Date:
September 16, 2014
Lesson Focus:
Unit Name:
Objectives:
Introduction to Geometry
Geometry Foundations with Algebraic Expressions
Students explore geometry topics in connections with algebraic
expressions and equations.
GEOM.7A: Use one- and two-dimensional coordinate systems to
represent points, lines, rays, line segments, and figures.
TEKS Standards:
Key Vocabulary: What key terms will my students need to understand?
N/A
Assessment Plan:
Student – Teacher Interaction
Lesson Cycle:
Engage and Connect: How will I engage my students in learning? How
will I lead my students to mastery?
The teacher/students will…
The teacher will project a slide of Kandinsky’s Composition VIII on the
board; students will look at the picture and list as many geometrical
objects as they can find in it.
Introduce New Learning
The teacher will (I do)…
_5__min
Materials:
laptop, LCD
projector
_10__min
Materials:
Laptop, LCD
We start off going over the concept of an undefined term. “Have you
Projector
ever come across a word you didn’t know and looked up its meaning in
the dictionary? However, in that definition, there was another word you
didn’t know? When you looked up that one, the same thing happened. If
you continued the process, eventually, you would get to a word that
doesn’t have a specific definition, but can be understood in context, like
the word, ‘the.’’ I use this example to help students relate to a word not
having a definition. The three terms, point, line, and plane, are building
blocks for understanding geometry and can be used to define other
geometric terms.
http://betterlesson.com/lesson/408718/what-is-geometry
Guided Practice:
The teacher/students will…(I do/you do)
_20__min
Materials:
Laptop, LCD
Projector,
PPT,
Dropbox,
First, second and third tab, students draw a point, line and plane,
example of a
respectively. We discuss the characteristics of a good representation of a three-tab
foldable to
point, line and plane.
demonstrate
Students write “Point,” “Line,” and “Plane” on the top inside section of
for students
each tab. On the bottom section, students write a description of each
how to
make them,
term. Students are usually able to come up with their own descriptions
colored
based on prior knowledge. We go over their descriptions and add
paper
anything they may have left out.
In this section, students will create a graphic organizer to explain the
“undefined terms.” We then create a three-tab graphic organizer. On
the
Independent Practice:
The students will…(You do)
_20_min
Materials:
In this part of the lesson, students will read a passage, “What is
Geometry?” from the book, Timed Reading in Mathematics: Book 3 by
Glencoe/McGraw-Hill. This passage gives a good introduction to
Geometry. After they read, students answer reading comprehension
questions.
When the students finish answering the questions, we go over them. I
choose a student to read the question and their answer. Then we discuss
the validity of their answers. Another way to go over the answers is to
have the students write the letter of their answer on a mini-whiteboard.
By using the whiteboards, I am able to see each of the students’
responses.
Exit Ticket:
What is Euclidean Geometry?
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I
group my students?
Varied sources of problems, difficulty levels, open-ended questions
Accommodations/Modifications:
Zoom text, large print, read aloud. Use of multiple formats to present material and
gauge student understanding.
Homework:
Students will be asked to solve the following problems for homework:
N/A