Name: Andrea Sisk
Date: 9-29-14
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: 9/29
Day: B
 “Do Now” – Solve an
algebraic equation, and
explain your steps.
 “Mini Lesson” – Briefly
introduce Chapter 1
Drafting Project
 “Guided Practice” – N/A
 “Independent Practice”
– Students will finish
Chapter 1 Writing
Activity with partner.
– Students will begin
Chapter 1 Drafting
Project independently.
 “Formative Assessment”
– Observe students
during “Do Now” and
“Independent Practice”
No Homework
Tuesday
Date: 9/30
Day: A
 “Do Now” – N/A
 “Mini Lesson” – N/A
 “Guided Practice” – N/A
 “Independent Practice”
– Students will continue
working and/or
complete Chapter 1
Drafting Project
independently.
 “Formative Assessment”
– Observe students
during “Do Now” and
“Independent Practice”
Continue working on
Drafting Project
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: 10/1
Day: B
 “Do Now” – Determine
whether statements are
sometimes, always, or
never true, and provide
counter-examples.
 “Mini Lesson” – N/A
 “Guided Practice” – N/A
 “Independent Practice”
– Students will work in
groups to complete
Chapter 1 Word Wall
 “Formative Assessment”
– Observe students
during “Do Now” and
“Independent Practice”
No Homework
Thursday
Date: 10/2
Day: A
 “Do Now” – Students
will create a scenario for
which their partner will
have to continue the
pattern.
 “Mini Lesson” –
Inductive Reasoning and
Conjecture 2.1 Day 1
 “Guided Practice” –
Make a conjecture based
on inductive reasoning.
Find counterexamples.
 “Independent Practice”
– Students will find
patterns and make
conjectures, and find
counterexamples.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”
2-1 Day 1 – p. 63 #2, 4-9,
11-18, 26, 27, 3-, 43, 44
Friday
Date: 10/3
Day: B
 “Do Now” – Students
will complete the
algebraic tables on Page
4 of their notes, and
make conjectures about
the patterns that they
see.
 “Mini Lesson” –
Inductive Reasoning and
Conjecture 2.1 Day 2
 “Guided Practice” –
Make a conjecture based
on inductive reasoning
to find the nth term.
 “Independent Practice”
– Students will work on
finding rules for
sequences of integers.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”
No Homework
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections