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Chicago Public Schools lesson plans

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Day: 102 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Choose and apply appropriate operational

procedures and problem-solving strategies to

real-world situations

Understand number systems

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Analyze and interpret data presented in charts,

graphs, tables, and other displays

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Use mathematical skills to estimate,

approximate, and predict outcomes and to

judge reasonableness of results

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Understand and use methods of data collection

and analysis, including tables, charts, and

comparisons

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Exploring Dilations

Materials

Graph Paper

Rulers

Colored Pencils

Educational Strategies/Instructional Procedures

Define dilation for the students.

Dilation a similarity transformation with center c and scale factor n mapping every

point P so that

a) if P is the center, P = P

= N(CP)

50

If N > 1 the dilation is an enlargement

If N < 1 the dilation is a reduction

Center at A N(Scale Factor) 2

N(ScaleFactor)E

1

2

A C

1

2

(AC) A (2,6) A C 2(AC) A (2,6)

A B

1

2

(AB) B (5,3) A B 2(AB) B (6,1)

C B

1

2

(CB) C (6,4) C B 2(CB) C (12,6)

1 1 1 11 11 11

1 1 1 11 11 11

1 1 1 11 11 11

=

= =

= =

= =

Center at Origin

N(Scalefactor)

1

2

N(ScaleFactor)

A (1,3)

B (2,2)

C (3,3)

A

B

C

1

1

1

11

11

=

=

=

=

=

=

=

2

4 12

8 8

1212

11

( , )

( , )

( , )

Have the students work along with you on grid paper as you complete the following example

points for ABCD.

B

B

11

C

11

B

1

A=(2,6)

A

1

=A

11

C

1

C (6,6)

(4,4)

B(4,4)

B

1

A=(2,6)

A

1

C

1

C (6,6)

A

11

C

11

B

11

Enlargement

Reduction

51

Explain that with a function, the denominator cannot be 0.

A (-2, 2) C (2, -2)

B (2, 2) D (-2, -2)

Using a scale factor of 3 and the center of the origin, plot the points ABCD on the same axes.

Have students note that with the center at the origin, we multiply each coordinate.

Using the same coordinate axis, use B (2,2) as the center with scale factor N =

1

2

dilate

ABCD and label the points A

1

B

1

C

1

D

1

.

A

1

B

1

=

1

2

(AB)

AB = 4 units

= A B units

1 1

2

Since B is fixed, we locate B

1

at (2,2) and A

1

at (0,2). Ask the students where C

1

and D

1

are

located?

Answer: C

1

(2,0) D

1

(0,0)

Remind students that if the center is not the origin, we must measure distances.

Have the students complete Dilation Activity.

Discuss their observations.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Analyze and interpret data

Apply scientific method to solve problems

SS: Read and interpret maps, charts, and graphs

Distinguish fact from opinion and relevant from irrelevant information

A

1

(-6,6)

B

1

(6,6)

A (2,2) B (2,2)

(0,0)

D (-2,-2)

C (2,-2)

D

1

(-6,-6)

D

11

(6,-6)

52

Connection(s)

Enrichment: Have students explore dilations used in movies such as Ghostbusters, King Kong,

and Jurassic Park.

Fine Arts: Have students explore dilations used in illustrations in childrens books such as Jack

and the Beanstalk.

Home: Have students compare the cost of a childs meal and the amount of food it buys with

the cost of an adult meal and the amount of food it buys at their favorite restaurant.

Remediation: Work with students in small groups, taking measurements of similar figures.

Technology: Using a computer program such as Geometers Sketchpad or Cabri Geometry,

have the students explore dilations:

a) using coordinates

c) examining the ratios of the perimeters and areas of two similar figures

d) comparing the ratios of the corresponding sides

Assessment

Teacher observation

Homework

Assign appropriate problems from your text.

Give students two weeks to complete a book review on Gullivers Travels, noting similarities

and ratios. Include the attached worksheet on dilation activity.

