10th geometry – daily lesson plans for vocab/reasoning unit
Sept 14-15, Mon-Tues, 2015
Objective: I can describe, sketch, name, and label basic geometric terms.
 Warm-up: read pp 28-30
 Intro to vocab/reasoning/geometry as a system. Undefined terms as cover sheet for
glossary in notes.
 Modeling: models vs. definitions vs names; undefined vs. defined.
 Write up definitions, sketches and labels for: collinear, coplanar, line segment, congruent
segments, midpoint, bisect, ray, and space (the set of all points). From pp 30-32 in
textbook.
 Practice in class: p 33-4: 2-6, 8-11, 13-15, 18, 21-24, 27.
 Homework #7 – small handout worksheet with true/false and naming.
 View tests.
Sept 16-17, Wed-Thurs, 2015
Objective: I can describe, sketch, name, measure, and label basic geometric terms related to
angles.
 Warm-up: practice segment and angle measuring from worksheet.
 Take a quick grade on in-class work and worksheet (HW #7).
 Share answers to all/ questions.
 Angle definitions activity from pp 36-38 in textbook. Define, sketch, name, and label:
angle, measure of an angle, congruent angles, angle bisector.
 Popcorn practice: naming angles with 1 letter or 3 letters or a number.
 Practice measuring angles from textbook p 43:15-20.
 Congruence marks notes.
 Practice congruence marks from textbook p 44:30-33. Student work on screen.
 HW #8 from textbook. Take photos. Pp 42-44: 1-14.
 Exit ticket: naming segments, lines, rays, angles.
Quiz Tues-Wed next week over sketch, name, label, vocabulary.
Sept 18,21 – Fri, Mon, 2015
Objective: I can describe, sketch, name, measure, label and construct definitions for basic
angle geometric terms.
 Warm-up: finish p 44:30-33, p 43:15-20
 Warm-up: ;identify congruent angles and angle bisectors, mark a sketch, add to notes on
angles.
 Share all work from HW, pp 43-44, and warm-up.
 Highlighter activity on glossary entries.
 What is a widget? Gold box. Modeling definition writing by defining “adjacent angles”.
 Definition writing activity: pp 49-50… use highlighted terms, adjacent, non-adjacent.
 Class consensus definitions
 P 51:1-6 (did not get to this) So quiz on Thurs, Mon, Sept 24,28
Sept 22-23, Tues-Wed, 2015
Objective: I can describe, sketch, name, and label basic geometric terms, applying algebra
to find unknown measures.
 Warm-up: Write up definitions of parallel and perpendicular lines from p 48 in text.
Share thoughts on sketches and names and symbols.
 Share definitions for right angle through supplementary angles on pp 49-50 from
definition writing activity. Arrive at best definition. Write up in glossary. Be sure to
add sketches and labels.
 Yellow sheet glued into notebook – name angles and lines from sketch.
 True/False practice: linear pairs, vertical angles, congruent angles
 Algebra: 1 & 4 on screen – using algebra to find measure of an angle or segment based
on definition of bisect.
 Quiz topics passed out. Some hints. Study session announced for Thursday am.
 P 51:1-6
 HW #9 – worksheet over linear pairs, vertical & adjacent angles, complementary, as
well as algebra to find missing measures.
Quiz Thurs, Mon, Sept 24,28, 2015 – 28 pts
Sept 24,28, Thurs, Mon, 2015
Objective: I can demonstrate mastery over vocabulary, sketching, naming. I can determine
types of reasoning and justify my decisions.
 Warm-up: practice sketching and algebra (parallel, perpendicular, congruent angles,
algebra to match)
 Take a grade on HW#9 – 4 pts
 Share student warm-up on screen.
 HW answers on screen.
 Questions for quiz.
 Quiz 1.1-3 – 28 pts
 Types of Reasoning Discovery Activity with partner sharing and justifying decisions.
Class conclusion.
 Notes 2.1 – Inductive and Deductive Reasoning
 Some classes – HW from pp 96-97 and 103-4.
Sept 29-30, Tues-Wed, 2015
I can determine if an argument is inductive or deductive and why. I can discover and apply
linear pair and vertical relationships including algebraically.
 Warm-up: inductive/deductive 6 stories, which is which and why?
