Geometry Lesson Plans Semester 1 Teacher: Jodi Fales 4 Weeks 4 days Unit

UNIT 1 POINTS, LINES, PLANES and ANGLES

UNIT 1 MARZANO STUDENT LEARNING SCALES (by standard): Topic: Geometric Terms:

G.CO.1 ScaleScore

4.0I can accurately draw an angle, circle, perpendicular lines, parallel lines, and line segment and use tools when needed.

I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.

Score2.0

I can identify point, line, plane and distance.

Score1.0

I can identify angles, circle, perpendicular lines, parallel lines, rays and line segments.

Score0.0

I cannot yet identify an angle or a circle.

Topic: Constructions

Unit 1 Overview Geometry Basic Vocabulary ● Points, Lines, Segments, Rays, Planes ●

Distance & Midpoint Formula Measurement ●Intro. to Angles ●Angle Relationships ●Constructions ●Perimeter,

Common Core State StandardsG.CO.1, G.CO.12, G.PE.4, G.PE.6, G.PE.7,

G.MG.1, G.MG.2, NQ.1

Technology Materials: ☒ Document Camera ☒ SmartBoard ☒ Computer ☐ Ipad ☒ Internet ☒ Teacher Website ☐ TV ☒ Videos/Youtube ☐ PowerPoint ☐ Other:

Assessments: ☒ Pre-Test ☒ Post-Test ☒ Quiz ☒ Teacher Observation☐ Presentation ☒ Oral Response ☒ Exit Slip ☒ Bell Ringers☒ Graded Project/Activities ☒Peer Feedback ☐ Other:

Marzano Instructional Strategies:☒ Setting Goals and Objectives ☒ Practice☒ Note Taking ☒ Chunking ☒Homework☒ Student Discussion ☒Building Vocabulary☒ Learning Groups ☒Graphic Organizers☒ Recognizing Effort/Providing Recognition☒ Summarizing ☒Interactive Games☒ Identifying Similarities and Differences ☒ Using Scales ☒ Cooperative Learning☒ Nonlinguistic Representations☒ Tracking Student Progress☒ Other: Cues, Questions, Adv Organizers

Exit Tickets

Accommodations/Modifications: ☒ Preferential Seating ☒ Verbal/Nonverbal Cues ☒ Wait Time☒ Repeat/Clarify Instructions ☒ Guided Notes/Copy of Notes☒ Adjusted Assignments ☒ Extended Time ☒ Read Aloud☒ Check for Understanding ☒ Use of Calculator ☐ Peer Tutor☒ Break problems down into smaller steps ☒ Learning Groups ☒ Test Accommodations ☒ Word Banks ☒ Alternate Setting☒ Study Guides ☒Technology ☐ Other:

Score3.0

G.CO.12 ScaleScore

4.0I can construct a polygon accurately using the appropriate tools.

I can accurately construct the following using appropriate tools: A line parallel to a given line through a point not on the line Perpendicular bisector of a line segment

Score2.0

I can bisect a segment and angle with accuracy.I can construct a perpendicular line with accuracy.

Score1.0

I can copy line segments and angles, but cannot yet determine when I will use them.

Score0.0

I cannot yet use a compass or straight edge accurately.

Topic: Proofs on the Coordinate Plane

G.PE.4 ScaleScore

4.0I can use coordinates to prove a composite figure.

I can use coordinates to prove or disprove a claim about a figure.

Score2.0

I can represent vertices of a figure in a coordinate plane using variables.I can use:

Slope to determine if sides are parallel, intersecting, or perpendicular The distance formula to determine if sides are congruent or to decide if a point is inside,

outside, or on a circle. The midpoint formula or the distance formula to decide if a side has been bisected

Score1.0

I can connect a property of a figure to the formulas needed to verify properties.I can define distance formulas, midpoint, and slope.I can plot coordinate points.

Score0.0

I cannot yet define distance formulas, midpoint, or slope.

Score3.0

Score3.0

Topic: Ratios and Section Formula

G.PE.6 ScaleScore

4.0I can create a real world situation and use the section formula to solve it.

I can find a point on a line segment that divided the segment into a given ratio.

Score2.0

I can identify the needed information for the section formula.

Score1.0

I can recognize the section formula.I can define ratio.