Teacher Notes

Inform students that in Geometers Sketchpad and some other computer programs, the select tool

can be turned into a dilation tool.

Reserve a copy of Gullivers Travels on video to be shown after the unit assessment on day 117.

53

Dilation Activity

1. Draw pentagon ABCDE on graph paper using the following coordinates: A(6, 9), B(0, 3),

C(-12, 9), D(-9, 0), and E(3, -3).

2. Using the origin as the center and Scale Factor 2/3, find A

1

, B

1

, C

1

, D

1

, and E

1

.

3. Graph A

1

, B

1

, C

1

, D

1

, E

1

.

4. List the corresponding sides of ABCDE and A

1

B

1

C

1

D

1

E

1

.

5. Compare ABCDE to A

1

B

1

C

1

D

1

E

1

by:

a) measuring corresponding sides

b) finding slopes of corresponding sides

c) finding the measure of corresponding angles

6. Describe your observations.

54

STRUCTURED CURRICULUM LESSON PLAN

Day: 103 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Recognizing and Using Ratios and Proportions

Materials

Copies of Similar Worksheet 1

Yardstick

Meterstick

Tape measure

Educational Strategies/Instructional Procedures

Have students work in groups of four to complete the following explorations:

Exploration 1

Measure the distance from your wrist to the tip of your middle finger. Then measure your

height. Compare the length of your hand to your height.

55

Exploration 2

Using a tape measure, find the circumference of your hand and neck. Find the ratio of hand to

neck measurements. How do your ratios compare? How does your ratio compare to the other

members of your group? To the other members of your class?

Explain that with a function the denominator cannot be 0.

Define a proportion as an equation that states that two ratios are equal. Remind the students that

in a proportion, the product of the extremes equals the product of the means. This is called the

cross product.

extreme a c mean

mean b d extreme

ad = bc(cross product)

=

Review the following examples using the property:

a c

b d

= if and only if ad=bc .

+3 4 9 3 4

Example1:

9 3 9 3

12 4

3( 3) 9 4

9 3

4 4

3 9 36

3 3

3 27

9

x

x

x

x

x

+

= =

+ = =

+ = =

=

=

4 2 22 4 22 2

Example 2:

6 8 6 8

18 24

8 32 6 12

6 8

2 44 3 3

22

+ +

= =

= + =

= =

=

x x

x x

x

x

Have the students complete Similar Worksheet 1.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

56

Connection(s)

Enrichment: Have the students write an essay on the Golden Ratio.

Fine Arts: See Enrichment.

Home: Have parent sign homework sheet weekly.

Remediation: Teachers Half Dozen

Technology: Have the students explore the Golden Ratio using a drawing program such as

Geometers Sketchpad or Cabri Geometry.

Assessment

Evaluate Similar Worksheet 1 using the Structured Curriculum Scoring Rubric.

Homework

Assign appropriate problems from your text.

Teacher Notes

Prepare copies of Similar Worksheet 2A.

Answers to Similar Worksheet 1:

1. 12

2. 32

1

3. 12 or12.5

2

4. 8

5. 23

6. 4 or 6

7. 4

E

8.

R

9. 50 and130

10.7.2days

Bonus: 2:48 pm

=

=

=

=

=

= =

=

=

+

x

x

x

x

x

x x

x

r

e

r

57

Similar Worksheet 1

Solve each proportion:

1.

12

6

2

3 x +

= 2.

x

x 8

4

5 +

= 3.

x

x

+

=

4

2 3

3

4

4.

4

16 x

x

= 5.

x x

=

+ 2

5

3

4

6.

2

3

16

2

x

x

=

+

7.

x

x

x

x

+

=

+

3

1

2

6

8. Solve for e

r

r

:

E

e

R

=

+

9. Find the measure of two supplementary angles if their measures are in a ratio of 5:13.

10. Carlos can install 5 car stereos in 2 days. How long does it take him to install 18 stereos?

Bonus: Carlos works from 9:00am to 5:00pm. He eats lunch from 12:00 to 1:00pm. At what

time will he complete installation of the 18th stereo?

58

STRUCTURED CURRICULUM LESSON PLAN

Day: 104 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Identifying and Solving Problems Involving Similar Figures

Materials

Copies of Similar Worksheet 2A

Educational Strategies/Instructional Procedures

Review last nights homework and answer any questions the students may have.

Discuss the phrase if and only if with the students. Have the students note that the conditional

statement and its converse must be true. (The hypothesis leads to the conclusion and the

conclusion leads to the hypothesis.)

Review the definition of similar polygons and discuss the following examples:

Similar polygons: two polygons are similar if and only if their corresponding angles are

congruent ( ) and the measure of their corresponding sides is proportional.

59

Ex. 1 Ex. 2

Inform students that the symbol for similar is ~.

Have the students complete Similar Worksheet 2A.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment: Have students find pictures of household articles that are similar.

Fine Arts: See Enrichment.

Home: Have parent sign homework sheet weekly.

Remediation: Teachers Half Dozen

Technology: Have students explore Similar Polygons using a drawing program such as

Geometers Sketchpad or Cabri Geometry.

Assessment

Evaluate Similar Worksheet 2 using the Structured Curriculum Scoring Rubric.

Homework

Assign appropriate problems from your text.

8

6

10

4

3

5

5.0

5.0

2.5

7.5

2

2.0

1

3

60

Teacher Notes

Inform students that a quiz will be given on Day 110.

Prepare copies of Similar Worksheet 2B.

Answers to Similar Worksheet 2A:

1. Polygons are similar

2. Polygons are not similar

3. MN and QR, MP and QT, NO and RS, PO and TS

4. Mand Q Nand R Pand T Oand S ; ; ;

5. 33

6. 15

7. 8

8. 68

61

Similar Worksheet 2A

Determine whether each pair of polygons is similar.

1.

Trapezoid MNOP Trapezoid QRST

3. List all pairs of corresponding sides.

4. List all pairs of corresponding angles.

5. Find the length of TS .

6. Find the length of QT .

7. Find the length of NO.

8. Find mT

5cm

4cm

6cm

7.5cm

8cm

16cm

32cm

24cm

M N

O P

22cm

112

16cm

Q

R

T

S

X

Y 24cm

12cm

62

STRUCTURED CURRICULUM LESSON PLAN

Day: 105 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Identifying and Using Similar Triangles to Solve Problems

Materials

Copies of Similar Worksheet 2B

Protractors

Rulers or straightedges

Educational Strategies/Instructional Procedures

Review last nights homework with the students and answer any questions the students may

have.

Using a protractor and a straightedge, have the students draw two triangles so that each triangle

has angles of 45 and 65

.

Why? Measure the length of the sides of the triangles. Compute the ratios of the corresponding

sides. Are the triangles similar? Explain.

63

Review the postulate and theorems involving similarity:

Angle-Angle Similarity (AA)-If two angles of one triangle are congruent to two angles of

another triangle, then the triangles are similar.

Side-Side Similarity (SSS)-If the measures of the corresponding sides of two triangles are

proportional, then the triangles are similar.

Side-Angle Side Similarity (SAS)-If the measures of two sides of a triangle are proportional to

the measures of two corresponding sides of another triangle and the included angles are

congruent, then the triangles are similar.

Have students complete Similar Worksheet 2B.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment: Have students create a collage using pictures of similar household articles.

3

4

5

6 8

10

2 3

4

6

64

Fine Arts: See Enrichment.

Home: Have parent sign homework sheet weekly.

Remediation: Teachers Half Dozen

Technology: Search the Internet for uses of similarity.

Assessment

Evaluate the in-class assignment using the Structured Curriculum Scoring Rubric.

Homework

Assign appropriate problems from your text.

Teacher Notes

Prepare the Mid-Unit Assessment. Prepare copies of Similar Worksheet 3.

Answers to Similar Worksheet 2B:

1. AA

2. AA

3. Similar

4. Similar by SSS or AA

5. a) J

1

(-1, -1) b)

1 1 1

JKL J K L bydefinition :

K

1

(3, -1)

L

1

(3, 2) c) The rating of similitude is 2:1

6. See student work. A possible solution:

Statements Reasons

1. AB//ED 1. Given

2. ABE BED 2. Alt. Int. angles

3. ACB DCE 3. Vertical angles

4. ABC DEC : 4. AA

A B

C

E D

AB//ED

Prove ABCDEC

65

Similar Worksheet 2B

Explain why the triangles are similar.

1. 2.

Determine whether the figures in questions 3 and 4 are similar and give the reason why or why

not.

3. A rhombus with 4 cm sides containing a 50 angle and a rhombus with 8cm sides containing

a 130 angle

4. An equilateral triangle with 5cm sides and an equilateral triangle with 7cm sides.

5. Draw JKL with vertices J(-2, -2), K(6, -2), and L(6, 4). Draw its image J

1

K

1

L

1

under the

dilation with center (0, 0) and scale factor

1

2

.

a) What are the vertices of J

1

K

1

L

1

?

b) Is

1 1 1

JKL J K L : ?

c) What is the ratio of similitude?

6.

A

B

C

D E

A B

C

E D

Given: AB//ED

Prove: DABCDDEC

66

STRUCTURED CURRICULUM LESSON PLAN

Day: 106 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Solving Problems Using Proportions and Similarity

Materials

Copies of Similar Worksheet 3

Educational Strategies/Instructional Procedures

Quick Quiz: On a sheet of paper, write all the ways you know to test for similarity of triangles.

What are the requirements for each? Are there any short cuts? After the quiz, discuss the

answers with the students. Allow them to answer orally.

Review last nights homework with the students and answer any questions the students may

have.

Have students complete Similar Worksheet 3 and discuss the results.

67

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment:

Fine Arts:

Home: Have parent sign homework sheet weekly.

Remediation: Teachers Half Dozen

Technology:

Assessment

Evaluate Similar Worksheet 3 using the Structured Curriculum Scoring Rubric.

Homework

Study for Mid-Unit Assessment.

Teacher Notes

Remind students that the Mid-Unit Assessment will be given at the next class meeting.

Remind students that the book reviews are due in six days.

Prepare copies of the Mid-Unit Assessment.

Answers to Similar Worksheet 3:

1. a. DABC ~DEFG AA

b. DABC ~ DEFG

c. DABC ~ DEFG SSS

2. AB = 27 BC = 15

3. MT = 11.2

68

4.

Given: DBCE ~ DDEF

Prove: DBCE ~ DACF

Statements Reasons

1. DBCE ~DDEF

1. Given

2. E F 2. Definition of similar triangles

3. C C

3. Reflexive property

4. DBCE ~ DACF

4. AA

F

E

D

A

B C

69

Similar Worksheet 3

1. Use the given information to determine if ABC EFG and explain why they are similar.

a) A E C F ,

b) = B G

AC

EF

AB

EG

,

c)

AB

EG

CB

FG

CA

FE

= =

2.

3.

MAH BUG

FindMT

:

4.

A B

C

F

E

G

D

C B A

BD Bisects ADC

AD 45 CD 25

AC 42

Find AB and BC

= =

=

M

28

A

T

H

35

U

B

G

10

25

S

F

E

D

A

B C

Given : BCE DEF :

Prove: BCE ACF :

70

STRUCTURED CURRICULUM LESSON PLAN

Day: 107 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Using Proportions and Similar Triangles to Solve Problems

Materials

Copies of Mid-Unit Assessment

Educational Strategies/Instructional Procedures

Have students complete the Mid-Unit Assessment.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

71

Connection(s)

Enrichment: Have students create a scale drawing of their favorite room, including furniture.

Fine Arts: See Enrichment.

Home: See Enrichment.

Remediation: Teachers Half Dozen

Technology: See Enrichment.

Assessment

Evaluate the Mid-Unit Assessment using the Structured Curriculum Scoring Rubric.

Homework

Have students work on their book reviews.

Teacher Notes

Answers to Mid-Unit Assessment:

1. False

2. True

3. True

4. True

5. IJ = 22.5m JK = 19.5m

6. GM = 114mm GO = 152mm

7. (-4, 24) or (16, 24)

8. Ratio of Similarity 2:1 J K L

1 1 1

1 1 3 1 3 2 ( , ) ( , ) ( , )

72

9.

Given:

NQ

NO

NP

NM

=

Prove:

NQ

NO

QP

OM

=

Statements Reasons

1.

NQ

NO

NP

NM

=

1. Given

2. N N 2. Reflexive

3. NPQ NMO 3. SAS

4.

NQ

NO

QP

OM

=

4. Definition of triangles

10.

Given: AB BC

BD AC

Prove:

Statement Reasons

1. AB BC and BD AC 1. Given

2. ABC and ADBareright angles 2. Definition of lines

3. ABC ADB 3. All right angles are

4. A A 4. Reflexive

5. ABC ADB 5. AA

B

C D A

M P N

Q

O

73

Mid-Unit Assessment

Answer questions 1-4 true or false. Explain your answer.

1. All isosceles right triangles are .

2. All isosceles right triangles are .

3. All equilateral triangles are .

4. If the vertex angles of two isosceles triangles are congruent, the triangles are .

Solve each of the following:

5. Polygon ABCDE Polygon HIJKL. If BC = 13m. CD = 15m. IJ = 5x + 2 and JK = 7x 2.

Find IJ and JK.

6.

7. ABC with vertices A(2, 3), B(2, 6), and C(4, 6) is similar to XYZ with the vertices

X(6, 9), Y(6, 24), and Z. Give two possible coordinates for the vertex.

8. Draw JKL with the vertices J(-2, -2) K(6, -2), and L(6, 4). Draw its image J K L

1 1 1

under

the dilation center (0, 0) with scale factor

1

2

.

E

G

D

M

T

GET GDM

GM = 4x + 2

GD = 5x + 12

GE = 32mm

GT = 24mm

Find the length of GM and GD.

2:1 Similarity Ratio

J ( 1, 1)

K (3, 1)

L (3, 2)

1

1

1

74

9.

Given:

NQ

NO

NP

NM

=

Prove:

NQ

NO

QD

OM

=

10.

M P N

Q

O

B

C D A

Given AB BC

BD AC

ove ABC ADB

:

Pr :

75

STRUCTURED CURRICULUM LESSON PLAN

Day: 108 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Using Proportional Parts of Triangles to Solve Problems

Materials

Copies of Similar Worksheet 4

Compasses

Rulers

Educational Strategies/Instructional Procedures

Review with the students theorems and corollaries involving parallel lines and proportional parts.

Example 1: If a line is parallel to one side of a triangle and intersects the other two sides in two

distinct points, then it separates these sides into segments of proportional lengths.

76

In figure at the left,

BD AE . Given that BA= 4,

BC= 2, and DE= 6. What is the length of CD?

(Answer: CD= 3)

Example 2: A segment whose endpoints are the midpoints of two sides of a triangle is parallel to

the third side of the triangle, and its length is one-half the length of the third side.

Example 3: If three or more parallel lines intersect two transversals, then they cut off the

transversals proportionally.

Given: 1 2 3

AB= 9, BC= 15 and DE= 11

What is the length of EF?

(Answer: 18

1

3

18 33 or . )

Have the students work in pairs to complete the following:

1.

A

RSBC with R the midpoint of AB and

S the midpoint of AC

R S AB= 16, BC= 30, AC= 34

Find AR , RS, and AS .