 Finish notes 2.1 over reasoning. Glue stick activity examples into notes.
 Investigations on 2.5 (pp 120-1), write up C-1 and 2 in notes VA are congruent, LP are
supplementary.
 Practice applying with algebra
 HW #10b p 122:1-10. Also due Thurs-Fri is pp 96-97: 1,3-6,11, pp 103-4:1-4,11-12,18.
 Check algebra. View quizzes. Make-up issues.
October 1-2, Thurs-Fri, 2015
Objective: I can apply linear pair and vertical angle relationships to solve problems. I can
discover and interpret the transversal/parallel lines angle relationships.
 Warm-up: algebra problems with angles (except 4th)
 Take a grade on glossary – 3 pts
 Answers to warm-up shared on board.
 Glue in yellow sheet with angle vocab into glossary. Read and view examples. Locate angle
pairs in slightly different sketch on board (popsicle stick call-ons).
 Pass out small sheet to identify angle pairs, including linear pairs and vertical angles and
no relationship. Glue below yellow sheet.
 Take a grade on HW #10 -4 pts
 Popcorn answers to angle pairs
 Answers to HW on screen. Questions.
 Investigation 2.6.1 – p 126 – parallel lines crossed by transversal, use patty paper to
discover that pairs are congruent.
 Write up and yellow highlight C-3 at the bottom of p 127.
 Apply by working on HW #11 – pp 129-30:1-2,6-7. Take copy if not finished.
Quiz Wed-Thurs next week over angle relationships and inductive/deductive – 24 pts
October 5-6, Mon-Tues, 2015
Objective: I can determine if lines are parallel based on pairs of congruent angles. I can apply
skills related to reasoning.
 Warm-up: review: algebra with parallel lines, identifying angle pairs from sketch,
congruent or supplementary?, practice marking a sketch, writing congruence statements
from a sketch, identifying parts of a sketch by naming (line, ray, segment, angle)
 Share warm-up.
 Popcorn share HW and explain how you got the angle.
 Define: conditional statement, converse of a conditional statement. Write converse of 3
examples. Analyze for truth value. Practice with 2 more on screen.
 Geogebra demonstration – if AIA are congruent, are the lines crossed by the transversal
parallel? Yes. C-4 (no time to write up).
 Handout – HW #12 – how big is the angle and how do I know? What is the error in the
student’s reasoning (problem 12, do now).
 HW Quiz over HW #11 (4 pts)
Test on Fri-Mon, Oct 9,12 – 60 pts
October 7-8, Wed-Thurs, 2015
Objective: I can apply vocab/reasoning skills in context.
 Warm-up: write up C-4 from p 129 in notes; apply it to discover sketch results (AEA’s
are congruent, so lines are parallel.
 Activity: make up a conditional real world statement (not geometry). Write its converse.
Assess both for truth value. Share on screen.
 Take a grade on HW #12 – 4 pts
 Share/correct HW.
 Practice: (HW #13 to finish) reasoning and naming, sketching, labeling.
 EOC Problem applying parallel line angle relationships to justify; with algebra
 5th period – 2nd worksheet on parallel. Test topics passed out. 5th test on Monday.
Test Mon-Tues, October 12-13 – 65 pts
October 9,12, Fri, Mon, 2015
Objective: I can apply vocab/reasoning skills in context. 5th – I can demonstrate mastery over
vocabulary, sketching, naming, converse, inductive, deductive, angle pairs, parallel lines and
transversals, reason for angle measure or parallel lines.
 Activity: small sheet naming angle pairs relationships and whether lines are parallel
 Finish EOC problem; be thorough
 Take a grade over HW #13 (review of reasoning and 1.1-3)- 4 pts
 Answers to worksheet/ questions
 Parallel and algebra worksheet, more review (3 pages) HW #14
 Self-check
 Pass out topics
 5th period – go over HW #13-14 instead of just #13. Questions.
 5th period – Unit Test – 66 pts
October 13-14, Tues-Wed, 2015
Objective: I can demonstrate mastery over vocabulary, angle pairs, reasoning, sketching,
naming, and converse.
 5th period – small sheet angle pairs activity
 Answers to all review questions. Check for accuracy.
 Help each other correct.
 Take a grade on pages of review – 5 pts
 Unit Test – 66-70 pts