Trousdale County Schools Weekly Lesson Plan
Teacher: Canaan Bowman
Pacing Guide Week #: 29
Dates: 3/17 – 3/21
Subject: Geometry
Common Core Standard(s) to be taught: (Write the entire standard)

CCSS G.SRT.4 – Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the
other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

CCSS G.SRT.5 – Use congruence and similarity criteria for triangles to solve problems and to prove relationships in
geometric figures.
SPI(s) to be taught: (Write the entire SPI)

SPI 3108.4.11 – Use basic theorems about similar and congruent triangles to solve problems.

SPI 3108.4.12 – Solve problems involving congruence, similarity, proportional reasoning and/or scale factor of two similar
figures or solids.

SPI 3108.4.14 Use properties of right triangles to solve problems.
Daily practice activity for citing text based evidence in conversation and/or writing:

I Can Statements :
Student Agenda:

I can prove whether or not two triangles are similar.

Posted daily but NOT included in Lesson Plan

I can identify similar triangles formed by a right triangle
and its altitude to its hypotenuse.

I can find the geometric mean of two numbers.

I can use Theorems about similar right triangles to find
segment and altitude lengths.
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Instruction: In outline form, describe each day of instruction.
Day 1

Bellringer – Proving Triangles Similar

Similarity in Right Triangles Notes

Practice Problems in TB

Exit Ticket
Day 2


1st Block
- Bellringer: Similarity Recap
- Practice Similarity in Right Triangles Problems
- Using the Quadratic Formula Practice
2nd Block
- Bellringer: Similarity Recap
- Proving the Pythagorean Theorem Lab
- Practice Similarity in right Triangles Problems/Proofs
Formative Assessment:
Bellringer – assesses students’
understanding of concepts taught in
previous lessons
Observations during guided and
independent practice
Exit Ticket
Bellringer – assesses students’
understanding of concepts taught thus
far in the unit
Observations during guided and
independent practice
Exit Ticket
1
Day 3




Bellringer: 7-1 – 7-4 Practice
Quiz (7-1 – 7-4)
Proportions in Triangles Notes
Exit Ticket
Bellringer – allows teacher to address
any last minute problems students
may have before quiz
Quiz
Observations during guided and
independent practice
Day 4



Bellringer: Similarity Drill
Proportions in Triangles Practice Problems
Quiz (7-5)
Exit Ticket
Bellringer – assesses students’
understanding of concepts taught in
the unit thus far
Observations during guided and
independent practice
Day 5



Bellringer: Similarity Drill
Dilation Notes/Practice Problems
Exit Ticket
Quiz
Bellringer – assesses students’
understanding of concepts taught in
the unit thus far
Observations during guided and
independent practice
Exit Ticket
Day 6

Day 7

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.

On B days, the end of class will be used to re-address any material with which students show difficulty in understanding.

Students will be allowed to re-take quizzes that they scored poorly on using InteractMath to improve their grade and gain
more exposure to the content.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.

InteractMath website will be used for students to improve quiz grades and gain more exposure to the content in a one-onone environment while also giving the students more responsibility over their own learning.

KUTA Software will be used to practice and assess skill-based problems.

PearsonSuccessNet online edition of the textbook will be used to project problems on the board to simplify students seeing
the problems worked out by the teacher.
2