Teacher: Canaan Bowman
Dates: 1/20
– 1/24
Subject: Geometry
Common Core Standard(s) to be taught: (Write the entire standard)

CCSS G.CO.11
- Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.

CCSS G.SRT.5
- Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

CCSS G.GPE.4
- Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1,√3) lies on a circle centered at the origin and containing the point (0,2).

CCSS G.GPE.5
- Prove the slope criteria for parallel and perpendicular line and use them to solve geometric problems
(e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point.
SPI(s) to be taught: (Write the entire SPI)

SPI 3108.3.1
- Use algebra and coordinate geometry to analyze and solve problems about geometric figures including circles.

SPI 3108.3.2
- Use coordinate geometry to prove characteristics of polygonal figures.

SPI 3108.4.3
- Identify, describe, and/or apply the relationships and theorems involving different types of triangles, quadrilaterals, and other polygons.
Daily practice activity for citing text based evidence in conversation and/or writing:

I Can Statements :

I can classify special parallelograms as rectangles, rhombuses, and squares.

I can use theorems about special quadrilaterals to find their side lengths, angle measures, and solve algebraic problems.

I can prove that the diagonals of a rectangle are congruent.

I can prove whether a parallelogram is a rhombus, rectangle, or square.

I can apply theorems about parallelograms and special parallelograms to solve real-world problems.

I can classify a quadrilateral as a parallelogram, trapezoid, or kite.

I can classify a quadrilateral in the coordinate plane using the distance, slope, and midpoint formula.
Student Agenda:

Posted daily but NOT included in Lesson Plan
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): A ll instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Instruction: In outline form, describe each day of instruction.
Day 1

MLK Day
Formative Assessment:
1

Day 2

1 st Block
- Bellringer: Practice using Parallelogram Theorems
- Re-teaching Activity for Lesson 6-4
- Practice Lesson 6-4 Problems using PearsonSuccessNet
- Solving Systems of Linear Equations Review (p. 257)
- Assignment: Lesson 6-4 Practice (Form K) and Solving Systems of Linear
Equations

2 nd Block
- Bellringer: p. 382 Mixed Review
- Guided Practice with 6-5 problems
- Independent practice (Lesson 6-5)
- Prove Rectangle Diagonals Theorem
- Assignment: Lesson 6-5 Practice (Form K)
Day 3

1 st Block
- Bellringer: Review Lessons 6-1
– 6-4
- Guided Practice with 6-5 problems
- Independent Practice (Lesson 6-5)
- Assignment: Lesson 6-5 Practice (Form K)

2 nd Block
- Bellringer: ACT Practice
- Lesson 6-6 Notes/Guided Practice
- Independent Practice
- TB Assignment
Day 4

1 st Block
- Bellringer: Using theorems about special parallelograms practice
- Quiz
- Lesson 6-6 Notes/Guided Practice
- Independent Practice
- TB Assignment

2 nd Block
- Bellringer: Using theorems about special parallelograms practice
- Quiz
- WB: Think About A Plan Activity
Day 5

Bellringer: Classifying Special Quadrilaterals Drill

6-7 Notes/Guided Practice

Independent Practice

TB Assignment
Bellringer
– assesses students’ ability to use skills learned previously in the chapter
Observations during guided and independent practice
Bellringer
Bellringer
Quiz
– assesses students’ ability to apply knowledge of concepts learned thus far in the current chapter
Observations during guided and independent practice
– assesses students’ ability to apply knowledge of concepts learned thus far in the current chapter
Observations during guided and independent practice
Bellringer
– assesses students’ general knowledge of a wide range of concepts covered thus far in the chapter
Observations during guided and independent practice
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.
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