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Westside High School 2014-2015 Geometry Prep: Unit 5: Special Segments and Inequalities Stage 1 – Desired Results TEKS/SEs: G.2.B 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 G.3.B construct and justify statements about geometric figures and their properties G.4.A select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems G.5.A use numeric and geometric patterns to develop algebraic expressions representing geometric properties G.7.C derive and use formulas involving length, slope, and midpoint Enduring Understandings: Essential Question(s): Student objectives (outcomes): Students will be able How does SWBAT: to evaluate interior understanding and exterior angle postulates help us sums of triangles. solve geometric Students can problems? determine class of How does the ability to triangle by angle size prove angle and and side length. segment length relate Students can to the world around describe the us? properties used to solve algebraic equations. Students can determine triangle congruence Stage 2 – Assessment Evidence Performance Task(s) and Other Evidence: Formative SO 4.1 SO 4.7 SO 4.2-6 Exit Ticket Math Quick Write Warm-up quiz Summative (Attach copy) Quiz 5.2 Quiz 5.1 Unit 5 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: 10.29.14 & 10.30.14 Day 2: 10.31.14 Day 3: 11.03.14 Day 4: 11.04.14 Day 5: 11.05.14 & 11.06.14 Day 6: 11.07.14 5.2/5.3/5.4 Altitude, Median, Angle Bisector, and Perpendicular Bisector HW-5.2,3,4 Practice 5.1 Midsegment Theorem Quiz – 5.2,3,4 HW – 5.1 Practice 5.5 Use Inequalities in a Triangle HW – Practice 5.5 Spiral Day – Make Up Day Review for Test #6 Test #6