Westside High School Lesson Plan
Teacher Name:
Garrett, Shannen
Unit Name and #:
Unit 2:
Parallel and
Perpendicular Lines
Unit 3: Triangle
Properties and
Congruence
Course:
Geometry MOD B
Dates:
Feb 23 – Feb 27, 2015
What are we learning?
Daily Objective:
Students will construct a line parallel to a given line, through a point not on the given line.
Students will construct a line perpendicular to a given line, through a point on the given line.
TEKS/AP/Standards:
Ⓢ GEOM.9A Formulate and test conjectures about the properties of parallel and
perpendicular lines based on explorations and concrete models, recognizing when two lines
are parallel, perpendicular, skew, or intersecting.
How will we learn it?
Monday
Learning Activities:
Graphing Parallel and Perpendicular Lines PPT
Graphing Parallel and Perpendicular Lines Worksheet
How will we tell if we’re learning it correctly?
Assessment Methods:
Teacher observation
Checks for Understanding:
Teacher observation
What do I need to be successful?
Materials: Calculators, graphs, computer, worksheet
What do I need to do before next class?
Follow Up/HW: Slope of Parallel and Perpendicular Lines
What are we learning?
Daily Objective:
 Students will be able to determine the definition of similarity.
 Students will be able to determine the definition of congruency.
 Students will be able to determine the requirements for similarity.
 Students will be able to determine the requirements for congruency
TEKS/AP/Standards:
Ⓡ GEOM.2B Make conjectures about angles, lines, polygons, circles, and three-dimensional
figures and determine the validity of the conjectures, choosing from a variety of approaches
such as coordinate, transformational, or axiomatic.
Ⓢ GEOM.3D Use inductive reasoning by collecting information and finding patterns to formulate
conjectures.
Ⓢ GEOM.3E Use deductive reasoning to prove a statement.
Tuesday
How will we learn it?
Learning Activities:

Classifying Geometric Shapes and Objects Pre-Assessment
o Students will sort cards using properties and characteristics of figures and
objects on their cards and will record their sorting on a table
How will we tell if we’re learning it correctly?
Assessment Methods:
Teacher observation
Checks for Understanding:
Teacher observation
Students will share with another person
What do I need to be successful?
Materials: Calculators, graphs, computer,
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective:
 Students will be able to determine the definition of similarity.
 Students will be able to determine the definition of congruency.
 Students will be able to determine the requirements for similarity.
 Students will be able to determine the requirements for congruency
TEKS/AP/Standards:
Ⓡ GEOM.2B Make conjectures about angles, lines, polygons, circles, and three-dimensional
figures and determine the validity of the conjectures, choosing from a variety of approaches
such as coordinate, transformational, or axiomatic.
Ⓢ GEOM.3D Use inductive reasoning by collecting information and finding patterns to formulate
conjectures.
Ⓢ GEOM.3E Use deductive reasoning to prove a statement.
How will we learn it?
Wed/Thur
Learning Activities:



Using geoboards or dot paper, students will create as many congruent shapes as
possible
Using geoboards of dot paper, students will create as many noncongruent shapes as
possible
CatchUp Math
How will we tell if we’re learning it correctly?
Assessment Methods:
Teacher observation
Checks for Understanding:
Teacher observation
Student sharing
What do I need to be successful?
Materials: Geoboards, dot paper, pencils, math journals, straight-edge, rulers, protractors
What do I need to before next class?
Follow Up/HW:
What are we learning?
Daily Objective:
 Students will be able to determine the definition of similarity.
 Students will be able to determine the definition of congruency.
 Students will be able to determine the requirements for similarity.
 Students will be able to determine the requirements for congruency
TEKS/AP/Standards:
Ⓡ GEOM.2B Make conjectures about angles, lines, polygons, circles, and three-dimensional
figures and determine the validity of the conjectures, choosing from a variety of approaches
such as coordinate, transformational, or axiomatic.
Ⓢ GEOM.3D Use inductive reasoning by collecting information and finding patterns to formulate
Friday
conjectures.
Ⓢ GEOM.3E Use deductive reasoning to prove a statement.
How will we learn it?
Learning Activities:
Diagonals of Quadrilaterals
How will we tell if we’re learning it correctly?
Assessment Methods: Group work – students make and list conjectures about the diagonals
of different quadrilaterals. Students will share out.
Checks for Understanding: Teacher Observation, student discussion, math journal
What do I need to be successful?
Materials: Math journal, straight-edge, rulers, protractors
What do I need to before next class?
Follow Up/HW: