Westside High School 2014-2015
Geometry Prep: Unit 2: Reasoning and Proof
Stage 1 – Desired Results
TEKS/SEs:
 G.7.A use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and
figures; Supporting Standard
 G.7.C [derive and] use formulas involving length, slope, and midpoint. Readiness Standard
 G.5.B use numeric and geometric patterns to make generalizations about geometric properties, including
properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles;
Supporting Standard
 G.5.A use numeric and geometric patterns to develop algebraic expressions representing geometric
properties; Readiness Standard
 G.2.A use constructions to explore attributes of geometric figures and to make conjectures about geometric
relationships; and Supporting Standard
 G.1.C compare and contrast the structures and implications of Euclidean and non-Euclidean geometries.
Supporting
 G.1.A Develops an awareness of the structure of a mathematical system, connecting definitions, postulates,
logical reasoning, and theorems. Supporting Standard
Enduring Understandings:
 Students will be able
to analyze
conditional
statements and
rewrite them in
carious forms
 Students can use
deductive reasoning
to review logic
statements
 Students can
describe the
properties used to
solve algebraic
equations.
Essential Question(s):
Student objectives (outcomes):
 Explain how changed
SWBAT:
in the conditional

statement effect the
real world application
 How can
understanding logic
help you in your life
choices?
 How does
understanding
postulates help us
solve geometric
problems?
 How does the ability to
prove angle and
segment length relate
to the world around
us?
Stage 2 – Assessment Evidence
Performance Task(s) and Other Evidence:
Formative
SO2.2
SO 2.5
Exit Ticket
Math Quick Write
Summative (Attach copy)
Quiz 2.1, Quiz 2.2, section on Unit 3 Exam
Quiz 2.2, section on Unit 3 Exam
Stage 3 – Learning Plan
DIFFERENTIATION (I-3) There are several ways to individualize instruction for your students
How will I scaffold and/or accelerate learning? For whom? How will I group my students?
SCAFFOLD: Will not start the differentiation process until beginning of 3 rd week of school when 2 exit tickets and a
quiz has been gathered.
ACCELERATE: There will always be extension puzzles; challenges question cards, and worksheets accessible to
my faster learners. Also enlisting them in the anchor chart making process or helping other students will also
increase the rigor because being able to teach or explain a concept to another person demonstrates true mastery of
an objective.
GROUP: Exit ticket scores will dictate what needs to be retaught whole group or small group. Will try to start pulling
small groups on block days, buts if not conducive with planning, will circulate during independent practice time to
my Tier 3 students and also pull them from small group tutorials during lunch.
Day 1:
9.22.14
Day 2:
9.23.14
Day 3:
9.24.14 &
9.25.14
Day 4:
9.26.14
Day 5:
9.29.14
Day 6:
9.30.14
Day 7:
10.1.14
10.2.14
Day 8:
10.3.14
3.1 – Identifying Pairs of Lines and Angles
HW- WS 3.1
3.1 – Identifying Pairs of Lines and Angles
HW- WS 3.1
3.2 – Use of Parallel Lines and Transversals
 Do First (10 min)
o Essential Question Post-it Notes
 Stations!!!
 Students will participate in rotating stations to prepare for assessment and preview Unit 3
material
o Slope Station
o Combining Like Terms Station
o Isolating the variable station
o Order of Operations Station
o Conditional Statement Station
o Reason Using Properties from Algebra
Homework: Review WS 3.2 and 3.2 B, HW from the week
Quiz/Spiral Day
Students will demonstrate mastery on Unit 2 skills via Unit 2 Extended Quiz
Students will also have an Algebra Basic Skills Section on Extended Quiz to spiral in important
Algebra skills
Review – Test #3
Warm Up Quiz 3.1-3.2
Test #3
3.4 Slope, Slope of Parallel & Perpendicular Lines
HW WS 3.4
Fall Holiday