final unit plan
DESCRIPTION
Final Unit Plan required upon completion of PACE ProgramTRANSCRIPT
Authored By:
Honesty Martin
Geometry CP Unit 1 Lesson Plans
WO O D RU F F H I G H S C H O O L
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Geometry CP Unit 1 Lesson Plans
Lesson 1
Daily Objective: Students will be
able to graph ordered pairs on a
coordinate plane and identify
collinear points.
Hook: A few games of Battleship
will be set up around the room
and desks will be arranged in 3
small groups as students enter.
Hopefully students will ask
themselves and each other, “What
does Battleship have to do with
Geometry?”
Instruction
Students will be assigned a group
as they come in my classroom. (I
will keep in mind the possible
outcomes of how any ED/LD
students and/or ELL students are
grouped) I will allow the class to
discuss possible strategies of
Battleship and how the game is
played (5 minutes). This
approach to coordinate geometry
will appeal to any Kinesthetic/
Tactile learners in the class as
well as those students with
Visual/Spatial and Interpersonal
intelligences. Transition.
Students will be asked to help
return desks to our usual
arrangement and to quickly and
quietly return to their assigned
seat. Reminding students the
purpose of Battleship (to guess
the coordinates of the opponent’s
ships in order to sink all of his boats
and win the game) will introduce the
concept of the Coordinate Plane.
I will have them all draw a
coordinate plane with me and we
will label and discuss the definitions
and purposes of the x and y-axes, the
origin, and the 4 quadrants. I will
explain how the signs (positive or
negative) vary in each quadrant and
we will write the appropriate signs as
ordered pairs (+, +),
(-, +), (-, -), and (+, -) respectively
for each quadrant I – IV. I will then
proceed to place several points in
different positions all over the
coordinate plane that I have
drawn on the
board. I will ask the all-important
question, “How many points could
there be on a coordinate plane?” A
student will probably answer
correctly: Infinitely many. Next, I
will inform the students that any
point on a coordinate plane can
be represented by an ordered
pair of coordinates (as I have
shown with the appropriate signs
for each quadrant). The notation
should be (x-coordinate, y-
coordinate) or simply (x, y). Of
course the x-coordinate
describes how far right (+) or left
(-) the point is located, and then
the y-coordinate describes how
far up (+) or down (-) the point is
located from the x-coordinate. I
will conduct several examples for
students showing both ways of
interpreting coordinates. One
way is given a point or points on
a coordinate plane, give the
appropriate ordered pair(s). The
other way is given an ordered
pair, plot the point on a
coordinate plane. Algebra
integration: Remind students that in
algebra they used an x-y table to find
values that satisfy a given linear
equation. For example, given the
equation y = 2x –1, we can find
values for y for any given value for
x. I call this method “choose x, find
the appropriate y.” The matching x
and y values form ordered pairs and
can be represented with points on a
coordinate plane which show the
graph of the equation (called a line.)
This algebraic concept will help us
to change the direction of the
lesson into the discussion of
collinear or non-collinear points.
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As in the previous example, all
points that satisfy the
equation of a line are considered
to be collinear. If any point that
does not satisfy that equation
was added to this list of any of
the collinear points, then together
the points are now considered to be
non-collinear. The instructional
strategies of today’s lesson are
mostly geared toward visual and
auditory learners. (Instruction time
thus far 30 minutes) Transition: I
will place students in pairs and
give them an assignment that will
count toward their Class
Participation grade. (Informal
Assessment) I will mingle
throughout and observe all
students with a class participation
chart. This includes a roster, and
a place for the date and a check
if participating, a minus sign if not
participating. Students will be
asked to create a fairly simple dot
-dot drawing together with their
partners. Each
pair will be given a sheet of graph
paper and then be required to
design a picture that can be
drawn with straight lines only.
They must write down the
coordinates of each point on a
separate sheet of paper and write
both of their names at the top of
each page. When completed
each pair will be asked to turn in
their page with coordinates only.