B C (Answer: AR = 8, RS=15, AS =17)

A

B

C

D

E

6

2

4

D

E

B

C

4

A

3

10

A

B

C

D

E

F

1

2

3

77

2. UV TS

RU=4

UT= 7

VS= 16 Find RV (Answer 9

1

7

)

3.

lmn

AB = 3 BC = 5

DE x = 4 EF x =

Find DE and EF (Answer: DE = 6 and EF = 10)

Discuss the solutions with the students.

Have student complete Similar Worksheet 4.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment: Have students read a Paul Bunyon tale and compare the larger-then-life figures to

average figures.

Fine Arts: Have students write a story similar to a Paul Bunyon tale and include illustrations.

Home: Have parent sign homework sheet weekly.

Remediation: Teachers Half Dozen

Technology: Have students research the tallest human on the Internet.

R

S T

U V

7

4

16

l m n

A B C

D E F

78

Assessment

Teacher observation

Homework

Assign appropriate problems from your text.

Teacher Notes

79

Similar Worksheet 4

1. Use the following steps to separate into four congruent parts.

A. Given AB and point C not on AB , draw AC .

B. Place the compass point at A; construct an arc intersecting AC

uuur

at D. Using the same

compass setting, construct DE , EF , FG, and GCso that AD DE EF FG .

C. Draw GB. Construct lines through E, F, and G that are parallel to GB.

2. Explain why AD=DE=EF=FG .

A

B

C

A

B

C

D

E

F

G

80

STRUCTURED CURRICULUM LESSON PLAN

Day: 109 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Recognizing and Using Similar Triangles

Materials

Educational Strategies/Instructional Procedures

Have the students sit in groups of four.

On the chalkboard or overhead, draw two similar triangles whose sides have a common ratio of 3

to 4. Have the students make conjectures about the relationship of the perimeters and areas of

the two triangles.

Have the students calculate the perimeter and area of each triangle and make a conjecture about

the corresponding sides to the perimeter and area.

Draw two similar triangles whose sides have a common ratio of 2 to 3 and calculate the

perimeter and area of each triangle; make a conjecture about the corresponding sides to the

perimeter and area.

Have the members of the group discuss their results and prepare a report.

81

Randomly select a group to report their conjectures to the class and discuss the results.

Have students note that the perimeters have the same ratios as their corresponding sides, and the

areas have the square of the ratio.

Have each group explore four quadrilaterals and discuss their observations. Does the conjecture

still hold? Ask the class to make a conjecture about the volume of similar figures. The volumes

have the cube of the ratio of the corresponding sides.

Draw two similar polygons on the chalkboard and have the students name the corresponding

parts. (Students sometimes have a difficult time naming the corresponding parts.)

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment: See Fine Arts.

Fine Arts: Have students write a paragraph describing any larger than life character they have

read about, excluding Paul Bunyon and Gulliver.

Home: Have parent sign homework record weekly.

Remediation: Teachers Half Dozen

Technology: Have students research larger than life characters on the Internet.

Assessment

Teacher observation

Homework

Assign appropriate problems from your text.

Teacher Notes

Select a review format to be used at the next class meeting.

82

STRUCTURED CURRICULUM LESSON PLAN

Day: 110 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Reviewing Proportions and Similarity

Materials

Educational Strategies/Instructional Procedures

Review Unit Seven using a format from Appendix D.

Integration with Core Subject(s)

LA: Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

83

Connection(s)

Enrichment:

Fine Arts:

Home: Have a family member quiz you on the materials in Unit Seven.

Remediation: Teachers Half Dozen

Technology:

Assessment

Teacher observation

Homework

Have students study for the Unit Seven Assessment.

Teacher Notes

Prepare copies of the Unit Seven Assessment.

84

STRUCTURED CURRICULUM LESSON PLAN

Day: 111 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Assessing Proportions and Similarity

Materials

Copies of Unit Seven Assessment

Educational Strategies/Instructional Procedures

Administer the Unit Seven Assessment.

Integration with Core Subject(s)

LA: Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment: Have students write a childrens story using proportions.

Fine Arts: See Enrichment.

85

Home: See Enrichment.

Remediation: Teachers Half Dozen

Technology:

Assessment

Evaluate the Unit Seven Assessment using the Structured Curriculum Scoring Rubric.

Homework

Have students complete the Gullivers Travels Book Review.

Remind students that the Gullivers Travels Book Review is due at the next class meeting.

Teacher Notes

Answers to Unit Seven Assessment:

1. T

2. F

3. F

4. T

5. T

6. 6 2

7. 2 10

8. x = 1.5

9. 2 7

10. x =

18

7

11. x = 8, y = 4 3

12. AA or SSS

13. AA

14. AA

15. 350 miles

16. 27.5 ft

17. 36, 48, and 96

18. K(10, 0)

19. K(12.5, 0)

20. See student work.

86

Unit Seven Assessment

Answer 1-5 True or False.

1. If two angles of one triangle are congruent to two angles of another, the triangles are

similar.

2. An equation stating two proportions are equal is a ratio.

3. Two or more parallel lines divide transversals into equal parts.

4. A ratio is the comparison of two quantities.

5. Polygons are similar if their corresponding sides are in proportion.

Find the geometric mean of:

6. 4 and 18

7. 2 and 20

Solve for x

8.

3

1 5

x

x

=

+

9.

2 4

6 2

x

x

=

+

10. ABC ADE :

7 9

2 x

A

B C

D

E

87

11. Solve for x and y.

Explain why each pair of triangles is similar.

12.

13. 14.

15. On a map, l inch represents 250 miles. Chicago is 1.4inches from St. Louis. How many

miles are there between Chicago and St. Louis?

16. Susan is 5ft 6in tall and casts a shadow of 3ft. Susan is standing next to a tree that cast a

shadow of 15ft. How tall is the tree?

x y

4

12

B

C A

D

F

E

M A

K

C H

M N

C

R

A

MN CR

Explainwhy.

MAN CAR

P

:

88

17. The measures of the angles of a triangle are in the ratio 3: 4: 8. Find the measure of each

angle.

Find coordinates for K so that HIJ HKL : .

18. H(0, 0), I(0, 3), J(6, 0), L(0, 5)

19. H(0, 0), I(0, 8), J(10, 0), L(0, 10)

20. Given: B is the midpoint of AD.

C is the midpoint of AE .

Prove ABC ADE : .

D

B

A

C

E

89

STRUCTURED CURRICULUM LESSON PLAN

Day: 112 Subject: Geometry Grade Level: High School

Correlations (SG,CAS,CFS): 6A1; 7A5, 7C1, 2; 8D1; 9A3

TAP:

Perform arithmetic operations involving

integers, fractions, decimals, and percents,

explicitly stated or within context

Understand geometric properties and

relationships; apply geometric concepts and

formulas

Use variables, number sentences, and

equations to represent solutions and solve

problems

Demonstrate understanding of measurement

concepts and apply measurement skills

ISAT:

Solve problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions

Understand and apply geometric concepts and

relationships

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Demonstrate an understanding of measurement

concepts and skills

Unit Focus/Foci

Connecting Proportions and Similarity

Instructional Focus/Foci

Viewing Proportional Parts and Similarity

Materials

Video of Gullivers Travels

Television

VCR

Educational Strategies/Instructional Procedures

Collect Gullivers Travels book reviews.

Have students view the video of Gullivers Travels. Discuss Gulliver in relation to the

Brobdingnagians and Lilliputians.

90

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

Apply information presented in the text to a new or different situation

SC: Apply scientific method to solve problems

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment: Have students prepare a brief report describing fractals including illustrations.

Fine Arts: Find pictures in newspapers and magazines of fractals in nature.

Home: Have parent sign homework sheet weekly.

Remediation: Teachers Half Dozen

Technology: Have students research fractals on the Internet.

Assessment

Evaluate Gullivers Travels book review using the Structured Curriculum Scoring Rubric.

Homework

Have students select three pieces of their work for their portfolios and explain why each piece

was selected.