Score0.0

I cannot yet define ratio.

Topic: Using coordinates to find area and perimeters

G.PE.7 ScaleScore

4.0I can use coordinates to find the area and perimeters of complex figures.

I can use coordinates to find the area of triangles and rectangles.

I can use coordinates to find the perimeters of polygons.

Score2.0

I can use the distance formula to find the length between two points.

Score1.0

I can recognize the distance formula.I can find the perimeter of polygons.I can find the area of triangles and rectangles using area formulas.

Score0.0

I cannot yet find the area of triangles or rectangles.

Score3.0

Score3.0

Topic: Modeling with Geometry

G.MG.1 ScaleScore

4.0I can analyze and model real-world figures using the properties of the geometric shapes.

I can apply the properties of geometric figures to describe real-world objects (e.g., the spokes of a bicycle have equal lengths because they represent the radii of a circle.)

Score2.0

I can estimate the measures (circumference, area, perimeter, volume) of real-world geometric objects.I can represent real-world objects as geometric figures.

Score1.0

I can define: Circumference Area Perimeter Volume

Score0.0

I cannot yet define circumference, area, perimeter or volume.

Topic: Modeling with Geometry

G.MG.2 ScaleScore

4.0I can calculate the area and volume involving the density in real-world situations.

I can apply area and volume to situations involving density (e.g., determine the population in an area, the weight of water given its density.)

Score2.0

I can break composite figures into its individual figures.I can calculate the area or volume of a geometric figure.I can calculate density in appropriate situations.I can convert units of measure.

Score1.0

I can define: Area Volume Density Composite figures Unit of measure

Score0.0

I cannot yet define area, volume or density.

Score3.0

Score3.0

Topic: Using Units, Quantities, and Rounding

NQ.1 ScaleScore

4.0I can determine when calculated quantities should be converted to other units to make them more practical.

I can determine if my solution makes sense using units.

I can define appropriate quantities for the purpose of describing a situation.

I can determine an appropriate level of rounding in reporting the solution.

Score2.0

I can convert all units in a problem to make them consistent.I can correctly round to any given place value.

Score1.0

I can recognize necessary quantities (including units).I can identify any given place value.

Score0.0

I cannot yet understand units, rounding, or quantities.

Day 1

MATERIALS: Classroom Syllabus; Tips for success worksheet; textbooks; computer; pencils; worksheet pp. 248

LEARNING GOALS: 1. Students will learn and become familiar with classroom routine, rules, and expectations. 2. Students will reflect and record math strengths, goals, and learning styles. 3. Students will develop understanding, identify, and define basic geometric vocabulary.4. Students will apply inductive reasoning while problem solving.

STUDENT LEARNING TARGETS: 1. The students will participate in large group discussion of classroom rules and expectations.2. The students will explore textbook/online resources and participate in large group discussion of

Introductory Geometry journal.3. The students will actively engage in video regarding the importance of algebra. 4. The students will gain exposure to basic terms in geometry.5. The students will apply inductive reasoning while problem-solving in hands-on activity.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Classroom Rules and Expectations: Review of Class Syllabus/Procedures/Rules (due

back by Thursday) 2. Introduce Geometry Website: http://mrsfales.weebly.com

a. Review: Resources, Lesson Plans, and Assignmentsb. Introductory Journal Assignment: Due Tuesday, September 6th

3. Video: An Opening Letter https://www.youtube.com/watch?v=x78PnPd-V-A/ 4. How Many Lines Can You Draw? Activity: Textbook page 16 - Students can work in

partners while problem solving. COMMON CORE STATE STANDARDS:

MathP1: Make sense of problems and persevere in solving them.MathP4: Model with mathematics.MathP6: Attend to precision.MathP7: Look for and make use of structure

Score3.0

G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

Day 2MATERIALS: Chap 1 PRETEST; pencils; notebooks; computerLEARNING GOALS:

1. Students will demonstrate prior knowledge and learning needs.2. Students will reflect and record math strengths, goals, and learning styles. 3. Students will develop understanding, identify, and define basic geometric vocabulary.4. Students will apply inductive reasoning while problem solving.

STUDENT LEARNING TARGETS: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.

1. The students will demonstrate prior knowledge and learning needs while actively completing Chapter 1 Pretest. Students will independently and actively attempt math problems while showing work.

2. The students will apply inductive reasoning while problem-solving in hands-on activity. 3. The students will read, reflect, and respond to the introductory journal prompt.4. The students will understand basic terms in geometry.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Chapter 1 PRETEST2. Complete Writing Prompt: Introductory Journal Assignment3. Cover Geometry textbooks4. Geometry Basics Vocabulary: define Points, Lines, and Planes key terms

(complete tomorrow) COMMON CORE STATE STANDARDS:

G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.CO.12: Make formal geometric constructions with a variety of tools and methods.G.PE.4: Use coordinates to prove simple geometric theorems algebraically.G.GPE.6: Find the point on a directed line segment between two given points that partitions the

segment in a given ratio.G.PE.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g.,

using the distance formula.G.MG.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle,

volume of a cylinder, pyramid, and cone.G.MG.2: Give an informal argument using Cavalieri's principle for the formulas for the volume of a

sphere and other solid figures.NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems;

choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Day 3MATERIALS: Pencils; Geometry Basics Vocabulary; 1-1 Notes; Naming Points, Lines, and Planes

worksheet; Homework #1 worksheetLEARNING GOAL: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.STUDENT LEARNING TARGETS:

1. The students will actively engage in the learning lesson by defining key terms, completing guided notes, and solving problems during guided practice.

2. The students will define, understand, and apply basic terms of geometry.3. The students will understand and apply basic postulates of geometry.

ACTIVITIES/INSTRUCTIONAL SEQUENCE1.Geometry Basics Vocabulary: define Points, Lines, and Planes key terms2.Points, Lines, and Planes Notes: Introduce lesson concepts as students complete

Unit 1-1 notes3.Guided Practice: Naming Points, Lines, and Planes worksheet4. Assignment: Homework 1 Points, Lines, and Planes Worksheet

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

Day 4MATERIALS: Pencils; Homework #1 Assignment, 1-3 Notes; textbook; computer LEARNING GOAL: I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.STUDENT LEARNING TARGETS:

1. The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.

2. The students will actively engage in the learning lesson by completing guided notes and solving problems during guided practice.

3. The students will understand basic terms of geometry.4. The students will understand basic postulates of geometry. 5. Intervention Group: Students will actively engage and watch support video by answering questions

and solving problems.ACTIVITIES/INSTRUCTIONAL SEQUENCE:

1. Points, Lines, & Planes Warm-up: #1-52. Assignment Review: Homework Worksheet #1 answer student questions/collect3. TB 1-3 Points, Lines, & Planes Notes: Introduce lesson concepts as students complete

1-3 Notes Worksheet for guided practice4. Complete 1-3 Textbook Assignment: pp 19-21 #1-6, 10-13, 19-22, 36-41, 55-60, 685. Support Video: Points, Lines, Segments, and Rays https://www.youtube.com/watch?v=GAAiyOItY-Y

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

Day 5MATERIALS: Pencils; 1-3 Assignment, 1-4 Notes; textbook; LEARNING GOALS:

1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can find a point on a line segment that divided the segment into a given ratio.

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by completing guided notes and solving

problems during guided practice.3. The students will identify and name segments and rays.4. The students will recognize parallel lines.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:

1. Assignment Review: 1-3 Textbook assignment answer student questions/collect2. Geometry Basics Vocabulary: define key terms3. TB 1-4 Segments, Rays, Parallel Lines and Planes Notes: Introduce lesson concepts

as students complete 1-4Notes Worksheet for guided practice4. Quick-Check: Identification (label points, rays, line segment, line)5. Complete 1-4 Textbook Assignment: pp 25-27 #1-5, 8-14, 16-21, 36

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.GPE.6: Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

Day 6MATERIALS: Pencils; 1-4 Assignment, 1-5 Notes; textbook

LEARNING GOALS: 1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can find a point on a line segment that divided the segment into a given ratio.