I will then distribute those to a
different pair of students. Now
students will be asked to try to
recreate the dot-to-dot drawing
with the coordinates given.
When finished, students may get
together and compare drawings.
(This exercise should take 10-15
minutes) Class Participation
grading policy: Every student
begins each nine weeks with a
100 class participation
grade. For every time I assess
participation, if a student does not
actively participate, I deduct 5-
points from his/her class
participation grade.
Closure: Transition: Everyone
will be asked to please return to
their seats and use the remaining
class time to ask questions. If
students do not have any further
questions they will be asked to
begin independent work that will
be posted on the side of the board.
This work will consist of the Practice
Exercises in their textbooks. See
enclosed copy. (5 –10 minutes)
Lesson 2
Daily Objective: Students will be
able to identify and model points,
lines, and planes. Students will
also be able to identify coplanar
points, intersecting lines, and
planes. At the end of this lesson
students should be able to solve
area problems by listing the
possibilities.
Hook: As students enter, I will
have placed on top of the table at
the front of the classroom a lounge
chair. Also, written on the board
will be the question “Can you
identify the parts of the chair that
represent planes, lines, and points?”
Geometry CP Unit 1 Lesson Plans
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Geometry CP Unit 1 Lesson Plans
Instruction: We will begin class
by defining Space.
(A boundless, three-dimensional
set of all points) I will explain that
planes (represented by the
rectangular seat and back of the
chair) extend into space. Lines
(represented by the arms and
legs of the chair) go through
space. Points can be on either/
both planes and lines.
Incorporating the chair into the
discussion will allow visual
learners to focus better on the
lesson. This should also appeal
to any students who have Visual/
Spatial Intelligences, as well as
give ED, LD, and ELL students a
concrete example that they can
easily relate to. If we consider
part of a line, I will proceed, then,
we are looking at a line segment.
It has endpoints and therefore
does not extend into space. (It is
not infinite.) A line segment can
be expressed with words or
symbols. (See notes/examples
included with this lesson plan)
Notes will be placed on the
overhead projector. This is one
example of the use of technology
as a teaching tool. Next, I will
demonstrate the possible ways of
naming a line segment. To make
the transition to the explanation
of planes, I will again incorporate
algebra. (All Geometry CP students
are required to have taken Algebra I
previously) “In Algebra, you used a
coordinate plane. In geometry, a
plane is a flat surface that extends
indefinitely in all 4 directions.” This
explanation should allow auditory
learners to make a connection
between the chair shown and today’s
lesson. To give another concrete
example, I will proceed to direct the
students to focus on the classroom
walls, floor, and ceiling for a
moment. I will ask them to please
make a conjecture about what is
“going on” at each corner of the
room. Next, I will discuss with them
the idea that at every corner in the
room, planes are intersecting. Down
the length of the walls or along the
ceiling line at each corner, a line
can represent the intersection. At
each top or bottom corner in the
room, a point can represent the
intersection. (Instruction time
thus far 20 minutes) Transition.
Before moving on to the
explanation of the term coplanar,
I will ask students to get out their
math journals and take ten
minutes to reflect on space, lines,
planes, and points. They will be
asked to write in their own words
how they are all connected. (I
will not allow them to use their
book or notes) This exercise is
meant to help all students
understand the lesson, but especially
those students who have
Intrapersonal and Existential
Intelligences. This exercise will also
count toward the students’ class
participation grades. It will be an
informal assessment to be graded in
the same manner as mentioned in
Lesson 1. (Time allotted for
independent study: 10 minutes)
Next, I will help students list all
the possibilities for naming a line
with multiple points contained in
the line and for naming a plane
with multiple points contained in
that plane. (Again see notes/
examples included at the end of
this lesson). Then, we will
discuss together how to
determine if points are coplanar.
In order to be considered
coplanar, all points listed must lie
on the same plane. (5 minutes)
Transition: Group work. I will
place students into 4 or 5 small
groups and give each group 2
sheets of different colored
construction paper, a pair of
scissors, and some tape. The
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Geometry CP Unit 1 Lesson Plans
goal will be to make a model of
planes M and N that intersect in
line AB. Point C will lie in M, but
not in N. Point D lies in N, but
not in M. Point E lies in both M
and N. I will give them directions
on how to construct the model.
1st: Label one sheet of paper M
and the other as N. Hold the two
sheet of paper together and cut a
slit halfway through both. 2nd
Turn the papers so that the two
slits meet and insert one sheet
into the slit of the other sheet.
Use tape to hold the two sheets
together. 3rd, The line where the
two sheets meet should be
labeled line AB. Draw the line
and label the points A and B.
From there we will draw other
points and answer questions
regarding how some points can
be on one plane or the other.
Also, if a point is on the line of
intersection, then that point is on
both planes. (Time allotted for
group work: 10-15 minutes)
Closure: Transition: Students
will quickly and quietly return their
desks to our normal arrangement
and take their seats. I will
answer any questions and then
tell students that there will be a
short, 10 question quiz on
lessons 1 and 2 the next day. I
will review some of the topics
discussed in lesson one as well.
Lesson 3
Daily Objective: Students will be
able to solve problems by using
formulas and find maximum area
of a rectangle for a given
perimeter.
Hook: This lesson focuses on
maximizing area of a rectangle,
so I will draw students in by
having different pictures I haven
taken with my digital camera
laying on the work table as they
come in.
I will also have
displayed
my camera
and printer dock. Written on the
board will be the question: “What is
different about these 3 pictures?
What is the same? What shape is
represented by a photograph?”
Instruction: After everyone has had
a chance to look at the pictures and
contemplate my questions, we’ll
begin by discussing the basic
shape of a photograph: A
rectangle. The pictures are all of
the same object (the computer at
my desk), but each one is taken
from a different zoom level. The
photograph approach will
hopefully reach out to the
students who have Visual/Spatial
Intelligences. I could then ask,
“Based on what we know about the
dimensions of my computer and
desk, could we compare the areas
shown in each picture?” While
students ponder this question, I will
go into the 4-step problem-solving
plan that could be used to solve
almost any problem. (Smart board
display of the 4 steps will be used for
this explanation) Next, I’ll explain
that in order to solve the problem
I’ve presented with my photographs,
we’ll need to know the area formula
for a rectangle. I can allow time
here for someone to give me the
area formula.
A = lw, where l represents the
length of the rectangle, and w
represents the width of the
rectangle. Transition: I will then
divide the class into 3 groups,
each group will be given 1
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Geometry CP Unit 1 Lesson Plans
photograph each. One group at a
time will gather around my desk and
we will measure the length and
width of what’s shown in each
picture. After each group has
measured it’s picture, we will all
return quietly to our seats so that we
can calculate and compare the
areas of the pictures. I will
explain how the picture that was
taken with the closest zoom level
will have the smallest area. I will
let the students form conjectures
about the other two photographs.
The introduction of how perimeter
is involved in maximizing area will
occur next. The formula for
perimeter will be written on the
board. P = 2l + 2w. I’ll ask, “Why
is this formula relevant?” Here’s an
example, if we know the total
number of 1 foot sections that we
have to make a rectangular fence for
our pet, then that number
represents perimeter. However,
there could be multiple
possibilities for forming
rectangles that would make the
perimeter formula true. So we
can calculate the area for each
possibility and the largest area
would be the maximum;
furthermore, we should use the
appropriate length and width for
this possibility when building the
fence. I will do such an example
for the students (see notes/
examples included at end of
lesson 3). Another way to find
the maximum area is graphically,
I will show the students that we
can form a table for width and
Area only, and we can graph the
ordered pairs (w, A), the highest
point would represent the
maximum area (y-coordinate).
