LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Pre-Planning Worksheet
TAPS 1, 2
Content Area
Math
Grade/Course
8
Unit of Study
Unit 1 Transformations, Congruence, and Similarity
Instructional Period
Week 4 (Transversals and the Triangle sum Theorem
Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and
UNDERLINE the CONCEPTS that students need to know.
MCC8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the
angles created when parallel lines are cut by a transversal, and the angle‐angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the three angles appear to form a line, and give an
argument in terms of transversals why this is so.
List Behaviors
List Content
Determine DOK
(what students should be
able to do; focus on verbs)
(what students should know; focus on concepts)
(align to instruction and assessment)
Demonstrate,
identify, explain,
describe
DOK Level
How can I tell if two figures are similar?
• In what ways can I represent the
relationships that exist between similar
figures using the scale factors, length ratios,
and area ratios?
• What strategies can I use to determine
missing side lengths and areas of similar
figures?
• Under what conditions are similar figures
congruent?
• When I draw a transversal through parallel
lines, what are the special angle and segment
relationships that occur?
• Why do I always get a special angle
relationship when any two lines intersect?
• How can I be certain whether lines are
parallel, perpendicular, or skew lines?
DOK Levels
2,3
Possible Aligned Activities and Questions
TAPS 2, 3, 4, 5
1
Identify key terms for one step equations and the triangle sum
theorem.
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
DOK Ceiling
4
Resources
(on/offline)
Math Textbook,
Worksheetworks.com
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
2
3
4
DOK Level
Develop the concept of triangle sum theorem. and the finding
missing angles (variables)
Explore the relationship between unknown angles within a
triangle.
Create equations within a triangle with missing angles
Relate triangle sum theorem to real life scenarios.
Possible Aligned Assessment Items/Tasks
TAPS 2, 3, 4, 5
1
Students will define the triangle sum theorem.
2
Solve problems with triangle sum theorem with the unknown
angles.
3
Students will create problems utilizing the triangle sum theorem
and finding unknown angles via transversals
Students will relate triangle sum theorem and transversals to
everyday occupations, i.e. architecture, and engineering.
4
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
Modeled on Whiteboard,
Student work
Various Teacher resources
Resources
(on/offline)
Writing Across Curriculum,
Math textbook, Teacher
assessments
Outside resources
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Standards (Primary)
DOK (Ceiling)
Integrated
4
MCC8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the
angles created when parallel lines are cut by a transversal, and the angle‐angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the three angles appear to form a line, and give an
argument in terms of transversals why this is so.
KNOW/UNDERSTAND
Essential Question/Enduring Understanding:
How can I tell if two figures are similar?
• In what ways can I represent the relationships that exist
TAPS 2, 3
between similar figures using the scale factors, length ratios,
and area ratios?
• What strategies can I use to determine missing side lengths
and areas of similar figures?
• Under what conditions are similar figures congruent?
• When I draw a transversal through parallel lines, what are the
special angle and segment relationships that occur?
• Why do I always get a special angle relationship when any two
lines intersect?
Vocabulary- Tier 1
KNOWLEDGE & SKILLS
(Key Vocabulary)
Vocabulary Tier 2
Words using to teach
Tiers 2-3
Academic vocabulary
across content-areas
Demonstrate,
identify, explain,
describe
Linear pair,
transversal, exterior
angles, interior,
variables
Vocabulary Tier 3
Content-specific, domain-specific
.
Recognize, Compare,
Debate/Defend,
TAPS 2, 3, 5
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Pre-assessment to Inform Instruction
CRCT Assessment
Unit 1 pre-test
Daily Formal assessments
Assessment for Learning or Assessment of Learning
Students will complete the attached assessments
TAPS 2, 3, 4
DO
Advanced
Content
Process
Product
Students can
properly create
one step equations
1. Guide students to
understanding how
to apply the triangle
sum theorem to
every day life.
2. Students will create
math problems
highlighting the Triangle
sum theorem.
1. Students will solve
problems with
triangle sum theorem
utilizing one step
equations.
Ready
Students need to
understand x is the
variable of a one
step equation
1. Guide Students
on how to locate
missing variables
within a triangle
using triangle sum
theorem.
Need
Prerequisites
Classify angles
1. Review inverse
operation, negative
and positive integer
operations
solve one step
equations
Characteristics
of a triangle
1Students will create
real life scenarios in
which transversals
would relate.
1. Students will solve
one step equations.
2. Students will add and
subtract integers.
3. Students will multiply
and divide integers.
operations with
fractions and
decimals
TAPS 2, 3, 5, 6, 8
Steps to Deliver the Lesson Using WICOR
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
AVID
®
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Engage
(Hook, introduction to lesson
concepts)
1. Review one step equations.
2. Identify and classify various triangles.
WICOR:
Explore/Explain
(teaching content all students need to
know, understand and be able to do
as determined by unpacked standard)
1. Solve random problems explaining how you got your answer using words
instead of numbers.
2. Students will find the errors in their peers work, and explain how to
correct the mistakes.
WICOR:
Enrich/Elaborate
(differentiation of process )
.
Students will solve problems with transversals using their own words in a Writing
Across Curriculum activity. Students will also show diagrams for their writing.
WICOR:
Evaluation
(Formative assessment)
Students will evaluate and grade their peer’s work after they have created their
own problems. Students will complete assessment with transversals and Triangle
Sum theorem..
WICOR:
Resources
Math Workbook, Worksheetworks.com, studyisland.com, gameaquarium.com
Classroom Performance System (Clickers.)
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
plans
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson