
sides are congruent, opposite angles How can we use a proof table to prove things true or false in geometry?
are congruent, diagonals bisect, and What are the major properties of parallelograms, in general, and rectangles, in particular?
that rectangles are parallelograms
with congruent diagonals.

Lesson Vocabulary: congruent,

theorem, bisect, opposite, CPCTC,
proof table, statements, reasons
Lesson OutlineWhat learning activities will students do?
Time Sequence Description of Learning Activity
5 mins :5 mins Get TSW answer
[5] Started/Engagem
ent (Bellringer)

TSW copy down the word of the day, the definition, and an example of it being used in a sentence
 on their bellringer sheet

On their bellringer sheets, TSW do Word Gen Series 1: 1.04 Cloning. Threat or Opportunity?

3 mins Introduction/Mot TTW show the movie poster for the new Sherlock Holmes movie to explain how he uses proof to solve mysteries
[8] ivation: Tell how
you will introduce much in the same way the we use proof in geometry to prove things true or false.
the lesson and
motivate the
students to want to
learn the new skill.

Teacher Content TTW model and do the step-by-step approach for 1-5 problems on proving theorems about parallelograms
(Input): Steps: 1) Identify pairs of opposite sides and opposite angles in a given parallelogram 2) Use the theorem about
Describe what you Parallelograms to realize that opposite pairs of sides are equal, opposite angles are equal, and that diagonals bisect
will do to present Each other 3) Use these theorems to set side and/or angle and/or diagonal pairs equal to each other and solve for all
the content Missing sides and/or angles and/or diagonals and/or variables
students will learn.
including
vocabulary,
procedures,
directions, etc.
15 mins Guided Practice: TTW present the word wall words: rectangle, square, parallelogram (essential vocabulary)
[23] Provide TSW write down all notes on proving theorems about parallelograms
opportunities to TSW, with the help of the teacher, do 5 problems on proving theorems about parallelograms
practice
independently or
in groups with the
assistance of the
teacher.
25 min Independent TSW do 3 problems on proving theorems about parallelograms
[48] Practice: The
teacher will
monitor what is
being learned;
students are
demonstrating
their
understanding of
the lesson.
[48] Culmination: TSW recap the days lesson on proving theorems about parallelograms
Summarize, check,
and answer Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on proving theorems
questions about parallelograms (C) and the grade will be recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) ) on proving theorems about parallelograms
(C) at the end of the week and the grade will be recorded as a test grade (D)
Materials and ResourcesWhat do you need to assemble and prepare before the lesson?
Promethean board, Powerpoint, guided notes

Technology Usage
Promethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility

Remediation and Enrichment

Remediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on proving theorems about parallelograms
All independent practice problems are scaffolded by difficulty.
Struggling students will be prompted to focus on the first few problems.
Students will be placed in groups based off of prior objective mastery.

Enrichment: TSW be asked to analyze a parallelogram and deduce all necessary properties for it in terms of its angle measures, side lengths, and diagonal lengths
All independent practice problems are scaffolded by difficulty.
High-performing students will be prompted to move on to the later problems.
Students will be placed in groups based off of prior objective
Teacher ReflectionDid the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)

Content Focus : ___Day 42: Constructions using String 10/12/16

HSG.CO.C.12 Make formal
geometric constructions with a
variety of tools and methods
(compass and
straightedge, string, reflective
devices, paper folding, dynamic
geometric software,
etc.).Copying a segment; copying an
angle; bisecting a segment;
bisecting an angle;
constructing perpendicular lines,
including the perpendicular bisector
of a line segment; and
constructing a line parallel to a
given line through a point not on the
line.
P.D. Strategy Used & P.D. Session Info (Topic)
Informal Assessment: Cold calling students (M)
to contribute answers for the bellringer and guided practice on using string to make geometric constructions (C)
Cultural relevance is brought up by asking students to relate (M) what theyve learned on using string to
make geometric constructions (C)
Informal Assessment: Popcorn (M) around the room during the guided practice on using string to make geometric
constructions (C) to experiences, things, and phenomena theyve encountered around Clarksdale
Informal Assessment: Call and response (M) around the room during the guided practice on using string to make
geometric constructions (C) to experiences, things, and phenomena theyve encountered around Clarksdale
No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic,
are engaged and held accountable for knowing the subject material
Guided/Critical Thinking Questions
How can we use string to create geometric constructions based off abstract representations?
What are the characteristics of a perpendicular bisector?