Time allotted thus far 30 minutes.
Students will then be asked to
clear their desks as I will give a
formal assessment as previously
mentioned. 10 question quiz.
Students will have the remainder
of the class to complete it. (25
minutes)
Closure: The quiz will take the
remainder of the class, so for this
particular lesson there will not be
a formal closure. I will review
lesson 3 at the beginning of
lesson 4.
Grading scale for the quiz:
Total possible score: 100
Section I: 1-4, 5 points each
Section II: 5-6, 10 points each
Section III: 7-8, 10 points each
Section IV: 9, 20 points
Section V: 10, 20 points
Lesson 4
Daily Objective: Students will be
able to find the distance between
two points on a number line and
between two points on a
coordinate plane, and use the
Pythagorean Theorem to find the
measurement of a hypotenuse of
a right triangle.
Hook: Have written on the board as
students enter, “What is the idea of
betweenness of points?” Students
should begin to imagine a line
segment with three or more points.
Instruction: I will begin by
reviewing the key points from
lesson 3. (5-10 minutes) To start
the new lesson, I will describe a
few situations in which distance is
appropriate. For example if we
need to know how many feet
there area between the door and
my desk, we could measure that
distance. Then I will ask students
to please take notes from the
board. We will discuss the idea
of betweenness, and then
associate that with the measure
of a line segment, or distance
from one point to another point.
The Ruler Postulate will help
further our associations and help
students to understand that
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Geometry CP Unit 1 Lesson Plans
distance is always a positive
measurement, no matter what the
situation. (See Ruler Postulate in
notes included at end of lesson).
Transition: I will put several
examples of points on a number
line on the board and call on a
few students to come up and
calculate the distance between
points either by counting the units
between them or using absolute
value of the difference between
two points. Another important
concept is the Segment Addition
Postulate. If a point is between
two other points on a line
segment, then the larger segment
can be broken down into two
smaller segments. So, by adding
the measure of the two smaller
segments together, the result or
sum is the measure (or distance)
of the larger segment. (An
example of the segment addition
postulate with algebraic
incorporation is included in the
notes as well.). I will then explain
that when a line segment that can
be drawn on a coordinate plane,
the Pythagorean Theorem can be
used to calculate the measure of
the segment. Most students
should have already been
exposed to the Pythagorean
Theorem, but I will define the
theorem in detail if any student
does not remember it. This
theorem applies to a situation
where a right triangle can be
drawn. If you know the measure
of at least two sides of the right
triangle, then the third side (or
missing side) can be calculated
with the following formula:
a2 + b2 = c2 . I will have an
example of using the
Pythagorean Theorem on the
board for students to work
through with me as I go. The final
approach to distance is in this
lesson is given by the actual
distance formula, distance equals
the square root of the sum of the
difference in x-values squared
and the difference in y-values
squared. I will let students know
that for now, to use this formula
they will be given the coordinates
of the two points for which
distance is asked for. I will briefly
show them that using algebra,
they could solve for a missing
coordinate. (Time allotted for
instruction: 25
minutes)
Transition: Informal Assessment.
Students will be placed in their
usual group of 3-4. Each person
will get a blank sheet of paper, a
compass, and a
straightedge. I will give them
instructions (written on the board)
for how to construct a line
segment congruent to another
line segment with the materials I
have provided for them. I will
give students a chance to read
the directions and ask any
questions before they begin.
While they are working I will
check for participation and grade
as I have previously mentioned.
If a student is participating, a
check will go beside his/her
name. If not, then 5 points will be
deducted from their current class
participation grade. If I notice
that at this point some of their
class participation grades are
becoming drastically lowered,
then I will remind them that this
counts toward their nine-weeks
average. (Time allotted for
groupwork: 10 minutes)
Directions:
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Geometry CP Unit 1 Lesson Plans
1. Draw a line segment.
Label its endpoints X and Y
respectively.
