Name: Andrea Sisk
Date: May 4, 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
Instructional Procedures*:
Monday
Date: 5/4
Day: B
Tuesday
Date: 5/5
Day: A
Wednesday
Date: 5/6
Day: B
Thursday
Date: 5/7
Day: A
Friday
Date: 5/8
Day: B
Procedures
Assignments
 “Do Now”- In five lines,
write down everything
you know about
parallelograms,
rectangles, and squares.
 “Mini Lesson” –
Parallelograms
 “Guided Practice” –
Recognize and apply
properties of the sides,
angles, and diagonals of
a parallelogram.
 “Independent Practice”
Students will recognize
and apply properties of
the sides, angles, and
diagonals of a
parallelogram.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”.
(8-2) Parallelograms –
Pages 415 16-31, 37-39
 “Do Now”- Use
coordinate geometry to
prove a quadrilateral is a
parallelogram
 “Mini Lesson” – Test for
Parallelograms
 “Guided Practice” –
Recognize the conditions
that ensure a
quadrilateral is a
parallelogram. Prove
that a set of points
forms a parallelogram in
the coordinate plane.
 “Independent Practice”
– Students will recognize
the conditions that
ensure a quadrilateral is
a parallelogram and use
them to prove that a set
of point forms a
parallelogram in the
coordinate plane.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”.
(8-3) Test for Parallelograms
– Pages 421-422 13-23 odd,
25 -31 odd
 “Do Now”- Use
coordinate geometry to
prove a quadrilateral is a
parallelogram
 “Mini Lesson” –
Rectangles
 “Guided Practice” –
Recognize and apply
properties of rectangles.
Determine whether
parallelograms are
rectangles
 “Independent Practice”
– Students will recognize
and apply properties of
rectangles and use them
to determine whether
parallelograms are
rectangles.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”.
(8-4) Rectangles –
Pages 428-429 10, 11, 13,
16-26, 30-32, 36
 “Do Now”- Use
coordinate geometry to
prove a quadrilateral is a
rectangle.
 “Mini Lesson” – Rhombi
and Squares
 “Guided Practice” –
Recognize and apply the
properties of rhombi
and squares.
 “Independent Practice”
– Students will recognize
and apply the properties
of rhombi and squares.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”.
(8-5) Rhombi and Squares –
Pages 434-435 12-19, 20, 22,
26 - 31
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections
 “Do Now”- Explain in 5
lines how to use
coordinate geometry to
prove a quadrilateral is a
parallelogram, rectangle,
rhombus, or square.
 “Mini Lesson” –
Trapezoids
 “Guided Practice” –
Recognize and apply the
properties of trapezoids.
Solve problems involving
the median of
trapezoids.
 “Independent Practice”
– Students will recognize
and apply the properties
of trapezoids and solve
problems involving the
median of trapezoids.
 “Formative Assessment”
– Observe students
during “Do Now”,
“Guided Practice” and
“Independent Practice”.
(8-6) Trapezoids –
Pages 10, 13-19, 22-25