Weekly Lesson Plan
Teacher: Ngoma Botumile A
Subject: Geometry 1A
Week of: 08/25-29/2013
Grade: 10Gr
Day/Date: Monday, 25/10/2014
Unit Overview: Opening day Procedures
TEKS: None
Today’s Objective: The students will
complete opening day Procedures and
Registration
ELPS: None
Warm-up: Birthday Problem
Bloom’s Taxonomy:
Agenda:
1) Opening day Procedures
2) Course outline
3) Supply list
4) Closure
EOC Connection: Summer packet.
Homework: Summer Packet Due Tuesday,
Open a Gmail account and send Mr Ngoma a
“Hellow” email, you must specify what period
you attend my class and your full names.
Evaluation/Exit Ticket: Student information
list
Vocabulary:
EU/Guiding Questions:
1. How will your goals for this year
connect with this course?
Day/Date: Tuesday, 08/26/2014
Unit 1 Overview: Geometry Foundations
TEKS:
with Algebra Connections – Students study
geometry topics in connections with algebraic
expressions and equations
Today’s Objective: Students will define and
identify geometric vocabulary using a 3-D
model of a square prism and Frayer model
template.
Warm-up: Using your cell phone, iPad, iPod,
etc Google the word geometry and write a
short story of what you expect to learn in this
course (write in you notebook)
Agenda:
1. Warm-up
2. Genius Test
3. 3-D model (Prism) building blocks
4. Frayer Model on paper Video
5. Frayer Model for Skew lines
6. Deductive Vs Inductive reasoning
7. Exit Ticket (Using TI-Nspire as
calculator) 5 min Exploration
Homework: Accept the dropbox invitation
and open the document that is in the folder and
follow the instructions from the document.
Evaluation/Exit Ticket: Complete the List of
computations using the TI-Nspire as a
calculator to explore the functions of the TINspire.
GEOM.1A Develop an awareness of the structure of a
mathematical system, including the need for definitions
and the use of logical reasoning to verify statements.
Ⓢ GEOM.3E Use deductive reasoning to prove a
statement.
Ⓢ GEOM.7A Employ one- and two-dimensional
coordinate systems to represent points, lines, rays, line
segments, and figures.
Ⓡ GEOM.7C Derive and use formulas involving
horizontal, vertical, and oblique distances, slope,
and midpoint and use in context to applications of
distance and midpoint formulas.
ELPS:
 ELPS C.1e Internalize new basic and academic
language by using and reusing it in meaningful
ways in speaking and writing activities that build
concept and language attainment.
 ELPS C.3e Share information in cooperative
learning interactions.
ELPS C.5g Narrate, describe, and explain with
increasing specificity and detail to fulfill content
area writing needs as more English is acquired.
Vocabulary:
3-D
Point
Line
Line segment
Plane
Skew lines
Bloom’s Taxonomy: Evaluate and Apply
EOC Connection: See 1A and 3E Mini
assessments
Essential Understanding/Guiding Questions:
1. How are points, lines, planes, and segments
similar or different?
Day/Date: Wednesday, 08/27/2014
Unit 1 Overview: Geometry Foundations
TEKS:
with Algebra Connections – Students study
geometry topics in connections with algebraic
expressions and equations
Today’s Objective: Students will explore
lines, rays, points, segments, and figures in
one -, two-, and Three- dimensional
coordinate system, and triangles on
coordinate plane( C.P.).
Warm-up: Using your cell phone, iPad,
iPod, etc Google the word geometry and
write a short story of what you expect to
learn in this course (write in you notebook)
Agenda:
1. Warm-up
2. 2-D Cartesian plane review on graph
paper
3. Explore lines, rays, points on C.P.
4. Draw triangles on C.P.
5. Identify Horizontal, Vertical, and
oblique segment.
6. Remind to prove the triangle name
on Friday, after distance formula
study
7. Construct a 3-D on x-y-z plane.
Identify the vertices. (Use grid
paper)
8. Exit Ticket (Using TI-Nspire as
calculator) 5 min Exploration
Homework: Using Pythagorean theorem as
learned in 8th grade, Solve for the
hypotenuse for each case: #1) Legs are 3
and 4, # 2)Legs are 4x and 7x, #3) Legs
are (2x +1) and (2x – 3).
Evaluation/Exit Ticket: Complete the List
of computations using the TI-Nspire as a
calculator to explore the functions of the TINspire.
Basic Math:
1) Identify the slope of 2y – 3x = 6
GEOM.1A Develop an awareness of the structure of a
mathematical system, including the need for definitions
and the use of logical reasoning to verify statements.
Ⓢ GEOM.3E Use deductive reasoning to prove a
statement.
Ⓢ GEOM.7A Employ one- and two-dimensional
coordinate systems to represent points, lines, rays, line
segments, and figures.
Ⓡ GEOM.7C Derive and use formulas involving
horizontal, vertical, and oblique distances, slope,
and midpoint and use in context to applications of
distance and midpoint formulas.
ELPS:
 ELPS C.1e Internalize new basic and academic
language by using and reusing it in meaningful
ways in speaking and writing activities that build
concept and language attainment.
 ELPS C.3e Share information in cooperative
learning interactions.
ELPS C.5g Narrate, describe, and explain with
increasing specificity and detail to fulfill content
area writing needs as more English is acquired.
Vocabulary:
3-D
(x, y, z)
Collinear and Coplanar
Cartesian Plane
Horizontal, Vertical and Oblique segments
Bloom’s Taxonomy: Analysis and Application
EOC Connection: See Geom.7A from Mini
assessments handout packet
Essential Understanding/Guiding Questions:
1. How are linear equation connected to lines
and line segments?
2. How does slopes of a line relate to Horizontal,
Vertical, and Oblique segments
Day/Date: Thursday, 08/28/2014 ( 1.5 days Lesson)
Unit 1 Overview: Geometry Foundations
TEKS:
with Algebra Connections – Students study
geometry topics in connections with algebraic
expressions and equations
Today’s Objective: Students will Derive
the midpoint and distance formula for
oblique segments using the Pythagorean
theorem
Warm-up: Using grid paper determine the
length of the following segments #1) A(2,4)
and B(2, -5), #2)D(-3, 4) and E(7, 4)
Agenda:
1. Warm-up: Review warm up problem
2. Use warm-up problems to
breakdown the midpoint formula as
learned in alg 1.
3. Review H/W Pr. #2 and #3
4. Derive the distance equation: use
two columns:(Numeric Column and
Variable Column)
5. Discuss the importance of
Derivations in geometry.
6. Discuss the difference between
(X1 – X2) Vs (X2 – X1) for slope and
distance formula
7. (Using TI-Nspire as handheld
device) 5 min Exploration
8. Exit Ticket: See below
Homework: 1)Solve Problems from Geom
7C packet, relating to distance formula. 2)
Summer packet is due Friday.
Evaluation/Exit Ticket: Write a summary
after discussing and comparing notes with
your group member, about what you have
learned in this class room the past four days.
Basic Math:
2) Develop an equation of line that is
perpendicular to 2y – 3x = 6 and shares
the same y-intercept.
GEOM.1A Develop an awareness of the structure of a
mathematical system, including the need for definitions
and the use of logical reasoning to verify statements.
Ⓢ GEOM.3E Use deductive reasoning to prove a
statement.
Ⓢ GEOM.7A Employ one- and two-dimensional
coordinate systems to represent points, lines, rays, line
segments, and figures.
Ⓡ GEOM.7C Derive and use formulas involving
horizontal, vertical, and oblique distances, slope,
and midpoint and use in context to applications of
distance and midpoint formulas.
ELPS:
 ELPS C.1e Internalize new basic and academic
language by using and reusing it in meaningful
ways in speaking and writing activities that build
concept and language attainment.
 ELPS C.3e Share information in cooperative
learning interactions.
ELPS C.5g Narrate, describe, and explain with
increasing specificity and detail to fulfill content
area writing needs as more English is acquired.
Vocabulary:
Bisector
Distance formula
Square roots
Bloom’s Taxonomy: Synthesis
EOC Connection: See Geom.7C from Mini
assessments handout packet
Essential Understanding/Guiding Questions:
1. How are the Pythagorean theorem and the
distance formula related to each other?
2. How will you write the distance formula for a
3-D distance.
Day/Date: Friday, 08/29/2014 (Continue from Thursday)
Unit 1 Overview: Geometry Foundations
TEKS:
with Algebra Connections – Students study
geometry topics in connections with algebraic
expressions and equations
Today’s Objective: Students will Derive
the midpoint and distance formula for
oblique segments using the Pythagorean
theorem and solve problems relating to
distance formula
Warm-up: Using grid paper draw a
rectangular prism, were the origin is not one
of the vertices.
Agenda:
1. Warm-up: Review warm up problem
2. Complete Thursday lesson
3. From the warm-up let each group
determine the distance from the
bottom-front-left vertex to the topback-right vertex using one of their
Prism. (3-D application of distance
formula)
4. Problem solving including
Springboard Problems using ipads
5. Collect Summer packets
6. (Using TI-Nspire as handheld
device) 5 min Exploration
7. Exit Ticket: Two problem quiz
Homework: 1)Work on TEKS Packets
Evaluation/Exit Ticket: Two Problems
Basic Math:
3) Develop an equation of line that is
perpendicular to 2y – 3x = 6 and shares
the same x-intercept.
GEOM.1A Develop an awareness of the structure of a
mathematical system, including the need for definitions
and the use of logical reasoning to verify statements.
Ⓢ GEOM.3E Use deductive reasoning to prove a
statement.
Ⓢ GEOM.7A Employ one- and two-dimensional
coordinate systems to represent points, lines, rays, line
segments, and figures.
Ⓡ GEOM.7C Derive and use formulas involving
horizontal, vertical, and oblique distances, slope,
and midpoint and use in context to applications of
distance and midpoint formulas.
ELPS:
 ELPS C.1e Internalize new basic and academic
language by using and reusing it in meaningful
ways in speaking and writing activities that build
concept and language attainment.
 ELPS C.3e Share information in cooperative
learning interactions.
ELPS C.5g Narrate, describe, and explain with
increasing specificity and detail to fulfill content
area writing needs as more English is acquired.
Vocabulary:
Distance formula
Square roots
Bloom’s Taxonomy: Synthesis
EOC Connection: See Geom.7C from Mini
assessments handout packet
Essential Understanding/Guiding Questions:
1. If the distance between two points is 12 and
one of the points is (2, -5) find one point that
will satisfy these conditions, How many
possible points are there?