2. Elsewhere on your
paper, draw a line and one point
on that line. Label that point P.
3. Place your compass at
point X and adjust the setting so
that the pencil is at point Y.
4. Using the same
setting, place the compass at
point P and draw an arc that
intersects the line. Label the
point of intersection Q.
The conclusion of their
constructed segment should be
that its measure is the same as
the measure of segment XY.
Closure: Transition: I will ask
students to quickly return
themselves and their desks back
to normal. I will give a summary
of the 4 ways we learned to
calculate distance or measure
between points. (Time allotted
for closure: 5 minutes)
Lesson 5
Daily Objective: Students will be
able to find the midpoint of a
segment, and complete proofs
involving segment theorems.
Hook: As students enter, I will
hand each of them a blank sheet
of paper. On the board will be
the following directions:
1. Draw points A and B
anywhere on your sheet of paper.
Draw a line to connect the points
forming a line segment.
2. Fold the sheet of paper
so that the endpoints lie on top of
one another.
3. Now as you unfold the
paper put a point on the line
segment where you can see the
crease in the paper and label it C.
Instruction: The directions should
be easily understandable and
students should follow the
instructions pretty quickly. (only
5 minutes will be allowed for this
exercise)..After time is called, I
will begin again with notes on the
board. First will be the definition
of Midpoint. The idea of a
midpoint is to create two equal
halves of a line segment. There
are two ways to calculate
midpoint. If you are given 2 points
of a segment on a number line, then
the midpoint can be found by taking
half of the sum of the endpoints. In
a coordinate plane, the coordinates
of the midpoint of a segment are
found by taking the average of the x
–values of the endpoints and the
average of the y-values of the
endpoints. I will perform a few
examples illustrating these two
formulas. The other main term in
this lesson is segment bisector. I
will tell students as they follow
along with my notes that any
segment, line, or plane that
intersects a segment at its
midpoint is called a segment
bisector. (Time allowed for
instruction thus far: 25 minutes)
Transition: To illustrate further
this concept we will move into
groups, but these groups will be
different than normal. I will
reassign new groups for today
only. Once again students will be
using a compass and
straightedge. This time they will
bisect a segment.
Directions and Conclusion of this
exercise will be as follows:
1. Draw a segment and
label it XY.
2. Place the compass at
point X. Adjust the compass so that
its width is greater that ½ of segment
XY.
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Geometry CP Unit 1 Lesson Plans
3. Draw arcs above and
below segment XY.
4. Using the same
compass setting, place the
compass at point Y and draw
arcs above and below segment
XY so that they intersect the arcs
previously drawn. Label the
points of the intersection of the
arcs as P and Q.
5. Use a straightedge to
draw line segment PQ. Label the
point where it intersects segment
XY as point M.
Conclusion: Point M is the
midpoint of segment XY, and
segment PQ is a bisector of XY.
Also, XM = MY= ½ XY.
This exercise will not be formally
assessed. (Time allowed for
groupwork: 10 minutes)
Transition: Everyone will be
asked to return desks to normal
and to keep out their notes for
Lessons 3 and 4. An open notes
pop-quiz will be given next.
Formal Assessment.
Grading for Quiz:
10 questions, total possible grade
of 100. Each question is work 10
points. Time allowed for quiz 25
minutes
Closure: As students take their
pop quiz I will give back their
other graded quizzes along with a
handout on paragraph proofs. I
will review midpoint at the
beginning of Lesson 6.
Lesson 6
Daily Objective: Students will be
able to identify and classify
angles, use the Angle Addition
Postulate to find measures of
angles, and identify and use
congruent angles and the
bisector of an angle.
Hook: I will have displayed in the
room a picture showing the
Japanese art of Ikebana that I
would have had to borrow from a
friend. Written on the board will be
“What does the concept of exploring
angles have to do with this picture?”
Instruction: Before I begin my
lecture on angles, I will ask
students if they have any
questions regarding midpoint or
the handout on paragraph proofs
from the previous day. If so, I
may have to adjust my time
allowance for this lesson. If not,
the following layout should be
appropriate. (Allow 5-10
minutes) I will then give a brief
history of the Japanese art of
Ikebana, a name given to a
picture that shows great
appreciation of nature,
incorporating flowers and
branches. When creating an
arrangement, an angle of a
specific size determines the
placement of each branch or
flower. Now that I have their
attention, I will explain how an
angle is formed by two rays. I will
then proceed to put notes up on
the board. We will then define
opposite rays. If you choose any
point on a line, that point will
determine and become the vertex
of opposite rays. An angle is
formed by two noncollinear rays
with a common endpoint. The
two rays are called the sides of
the angle, and the common
endpoint is called the vertex of
the
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Geometry CP Unit 1 Lesson Plans
angle. Like other geometric
representations (lines and
planes), there is more than one
way to name an angle. (Please
refer to notes at end of lesson for
drawings of these) Next, I will tell
students that when letters are
used to name an angle, the letter
that names the vertex is used
either as the only letter or as the
middle of three letters. The
concept of interior and exterior
should be fairly easy for most
students to comprehend. I will
draw on the board with colored
markers a picture representing
this concept. An angle separates
a plane into three parts, the
interior of the angle, the exterior
of the angle, and the angle itself.
If a point does not lie on the
angle, but it does lie on a
segment whose endpoints are on
the sides of the angle, then that
point is in the interior of the
angle. Neither of the endpoints
of the segment can be the vertex
of the angle. Ask students why
they think this is so. Also, ask
someone to give me a unit of
measurement for angles. Degrees.
I’ll explain what a protractor is and
how to use it. The center point of
the protractor is placed over the
vertex, then one side is aligned with
the mark labeled 0. Then, we can
move into the Angle Addition
Postulate. I’ll let someone recall the
segment addition postulate and see if
someone can form a conjecture
regarding the new postulate. All
students should know the definitions
of a right, acute, and obtuse
angle so I will briefly touch on
these but will not do examples.
Right angle-90 degrees. Acute
angle- less than 90 degrees.
Obtuse angle- greater than 90
degrees. I will then go into the
topic of congruent angles, which
like congruent segments, are
angles with the same measure.
The last term mentioned in this
lesson will be angle bisector. An
angle bisector divides and angle
into two congruent angles. At
this point, students should really
see the similarities in the terms
used to describe segments and
angles. (Time allotted for
instruction: 25 minutes)
Transition: Students will move to
their original groups of 3-4 and be
prepared to construct congruent
angles by constructing an angle
bisector.
Directions to be written on board:
1. Draw an acute angle A
on your paper.
2. Put your compass at
point A and draw a large arc that
intersects both sides of the angle.
Label the points of intersection B
and C.
3. With the compass at
point B, draw a small arc in the
interior of the angle
4. Keeping the same
compass setting, place the
compass at point C and draw
another small arc that will
intersect the arc drawn in step 3.
Label the point of intersection D.
5. Draw ray AD
Conclusion: By construction, ray
AD is the bisector of angle BAC,
the measure of angle BAD is
equal to the measure of angle
DAC. Therefore Angle BAD is
congruent to angle DAC.
This groupwork will be given the
usual class participation
assessment. (Allowable time for
this exercise: 10 minutes)
Closure: Transition: Students
will return to their seats. I will
allow time at the end to review all
terms discussed in this lesson. I
would also like students to ask
questions regarding any lesson
thus far in the Unit. If there is
class time left after questions,
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Geometry CP Unit 1 Lesson Plans
students will be asked to reflect
on this unit in their math journals
until class is dismissed. (Time
allotted 10 minutes)
Lesson 7
Daily Objective: Students will be
able to identify and use adjacent,
vertical, and linear pairs of angles
and perpendicular lines.