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by completing guided notes and solving

problems during guided practice.3. The students will measure and find the lengths of segments. 4. The students will understand and apply the segment addition and subtraction postulates.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Assignment Review: 1-4 Textbook assignment answer student questions/collect2. 1-4 Segments, Rays, Parallel Lines and Planes Warm-up : Review lesson concepts

as students complete 1-4 Warm-up Worksheet for guided practice3. Interactive Notes: Construct Two Equal Line Segments Foldable Activity4. Complete Practice 1-4 Worksheet Assignment: #1-195. Support Video: Segments, Rays, Parallel Lines and Planes (https://www.youtube.com/watch?

v=buReTvAty2Q&index=4&list=PLO4HngbKc6LRYHjF1bf_zGOWTr9cAlb52)

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.GPE.6: Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

Day 7MATERIALS: Pencils; 1-4 Assignment, 1-5 Notes; textbookLEARNING GOALS:

1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can find a point on a line segment that divided the segment into a given ratio.

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by completing guided notes and solving

problems during guided practice.3. The students will measure and find the lengths of segments. 4. The students will understand and apply the segment addition and subtraction postulates.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Assignment Review: 1-4 worksheet assignment answer student questions/collect2. 1-5 Measuring Segments Notes: Introduce lesson concepts as students complete 1-

5Notes Worksheet for guided practice3. Complete 1-5 Textbook Assignment: pp 33-35 # 3-6, 8-14, 29-332, 34-36

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.GPE.6: Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

Day 8MATERIALS: Pencils; 1-5 textbook Assignment, Interactive Notes #4 and #5; scissors, glue; Practice Worksheet #1-5LEARNING GOALS:

1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can find a point on a line segment that divided the segment into a given ratio.

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by solving problems during guided

practice.3. Intervention Group: Students will actively engage and watch support video by answering questions

and solving problems.4. The students will measure and find the lengths of segments. 5. The students will understand and apply the segment addition and subtraction postulates.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. 1-5 Textbook Assignment Review: answer student questions/collect2. Interactive Notebook Activities:

a. I-4 Line Segments (Distance and Segment Postulates)b. I-5 Midpoint of a Line Segment

3. Complete Practice 1-5 Worksheet Assignment: #1-154. Support Video: Measuring Segments https://www.youtube.com/watch?

v=tMmCcoYqf3I&index=5&list=PLO4HngbKc6LRYHjF1bf_zGOWTr9cAlb52

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.GPE.6: Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

Day 9

MATERIALS: Pencils; Vocabulary; 1-2 Notes, 1-2 Practice Problems LEARNING GOALS:

1. I can use coordinates to prove or disprove a claim about a figure.2. I can find a point on a line segment that divided the segment into a given ratio.3. I can use coordinates to find the area of triangles and rectangles.4. I can use coordinates to find the perimeters of polygons.

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by completing guided notes and solving

problems during guided practice.3. The students will find the distance between two points in the coordinate plane.4. The students find the coordinates of the midpoint of a segment in the coordinate plane.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. 1-5 Worksheet Assignment Review: answer student questions/collect2. Geometry Basics Vocabulary: define distance related key terms and formulas3. Midpoint and Distance in the Coordinate Plane Notes: Introduce lesson concepts as

students complete Unit 1-2 Notes Worksheet for guided practice (front #1-2, 1 and back #1-2, 4)

4. Complete 1-2 Practice Assignment: #3, 2, 3, 5-6

COMMON CORE STATE STANDARDS:G.PE.4: Use coordinates to prove simple geometric theorems algebraically.G.GPE.6: Find the point on a directed line segment between two given points that partitions the

segment in a given ratio.G.PE.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g.,

using the distance formula.

Day 10MATERIALS: Pencils; Vocabulary; practice problems; 1-2 Homework worksheet; exit slipsLEARNING GOALS:

1. I can use coordinates to prove or disprove a claim about a figure.2. I can find a point on a line segment that divided the segment into a given ratio.3. I can use coordinates to find the area of triangles and rectangles.4. I can use coordinates to find the perimeters of polygons.

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by solving problems during guided

practice.3. The students will independently demonstrate knowledge of concept on exit slip.4. The students will find the distance between two points in the coordinate plane.5. The students find the coordinates of the midpoint of a segment in the coordinate plane.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Practice Problems Review: answer student questions/collect2. Group Work: Complete together in small groups and review answers as a whole class.

