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Geometry Lesson Plan

Geometry Lesson Plan. Susana Bravo. Why Projects?.

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Geometry Lesson Plan

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  1. Geometry Lesson Plan Susana Bravo

  2. Why Projects? • Project Based Learning is an approach to teaching that involves the use of projects and other hands on tools. It is an alternative to the traditional lecture format that has been long-established. Students are encouraged to participate through observation and inquiry of the projects as well as interact with fellow students and instructors. This type of learning captivates students and makes learning more enjoyable.

  3. Unit Summary • The Geometry Lesson Plan requires students to start giving lectures after the 4th week of class as I will be teaching the technology (Power Point) as well as the subject matter. • The students (four students per group) will prepare a 45 minute lecture along with Power Point slides and interactive examples. They will also be required to provide sample questions for those not lecturing. The class will complete the problems by the next day and the students who gave the presentation will explain the answers. Students will be able to grasp the information more thoroughly if they are required to teach it.

  4. Unit Summary (continued) • I will provide a link to the presentations so that students may study from them for upcoming exams. This part of the curriculum will comprise 20% of the students’ total grade. • The second part of Project Based Learning consists of a field trip to an area with a variety of architecture (Los Angeles) to demonstrate the different geometric shapes. Students would be required to make observations of the buildings as well as some calculations. I would expect a summary (one page) of what was learned a few days after the trip. This project will comprise 10% of the students’ total grade.

  5. Unit Objectives • The main objective of this lesson plan is for students to be able to understand geometry by both visual and hands on learning. • When presented with a geometric figure, students should be able to identify its properties as well as the formulas used to calculate measurements (area, volume etc.) • Students will also become proficient in technological programs (Power Point) as well as professional in giving presentations of the subject matter.

  6. Curriculum-Framing Questions • Essential Questions 1. Why do you think geometry is so important in our society? 2. What does being proficient in technology mean to you? • Unit Questions 1. What careers do you think you will use geometry in? 2. Why do you think the ability to present in front of an audience is important?

  7. Curriculum-Framing Questions (continued) • Content Questions 1. Can you list the basic geometric shapes and state their characteristics as well as the formulas used for their measurement? 2. Identify the basic theorems and prove them using the methods taught in class.

  8. Targeted Content Standards • 1.0 Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning. • 2.0 Students write geometric proofs, including proofs by contradiction.   • 3.0 Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement. • 4.0 Students prove basic theorems involving congruence and similarity.

  9. Targeted Content Standards (continued) • 5.0 Students prove that triangles are congruent or similar, and they are able to use the concept of corresponding parts of congruent triangles. • 6.0 Students know and are able to use the triangle inequality theorem. • 7.0 Students prove and use theorems involving the properties of parallel lines cut by a transversal, the properties of quadrilaterals, and the properties of circles. • 8.0 Students know, derive, and solve problems involving the perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures.

  10. Targeted Content Standards (continued) • 9.0 Students compute the volumes and surface areas of prisms, pyramids, cylinders, cones, and spheres; and students commit to memory the formulas for prisms, pyramids, and cylinders. • 10.0 Students compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms, and trapezoids. • 11.0 Students determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures and solids. • 12.0 Students find and use measures of sides and of interior and exterior angles of triangles and polygons to classify figures and solve problems.

  11. Targeted Content Standards (continued) • 13.0 Students prove relationships between angles in polygons by using properties of complementary, supplementary, vertical, and exterior angles. • 14.0 Students prove the Pythagorean theorem. • 15.0 Students use the Pythagorean theorem to determine distance and find missing lengths of sides of right triangles. • 16.0 Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.

  12. Targeted Content Standards (continued) • 17.0 Students prove theorems by using coordinate geometry, including the midpoint of a line segment, the distance formula, and various forms of equations of lines and circles. • 18.0 Students know the definitions of the basic trigonometric functions defined by the angles of a right triangle. They also know and are able to use elementary relationships between them. For example, tan(x) = sin(x)/cos(x), (sin(x))2 + (cos(x)) 2 = 1 • 19.0 Students use trigonometric functions to solve for an unknown length of a side of a right triangle, given an angle and a length of a side. • 20.0 Students know and are able to use angle and side relationships in problems with special right triangles, such as 30°, 60°, and 90° triangles and 45°, 45°, and 90° triangles.

  13. Targeted Content Standards (continued) • 21.0 Students prove and solve problems regarding relationships among chords, secants, tangents, inscribed angles, and inscribed and circumscribed polygons of circles. • 22.0 Students know the effect of rigid motions on figures in the coordinate plane and space, including rotations, translations, and reflections.

  14. Assessment • Before the school year begins, I will research the students’ background and grades as well as speak to their math teacher from the previous year. • I will identify any problem areas that a student may have and take that into consideration when constructing my lesson plan. • As the semester progresses I will review the students’ performance every 4 weeks to make sure that they are keeping up and absorbing the material.

  15. Project Summary • The Project-Based Geometry Lesson Plan will help students learn the subject matter in a new and innovative manner . • Students will be responsible for both creating their own lesson plan as well as presenting it in a clear and professional manner. • At the end of the year, the students will rate the lesson plan (as far as clarity and content) and give suggestions on how it can be improved.

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