Students should also be able to
determine what information
cannot be assumed from a
diagram.
Hook: I will have written on the
board, “What could a geophysicists
do to incorporate angle relationships.
Instruction: Explain to students
that Geophysicists study the way
that the continents and seas have
been formed. In order to do this
accurately, they measure the strike
and dip of the area of a section of the
earth’s crust.
The dip of the plane is the angle that
the
plane makes with a horizontal line
that is perpendicular to the strike.
The strike of a plane is the
compass direction of a horizontal
line on the plane. I will then
introduce (or re-introduce for
students who have already seen)
perpendicular lines.
Perpendicular lines are special
intersecting lines that form right
angles. I will also remind
students that not all intersecting
lines are perpendicular lines.
When any two lines intersect,
they form 4 angles. Certain pairs
of these angles have special
names used to describe the
relationship between these pairs.
3 such relationships are as
follows. (At this point students
who have not already will be
asked to begin taking notes from
the overhead) Adjacent angles
are angles in the same plane that
have a common vertex and a
common side, but no common
interior points. Vertical angles
are two nonadjacent angles
formed by two intersecting lines.
A linear pair consists of adjacent
angles whose noncommon sides
are opposite rays. (An illustration
can be seen on the notes that
follow) I will tell students that
Vertical angles are congruent and
the sum of their measures is 180
degrees. Next we will do and
example that incorporates
algebraic expressions that
represent angle measurements.
(See notes: Allowed instructional
time: 25 minutes). Transition:
For this exercise students will be
paired with a partner only. No
groups today. With the usual
materials required, a compass
and straightedge, students will be
asked to construct perpendicular
lines.
Directions will be put on board:
1. Draw a line AB, recall
how to construct the midpoint, do
so, and then label the midpoint C.
2. Open the compass to a
setting greater than AC. Put the
Page 12
Geometry CP Unit 1 Lesson Plans
compass at point A and draw and
arc above the line.
3. Using the same
compass setting as in Step 2,
place the compass at point B and
draw an arc intersecting the arc
previously drawn. Label the point
of intersection D.
4. Use a straightedge to
draw line CD.
Conclusion: By construction, line
CD is perpendicular
to line AB at point C
Assessment: A class
participation assessment will be
conducted during this exercise.
(Time allowed for exercise: 15-
20 minutes)
Closure: Transition: Students
will be asked to quietly return to
their seats for an overview of the
terms describing angle
relationships. Remind students
that the next lesson will conclude
the unit and a unit review will be
conducted to informally assess
how well the students know the
content and applications
presented in the unit. I will also
hand back out the open-notes
pop-quiz that I have graded. (10-
15 minutes)
Lesson 8
Daily Objective: Students will be
able to identify and use formulas
for supplementary and
complementary angles.
Hook: Continuation Hook from
previous lesson. As students
enter, have them start looking for
5 examples of perpendicular lines
in the classroom. Can they prove
they are perpendicular.
Instruction: Students will be
asked to explain some of the
examples of perpendicular lines
they found in the classroom.
Explain that my husband was a
welder and he used Geometry
and angle relationships all the
time.
Define supplementary and
complementary angles.
Supplementary angles are angles
whose measures have a sum of
180 degrees. Complementary
angles have a sum of 90
degrees. (They form a right
angle). Tell students to write this
down and repeat the definitions,
(auditory learners) because there
will be no notes placed on the
overhead for this lesson. Once
again, incorporate algebraic
expressions into an example
involving supplementary and
complementary angles. Ask if
there are any questions regarding
angles and their relationships.
(instructional time allowed: 25
minutes)
Closure: Students will be taking
a Unit Test the following day so
we will go back to our notes for
lesson one and I will go through
and recap for the students every
important term they need to
understand. I will also do any
examples that they aren’t clear
about. (Time allowed for review:
30 minutes)