#1. 2. 6, 7, 10, 123. WU EXIT SLIPS: Quick check assessment

a. The Distance Formulab. The Midpoint Formula

4. Complete Assignment: Homework #2 Distance and Midpoint Formulas

COMMON CORE STATE STANDARDS:G.PE.4: Use coordinates to prove simple geometric theorems algebraically.G.GPE.6: Find the point on a directed line segment between two given points that partitions the

segment in a given ratio.G.PE.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g.,

using the distance formula.

Day 11MATERIALS: Pencils; 1-2 Assignment, Interactive Notes; scissors; glue; Practice 1-5 Worksheet; computerLEARNING GOALS/”I Can” Statements:

1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can use coordinates to prove or disprove a claim about a figure.3. I can find a point on a line segment that divided the segment into a given ratio.4. I can use coordinates to find the area of triangles and rectangles.5. I can use coordinates to find the perimeters of polygons.

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by solving problems during guided

practice.3. Intervention Group: Students will actively engage and watch support video by answering questions

and solving problems.4. The students will find the distance between two points in the coordinate plane.5. The students find the coordinates of the midpoint of a segment in the coordinate plane.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. 1-2 Homework Assignment Review: answer student questions/collect2. Interactive Notebook Activities:

a. I-7 Distance Formulab. I-8 Midpoint Formula

3. Complete Practice 1-5 Worksheet Assignment: #2-24 even4. Support Video: Midpoint and Distance in the Coordinate Plane

(https://www.youtube.com/watch?v=Y8fcPxsyXe8&list=PLO4HngbKc6LRYHjF1bf_zGOWTr9cAlb52&index=8) 5. QUIZ tomorrow

COMMON CORE STATE STANDARDS:G.PE.4: Use coordinates to prove simple geometric theorems algebraically.G.GPE.6: Find the point on a directed line segment between two given points that partitions the

segment in a given ratio.G.PE.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g.,

using the distance formula.

Day 12MATERIALS: Pencils; calculators, homework; notes; quizzesLEARNING GOALS:

1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can use coordinates to prove or disprove a claim about a figure.3. I can find a point on a line segment that divided the segment into a given ratio.4. I can use coordinates to find the area of triangles and rectangles.5. I can use coordinates to find the perimeters of polygons.

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will participate in large group discussion while solving problems during

warm-up/guided practice.

3. The students will demonstrate knowledge of concepts while completing- Lines, Segments, Rays, and Planes Quiz.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Assignment Review: 1-8 worksheet assignment answer student questions/collect2. Submit notes for teacher review3. Quiz Warm-up: review problems as a large group to refresh4. Complete Lines, Segments, Rays, and Planes Quiz

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.PE.4: Use coordinates to prove simple geometric theorems algebraically.G.GPE.6: Find the point on a directed line segment between two given points that partitions the

segment in a given ratio.G.PE.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g.,

using the distance formula.

Day 13MATERIALS: Pencils; graded quizzes, Vocabulary; Angle Relationship notes; Angle Measure

worksheetLEARNING GOALS:

1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can accurately construct the following using appropriate tools:

a. A line parallel to a given line through a point not on the lineb. Perpendicular bisector of a line segment

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s quiz while checking and

correcting their work.2. The students will actively engage in the learning lesson by defining key terms, completing notes,

and solving problems during guided practice.3. The students will find the measure of angles.4. The students will identify special angle pairs.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Pass back/ Review Graded Quizzes: 1-5 Textbook assignment answer student

questions/collect2. Geometry Basics Vocabulary: define angle key terms3. Angle Relationship Notes: Introduce lesson concepts as students complete

Unit 1-3 notes 4. Guided Practice: Finding Angle Measures worksheet

a. Complete evens as a whole classb. Complete odds as Think-Pair-Share; then review as whole class

5. Assignment: Finding Angle Measures worksheet #16-20

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.CO.12: Make formal geometric constructions with a variety of tools and methods.