Teacher Notes

91

Unit Seven Additional Activity 1

Pentagrams

Instructional Focus/Foci

Exploring Pentagrams

Materials

Plain paper

Rulers

Protractors

Educational Strategies/Instructional Procedures

Have students work in pairs.

1. Rotate one point around another 5 times, 72 each time.

2. Draw the sides and diagonals of this regular pentagon. Label all points of intersection.

3. Measure several lengths and find as many ratios as possible, always taking the ratio of the

larger to the smaller.

4. List your observations and discuss them with your partner.

Teacher Notes

See Mathematics Teacher, November 1996, Segments in a Pentagram.

92

Unit Seven Additional Activity 2

Fractals

Instructional Focus/Foci

Exploring Fractals

Materials

Plain paper

Rulers

Colored pencils

Educational Strategies/Instructional Procedures

Remind students that fractals are patterns that are self-similar. Small parts of the figure are

similar to the whole figure. A fractal must be described by steps that can be repeated.

Have students work in cooperative groups of three. Have each group create the Sierpinski

triangle or Koch snowflakes.

93

94

Sierpinski Triangle

1. Draw an equilateral triangle.

2. Find the midpoint of each side.

3. Connect the midpoints, dividing the original triangle into 4 congruent triangles.

4. Shade the middle triangle.

5. Repeat the process in each unshaded triangle.

95

96

Koch Snowflake

1. Draw an equilateral triangle.

2. Divide each side into 3 congruent segments.

3. Draw an equilateral triangle on each side, using the middle segment as the base.

4. Erase the middle segment on each side.

5. Repeat the process on each equilateral triangle.

Have each group design their own fractal.

Have students create a graphing calculator or computer program to create their fractals. Have

students explore fractals on the Internet.

97

Unit Seven Additional Activity 3

Exploring Spirals of Squares with Geometers Sketchpad

We want to learn to write Sketchpad script to make spirals composed of squares, with an arbitrary ratio

between the lengths of successive squares. The main difficulty is in figuring out exactly what rotations

we want to do and in getting the order of the givens right for the script. (It goes the opposite way from

what you might think.)

Begin by making a square, using either ruler and compass constructions or 90 rotations (the latter is

quicker and doesnt leave any hiddens). Label the vertices A,B,C,D as shown (the Relabel option on

the Display menu is useful). Make two line segments p and q, and mark both (under Transform) and

measure (under Measure) their ratio, which we will use as the expansion ratio.

We want to make the spiral go counterclockwise as it winds outward from its center. To do this, we will

rotate the square 90 clockwise about its corner A, expand it by the ratio p/q, and clean up the hiddens.

Then, if we are making a script for this, we have to figure out how to select appropriate pieces of the

square in the right order so that we can repeat the process to make a spiral with a lot of pieces.

Therefore, open a New script and hit Record. Select point A as the center of rotation. Now select

points B,C,D, which we will rotate and dilate into the new square. We dont need to select A because it is

the center of rotation. We dont select any segments because it is easier to redraw them after we have the

new vertex points.

Choose Rotation from the Transform menu. The angle is 90 about A because we are rotating

clockwise. You should see two new points below your first square. Both are selected; in addition, B

appears to be selected, though that is really the rotated image of D. Now do Dilation by marked ratio;

you get three more points down and to the right. Hide the first two points. If you are clever, you may

figure out how also to hide the image of D, which is underneath B, but it is not necessary. In my figure I

have labeled the three new points B, C, and D, though you dont need to label them in your sketch.

Take the Segment tool and draw segments AB, BC, CD, and DA, so now you have a square. The

tricky thing is to figure out how to end the script by selecting the new points in the right order so that you

can call the script again. So look in your Script window, and read what the Givens are. They seem to

come out in different orders; you may see:

Object D

Point A

Object C

Object B

Segment p

Segment q

The next step is going to be a 90 rotation about point C instead of A. So whatever order A, B, C, D

appear in the givens, we now want to select the new points by the mapping:

A C B D C A D B

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