TSW make constructions using

string for a bisected angle, a bisected
line segment, perpendicular lines, a
perpendicular bisector, and a line
parallel to a given line through a
point not on the line

Lesson Vocabulary: construct,

bisect, perpendicular, parallel,
perpendicular bisector
Lesson OutlineWhat learning activities will students do?
Time Sequence Description of Learning Activity
5 mins :5 mins Get TSW answer
[5] Started/Engagem
ent (Bellringer)

TSW copy down the word of the day, the definition, and an example of it being used in a sentence
 on their bellringer sheet

3 mins Introduction/Mot TTW show a picture of the intersection of interstates 61 and 49 in Clarksdale, MS to explain perpendicular lines
[8] ivation: Tell how
you will introduce TTW show a picture of a side-by-side interstates to explain parallel lines
the lesson and
motivate the
students to want to
learn the new skill.

Teacher Content TTW model and do the step-by-step approach for 1-4 problems on using string to make geometric constructions
(Input):
Describe what you
will do to present
the content
students will learn.
including
vocabulary,
procedures,
directions, etc.

15 mins Guided Practice: TTW present the word wall words: perpendicular bisector (essential vocabulary)
[23] Provide TSW write down all notes on using string to make geometric constructions
opportunities to TSW, with the help of the teacher, do 4 problems on using string to make geometric constructions
practice
independently or Using string, a straightedge, and tape, construct:
in groups with the
assistance of the Be sure to label all sides and angles
teacher.
Be sure to label all perpendicular and parallel relationships using geometry symbols (geometric notation)

1) A bisected angle
2) A bisected segment
3) A perpendicular bisector
4) A line passing through a point not on a line which is parallel to the given line

25 min Independent TSW do 4 problems on using string to make geometric constructions

[48] Practice: The Using string, a straightedge, and tape, construct:
teacher will
monitor what is Be sure to label all sides and angles
being learned;
students are Be sure to label all perpendicular and parallel relationships using geometry symbols (geometric notation)
demonstrating
their 1) A bisected angle
understanding of 2) A bisected segment
the lesson. 3) A perpendicular bisector

A line passing through a point not on a line which is parallel to the given line
[48] Culmination: TSW recap the days lesson on using string to make geometric constructions
Summarize, check,
and answer Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on using string to
questions make geometric constructions (C) and the grade will be recorded in the gradebook as a daily grade (D).

Formal Assessment: TSW take a test (M) ) on using string to make geometric constructions (C)
at the end of the week and the grade will be recorded as a test grade (D)
Materials and ResourcesWhat do you need to assemble and prepare before the lesson?
Promethean board, Powerpoint, guided notes

Technology Usage
Promethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility
Remediation and Enrichment
Remediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on using string to make geometric constructions
All independent practice problems are scaffolded by difficulty.
Struggling students will be prompted to focus on the first few problems.
Students will be placed in groups based off of prior objective mastery.

Enrichment: TSW be asked to make a second construction using string using different letters and with different side and angle labelings
All independent practice problems are scaffolded by difficulty.
High-performing students will be prompted to move on to the later problems.
Students will be placed in groups based off of prior objective
Teacher ReflectionDid the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)

Content Focus : ___Day 43: Interior Angles of Triangles Sum to 180 + Mini Test on Transformations, Triangle Sum Problems, and Similarity 10/13/16
HSG.CO.C.10 Prove theorems about P.D. Strategy Used & P.D. Session Info (Topic)
triangles. Theorems include: Informal Assessment: Cold calling students (M)
measures of interior angles of to contribute answers for the bellringer and guided practice on proving that the interior angles of
triangle triangles sums to 180 degrees (C)
sum to 180 degrees; base angles of Cultural relevance is brought up by asking students to relate (M) what theyve learned on proving that the interior
isosceles triangles are congruent; the angles of triangles sums to 180 degrees (C)
segment joining Informal Assessment: Popcorn (M) around the room during the guided practice on proving that the interior angles of
midpoints of two sides of a triangle triangles sums to 180 degrees (C) to experiences, things, and phenomena theyve encountered around Clarksdale
is parallel to the third side and half Informal Assessment: Call and response (M) around the room during the guided practice on proving that the interior
the length; the angles of triangles sums to 180 degrees (C) to experiences, things, and phenomena theyve encountered around
medians of a triangle meet at a point. Clarksdale
No Opt Out is used to ensure all students, and not just the proficient or advanced ones as it relates to this topic,
are engaged and held accountable for knowing the subject material
TSW prove that the sum of the Guided/Critical Thinking Questions
interior angles of triangle is 180 What tool can we use to prove theorems involving angles and triangles?
degrees. TSW solve for missing How many degrees must the sum of all the interior angles of a triangles be?
interior angles of triangles using this How does an interior angle differ from an exterior one?
theorem.

HSG.SRT.A.2, 3,5 , HSG.CO.C.10,

HSG.CO.C.11, HSG.CO.B.6 TSW
take a Mini Test on Transformations,
Triangle Sum Problems, and
Similarity

Lesson Vocabulary: interior angle,

degrees, protractor, triangle, theorem
Lesson OutlineWhat learning activities will students do?
Time Sequence Description of Learning Activity
5 mins :5 mins Get TSW answer
[5] Started/Engagem
ent (Bellringer)
 TSW copy down the word of the day, the definition, and an example of it being used in a sentence
on their bellringer sheet

3 mins Introduction/Mot TTW show the picture of somebodys one true love. TTW ask students how they know when the person is right.
[8] ivation: Tell how
you will introduce TTW lead students to the answer that its whats on the inside that truly counts. Likewise, in geometry, its on the
the lesson and
motivate the inside that truly counts when dealing with the inside, or interior, angle measurements of triangles.
students to want to
learn the new skill.

Teacher Content TTW model and do the step-by-step approach for 1-2 problems on proving that the interior angles of
(Input): triangles sums to 180 degrees
Describe what you Steps: 1) Add up all three angles and set the degrees equal to 180 2) Algebraically solve for the missing angle by
will do to present By solving for it as a variable 3) Use inverse operations to solve for the variable
the content
students will learn.
including
vocabulary,
procedures,
directions, etc.

15 mins Guided Practice: TTW present the word wall words: interior angles (essential vocabulary)
[23] Provide TSW write down all notes on proving that the interior angles of
opportunities to triangles sums to 180 degrees
practice TTW model with students as they follow along with their own protractor how to measure the interior angles of the
independently or triangles to see that all three angles when summed add up to 180 degrees
in groups with the TSW, with the help of the teacher, do 3 problems on proving that the interior angles of
assistance of the triangles sums to 180 degrees
teacher.

25 min Independent TSW do 3 problems o on proving that the interior angles of

[48] Practice: The triangles sums to 180 degrees
teacher will
monitor what is TSW take a Mini Test on Transformations, Triangle Sum Problems, and Similarity utilizing Edmodo.com
being learned;
students are
demonstrating
their
 understanding of
the lesson.
[48] Culmination:
Summarize, check, Informal Assessment TSW turn in their bellringer and worksheet at the end of the week (M) on proving that
and answer the interior angles of triangles sums to 180 degrees (C) and the grade will be recorded in the gradebook as a daily
questions grade (D).

Formal Assessment: TSW take a test (M) ) on proving that the interior angles of triangles sums to 180 degrees (C)
at the end of the week and the grade will be recorded as a test grade (D)
Materials and ResourcesWhat do you need to assemble and prepare before the lesson?
Promethean board, Powerpoint, protractors, guided notes

Technology Usage
Promethean Board, Powerpoint , Pearson Realize Online Textbook, Google Classroom accessibly, Google Chromebook accessibility

Remediation and Enrichment

Remediation: TSW be able to meet from 4-5 PM after school for private/group tutoring to cover all objectives ) on proving that the interior angles of
triangles sums to 180 degrees
of transformations needed to map a preimage onto an image and graphing the resulting image
All independent practice problems are scaffolded by difficulty.
Struggling students will be prompted to focus on the first few problems.
Students will be placed in groups based off of prior objective mastery.

Enrichment: TSW be asked to find missing angles using both algebra and protractors in order to confirm that the theorem is upheld two different ways
All independent practice problems are scaffolded by difficulty.
High-performing students will be prompted to move on to the later problems.
Students will be placed in groups based off of prior objective
Teacher ReflectionDid the students learn the content outlined in the lesson focus? Why or why not?
(To be completed after the lesson has been taught)