Day 14

MATERIALS: Pencils; calculators, homework; Interactive Notes I-9 and I-10, scissors, glue, protractor, Homework #3LEARNING GOALS:

1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can accurately construct the following using appropriate tools:

a. A line parallel to a given line through a point not on the lineb. Perpendicular bisector of a line segment

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by solving problems during guided

practice, making constructions, and measuring angles. 3. Intervention Group: Students will actively engage and watch support video by answering questions

and solving problems.4. The students will find the measure of angles.5. The students will identify special angle pairs.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Finding Angle Measures Assignment Review : answer student questions/collect2. Measuring Angles Lab: students measure and identify given angles and then review with

a partner3. Interactive Notebooks:

a. I-9 Angles Vocabularyb. I-10 Types of Angles

4. Complete Assignment: Angle Relationship Homework #3 (Evens)5. Support Video: Identifying Angle Pairs (https://www.youtube.com/watch?v=CrKW9uV-

_2Y&index=7&list=PLO4HngbKc6L RYHjF1bf_zGOWTr9cAlb52 )

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.CO.12: Make formal geometric constructions with a variety of tools and methods.

Day 15

MATERIALS: Pencils; calculators, warm-up cards; Angle Relationships Math Lib Activity centers; Homework #3LEARNING GOALS:

1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can accurately construct the following using appropriate tools:

a. A line parallel to a given line through a point not on the lineb. Perpendicular bisector of a line segment

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by solving problems during guided

practice. 3. The students will find the measure of angles.4. The students will identify special angle pairs.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Warm-up: (Think-Pair-Share and then review answers as a whole class)

a. Angles

b. Angle Relationships2. Angle Relationships Math Lib Lab Activity: students complete stations/centers in pairs3. Complete Assignment: Angle Relationship Homework #3 (Odds)

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.CO.12: Make formal geometric constructions with a variety of tools and methods.

Extended Learning Materials (if needed):1. Measuring and Identifying Angles Worksheet2. Measuring Angles and Angle Relationships (Golden 1-4 Form G #9-13; 24-25; 1-5

Form G #4-7, 25)3. Quick Quiz: Measuring Angles and Angle Relationships (Golden Resource 1-4/1-5

Standardized Test Prep)4. Complete 1-6 Textbook Assignment: pp 40-42 #2, 9-14, 17-25, 42-44 5. Worksheet 1 - 6

Day 16

MATERIALS: Pencils; hmwrk #3 assignment; I-3 Notes; Construction Notes; Construction Practice worksheet; compass, protractor, glue; scissors

LEARNING GOALS: 1. I can define an angle, circle, perpendicular lines, parallel lines, and a line segment.2. I can accurately construct the following using appropriate tools:

a. A line parallel to a given line through a point not on the lineb. Perpendicular bisector of a line segment

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by making constructions, completing notes,

and solving problems during guided practice.3. The students build an understanding of how a compass can be used to construct geometric figures.4. The students will construct designs using appropriate tools.5. The students will make basic constructions using a straightedge and a compass.6. The students use a compass and a straightedge to construct segments and congruent angles.7. The students will use a compass and a straightedge to bisect segments and angles.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Assignment Review: Angle Relationship Homework #3 answer student

questions/collect2. Complete Basic Geometry Vocabulary: define key terms perpendicular and angle

bisector3. Build It: Construct Two Equal Line Segments Interactive Notes (I-3)4. Constructions Notes: Introduce lesson concepts as students complete

Construction notes 5. Assignment: Construction Practice Worksheet

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.CO.12: Make formal geometric constructions with a variety of tools and methods.

Day 17

MATERIALS: Pencils; Constructions Assignment, 1-9 Notes; textbookLEARNING GOALS:

1. I can determine if my solution makes sense using units.2. I can define appropriate quantities for the purpose of describing a situation.3. I can determine an appropriate level of rounding in reporting the solution.4. I can apply the properties of geometric figures to describe real-world 5. I can apply area and volume to situations involving density

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by completing guided notes and solving

problems during guided practice.3. The students will find the area and perimeter or circumference of basic shapes. 4. The students will find the perimeters of rectangles and squares, and circumferences of circles.5. The students will find areas of rectangles, squares, and circles.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Assignment Review: Constructions assignment answer student questions/collect2. 1-9 Perimeter, Circumference, and Area Notes: Introduce lesson concepts as

students complete 1-9 Notes Worksheet for guided practice3. Complete 1-9 Textbook Assignment: pp 65-67 # 1-4, 10-13, 17-18, 20, 28-30, 37-38,

50, 53, 59-62

COMMON CORE STATE STANDARDS:G.MG.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle,

volume of a cylinder, pyramid, and cone.G.MG.2: Give an informal argument using Cavalieri's principle for the formulas for the volume of a

sphere and other solid figures.NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems;

choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Day 18

MATERIALS: Pencils; 1-9 tb assignment; computer for video; 1-9 worksheetLEARNING GOALS:

1. I can determine if my solution makes sense using units.2. I can define appropriate quantities for the purpose of describing a situation.3. I can determine an appropriate level of rounding in reporting the solution.4. I can apply the properties of geometric figures to describe real-world 5. I can apply area and volume to situations involving density

STUDENT LEARNING TARGETS: 1. The students will actively participate in large group review of yesterday’s assignment while

checking and correcting their work.2. The students will actively engage in the learning lesson by completing solving problems during

guided practice.

3. Students will actively engage and watch support video by answering questions and solving problems.

4. The students will find the area and perimeter or circumference of basic shapes. 5. The students will find the perimeters of rectangles and squares, and circumferences of circles.6. The students will find areas of rectangles, squares, and circles.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Assignment Review: 1-9 Textbook assignment answer student questions/collect2. Video Review: 1-9 Perimeter, Circumference, and Area https://www.youtube.com/watch?

v=CO-OuWCpVyU& index=9&list=PLO4HngbKc6LRYHjF1bf_zGOWTr9cAlb52 3. Exit Slip: Perimeter, Circumference, and Area WU4. Homework 1-9 Worksheet Assignment: #1-21

COMMON CORE STATE STANDARDS:G.MG.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle,

volume of a cylinder, pyramid, and cone.G.MG.2: Give an informal argument using Cavalieri's principle for the formulas for the volume of a

sphere and other solid figures.NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems;

choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Day 19-20

MATERIALS: Pencils; 1-9 tb assignment; computer for video; 1-9 worksheetSTUDENT TARGETS:

1. The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.

2. The students will participate in large group discussion while solving problems during guided practice.3. The students will complete the chapter 1 vocabulary and concept review.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Day 1 Concept Review in Test Preparation:

a. Assignment Review : 1-9 Worksheet answer student questions/collectb. Interactive Vocabulary Review: I-1, I-9, I-10c. Prepare and organize Unit 1 Notes, Interactive Activities, and Constructions d. Work on/Complete Geometry Basics Test Study Guide: Students will work on

independently with use of reference materials and notes as teacher circulates room providing support.

2. Day 2 of Concept Review in Test Preparation::a. Submit Notes, Interactive Activities, and Constructions for Teacher Reviewb. Review Study Guide:

3. Unit 1 Test tomorrow

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.CO.12: Make formal geometric constructions with a variety of tools and methods.G.PE.4: Use coordinates to prove simple geometric theorems algebraically.G.GPE.6: Find the point on a directed line segment between two given points that partitions the

segment in a given ratio.G.PE.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g.,

using the distance formula.G.MG.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle,

volume of a cylinder, pyramid, and cone.G.MG.2: Give an informal argument using Cavalieri's principle for the formulas for the volume of a

sphere and other solid figures.

NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Day 21-22

MATERIALS: Pencils; calculators; Chap 1 Review; Chapter 1 Posttests; protractors; compassSTUDENT TARGETS:

1. The students will actively participate in large group review of yesterday’s assignment while checking and correcting their work.

2. The students will participate in large group discussion while solving problems during guided practice.

3. The students will demonstrate knowledge and skills learned while completing Unit 1 Posttest.4. The students will independently and actively attempt math problems while showing their work.

ACTIVITIES/INSTRUCTIONAL SEQUENCE:1. Review Unit 1 Review Assignment: answer student questions/collect2. Unit 1 Review Warm-up3. Complete Unit 1 Posttest

COMMON CORE STATE STANDARDS:G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,

based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G.CO.12: Make formal geometric constructions with a variety of tools and methods.G.PE.4: Use coordinates to prove simple geometric theorems algebraically.G.GPE.6: Find the point on a directed line segment between two given points that partitions the

segment in a given ratio.G.PE.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g.,

using the distance formula.G.MG.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle,

volume of a cylinder, pyramid, and cone.G.MG.2: Give an informal argument using Cavalieri's principle for the formulas for the volume of a

sphere and other solid figures.NQ.1: Use units as a way to understand problems and to guide the solution of multi-step problems;

choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.