Name: Andrea Sisk
Date: 10-6-14
WOODLAND HILLS SECONDARY
LESSON PLANS
Content Area: Geometry
Length of Lesson: 16 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Reasoning and Proof
Big Ideas:
M11.A.3.1 Apply the order of operations in
computation and in problem-solving situations.
M11.D.1.1 Analyze and/or use patterns or relations.
G.1.3.2 Write formal proofs and/or use logic
statements to construct or validate arguments.
G.1.3.1 Use properties of congruence,
correspondence and similarity in problem-solving
settings involving two- and three-dimensional
figures.
CC.2.2.HS.D.8 Apply inverse operations to solve
equations or formulas for a given variable.
CC.2.2.HS.D.9 Use reasoning to solve equations and
justify the solution method.
CC.2.2.HS.C.6 Interpret functions in terms of the
situations they model.
Understanding Goals (Concepts):
Students will understand the methods of
reasoning and learn to apply those methods to
geometry. They make conjectures. They also
analyze conditional statements and write related
conditionals. The terms postulates and theorem
are introduced. Algebraic properties of equality
are applied to geometry, enabling students to
write informal proofs proving segment and angle
relationships.
Student Objectives (Competencies/Outcomes):
1. Make conjectures based on inductive reasoning.
Find counterexamples.
2. Analyze statements in if-then form. Write the
converse, inverse, and contra positive of if-then
statements.
3. Use deductive reasoning to solve a logic problem
(Law of Detachment and Law of Syllogism).
4. Use algebra to write two column proofs.
Essential Questions:
•Can you create conjectures about school rules or
activities? Can you find counterexamples to those
conjectures?
•What are the differences between converses,
inverses, and contrapositives in conditional
statements?
•How are the Laws of Detachment and Syllogism
used?
•What are the parts and steps to writing an
algebraic proof?
Vocabulary:
Conjecture, inductive reasoning, counterexample,
conditional statement, if-then statement,
hypothesis, conclusion, related conditionals,
converse, inverse, contrapositive, deductive
reasoning, Law of Detachment, Law of Syllogism,
deductive argument, two-column proof
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Formative Assessments:
Students will actively participate in guided and independent practice, activities, Pre-assessments, open-ended higher-order-thinking questions, think-pairand group work.
share, graphic organizers, do nows, observation of guided and independent
Also, students will demonstrate adequate understanding via various quizzes,
writing assignment, and an end-of-chapter test.
Materials and Resources:
Textbook, notes, proof builder worksheet
Assignments
Procedures
Instructional Procedures*:
Monday
Date: 10/6
Day: A
 “Do Now” – Make a
conjecture based on a
statement.
 “Mini Lesson” –
Conditional Statements
2.3 Day 1
 “Guided Practice” –
Analyze statements in ifthen form.
 “Independent Practice”
– Students will identify a
hypothesis and
conclusion, write a
conditional in if-then
form, and determine the
truth values of
conditionals.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”
2.3 Day 1 – p. 78-79 #16-39
Tuesday
Date: 10/7
Day: B
 “Do Now” – Write a
statement in if-then
form.
 “Mini Lesson” –
Conditional Statements
2.3 Day 2
 “Guided Practice” –
Write the converse,
inverse, and
contrapositive of if-then
statements.
 “Independent Practice”
– Students will write and
determine the truth
values of related
conditionals (converse,
inverse, contrapositive).
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”
2.3 Day 2 – p. 79 #40, 41, 43,
45-48
practice, brief in-class writing prompts
STAGE III – LEARNING PLAN
Interventions:
Flexible grouping, students will be encouraged to attend Math Lab and College
and Career Access Center tutoring.
Wednesday
Date: 10/8
Day: A
 “Do Now” – Write the
converse, inverse, and
contrapositive of a
statement.
 “Mini Lesson” –
Deductive Reasoning 2.4
 “Guided Practice” – Use
deductive reasoning to
solve a logic problem.
 “Independent Practice”
– Students will
determine and analyze
valid conclusions from
one or two conditionals.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”
2.4 – p. 85 #12-29
Thursday
Date: 10/9
Day: B
 “Do Now” – Solve an
algebraic equation.
Show and explain your
work.
 “Mini Lesson” –
Algebraic Proofs 2.6 Day
1
 “Guided Practice” – Use
algebra to write a twocolumn proof.
 “Independent Practice”
– Students will verify
algebraic relationships
and write two-column
proofs.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”
2.6 Day 1 – p. 97 #2-10, 2429
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections
Friday
Date: 10/10
Day: A
 “Do Now” – Describe
what you learned this
week in at least 5 lines.
 “Mini Lesson” –
Algebraic Proofs 2.6 Day
2
 “Guided Practice” – Use
algebra to write a twocolumn proof.
 “Independent Practice”
– Students will write
two-column proofs.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”
2.6 Day 2 – p. 97 #14-19, 30,
31, 37, 38