Name: Andrea Sisk
Date: May 18, 2015
WOODLAND HILLS SECONDARY
LESSON PLANS
Content Area: Geometry
Length of Lesson: 10 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Quadrilaterals
Big Ideas:
Mathematical statements can be justified through
deductive and inductive reasoning and proof.
Numbers, measures, expressions, equations, and
inequalities cab represent mathematical situations
and structures in many equivalent forms.
Patterns exhibit relationships that can be extended,
described, and generalized.
Geometric relationships can be described,
analyzed, and classified based on spatial reasoning
and/or visualization.
Understanding Goals (Concepts):
Exploring quadrilaterals including interior and
exterior angles of polygons and properties of
quads and special quads. Recognize and apply
properties of parallelograms – extending that to
rectangles, rhombi, and squares, trapezoids and
coordinate proof of quads using properties
Student Objectives (Competencies/Outcomes):
1. Find the sum of the measures of the interior
angles of a polygon. Find the sum of the measures of
the exterior angles of a polygon.
2. Recognize and apply properties of the sides,
angles, and diagonals of a parallelogram.
3. Recognize the conditions that ensure a
quadrilateral is a parallelogram. Prove that a set of
points forms a parallelogram in the coordinate
plane.
4. Recognize and apply properties of rectangles.
Determine whether parallelograms are rectangles.
5. Recognize and apply the properties of rhombi.
6. Recognize and apply the properties of squares.
7. Recognize and apply the properties of trapezoids.
8. Solve problems involving the medians of
trapezoids.
9. Position and label quadrilaterals for use in
coordinate proofs.
10. Prove theorems using coordinate proofs.
Essential Questions:
How can you use coordinates and algebraic
techniques to represent, interpret, and verify
geometric relationships?
How do you use the ideas of direct and indirect
proof, and counter-examples to verify valid
conjectures and refute invalid conjectures?
How can patterns be used to describe relationships
in mathematical situations?
How can recognizing repetition or regularity assist
in solving problems more efficiently?
How are spatial relationships, including shape and
dimension, used to draw, construct, model, and
represent real situations or solve problems?
How can the application of the attributes of
geometric shapes support mathematical reasoning
and problem solving?
How can geometric properties and theorems be
used to describe, model, and analyze situations?
Vocabulary:
Quadrilateral, parallelogram, rectangle, rhombus,
square, trapezoid, isosceles trapezoid
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Formative Assessments:
Students will actively participate in mini-lessons, guided and independent
Pre-assessments, open-ended higher-order-thinking questions, think-pairpractice, activities (including authentic problem-solving tasks and vocabulary),
share, graphic organizers, do nows, observation of guided and independent
and group work. Also, students will demonstrate adequate understanding via
practice, brief in-class writing prompts
an end-of-chapter test and project.
STAGE III – LEARNING PLAN
Interventions:
Flexible grouping, students will be encouraged to attend Math Lab and College
and Career Access Center tutoring.
Materials and Resources:
Textbook and notes
Tuesday
Date: 5/19
Day: A
 Review for Final Exam
Wednesday
Date: 5/20
Day: B
 Review for Final Exam
Thursday
Date: 5/21
Day: A
 Review for Final Exam
Friday
Date: 5/22
Day: B
 Review for Final Exam
Review for Final
Review for Final
Review for Final
Review for Final
Assignments
Procedures
Instructional Procedures*:
Monday
Date: 5/18
Day: B
 Review for Final Exam
Review for Final
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections