Unit 1 Geometry PAP s1

Westside High School 2013-2014 Geometry Prep: Unit 1: Points, Lines, and Planes Stage 1 – Desired Results TEKS/SEs: . G.7.A use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures; Supporting Standard . G.7.C [derive and] use formulas involving length, slope, and midpoint. Readiness Standard . G.5.B use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles; Supporting Standard . G.5.A use numeric and geometric patterns to develop algebraic expressions representing geometric properties; Readiness Standard . G.2.A use constructions to explore attributes of geometric figures and to make conjectures about geometric relationships; and Supporting Standard . G.1.C compare and contrast the structures and implications of Euclidean and non-Euclidean geometries. Supporting Enduring Understandings: Essential Question(s): Student objectives (outcomes): .Classifications in . How does classifying and SWBAT: geometry, like those naming geometric figures . Identify points, lines, and planes in biology or help our understanding . Define segment postulates to identify sociology, help us to and ability to compare and congruent segments organize the world, contrast them. . Find lengths of segments in the but there is great . How do midpoints and coordinate plane diversity inside some endpoints help us better . Utilize correctly the midpoint and distance categories. understand line segments? formulas to find length .Algebraic expressions, . How do you determine the . Name, measure, and classify angles like the segment measure of an angle and . Use special angle relationships to find postulate form, can its classification? And in angle measures help us to validate what ways do classifying . Describe Angle Pair relationships geometric truths the and measuring angles help same way they us to understand the way helped us solve world around us is algebra problems. constructed? .Line segments can vary greatly by length and position, but they all contain midpoints and endpoints that define them. Stage 2 – Assessment Evidence Performance Task(s) and Other Evidence: Formative Summative (Attach copy)

SO1.1 Exit Ticket Quiz1.1, Unit Exam SO1.2 Math Quick Write Quiz1.1, Unit Exam SO1.3 Exit Ticket Quiz1.2, Unit Exam SO1.4 HW check Quiz1.2, Unit Exam SO1.5 HW check Quiz1.2, Unit Exam

Stage 3 – Learning Plan DIFFERENTIATION (I-3) There are several ways to individualize instruction for your students How will I scaffold and/or accelerate learning? For whom? How will I group my students?

SCAFFOLD: Will not start the differentiation process until beginning of 3rd week of school when 2 exit tickets and a quiz has been gathered. ACCELERATE: There will always be extension puzzles, challenges question cards, and worksheets accessible to my faster learners. Also enlisting them in the anchor chart making process or helping other students will also increase the rigor because being able to teach or explain a concept to another person demonstrates true mastery of an objective.

GROUP: Exit ticket scores will dictate what needs to be retaught whole group or small group. Will try to start pulling small groups on block days, buts if not conducive with planning, will circulate during independent practice time to my Tier 3 students and also pull them from small group tutorials during lunch. Learning Activities:

Day 1: Welcome 8.26.13 Course Syllabus Calendar, Autobiography assignment, Begin Vocabulary HW: school supplies, get syllabus signed Day 2: 1.1 - Identifying points, lines, and planes 8.27.13  Do First – Basic Geometry Vocab  Vocabulary Chart  Think Pair Share  IP HW: Worksheet 1.1B #: 1-8 Day 3: 1.1 Identifying points, lines, and planes (continued) 8.28.13 &  Do First (10 minutes) 8.29.13 o Algebra Review o Complete and Check  Homework Check (3 minutes)  Review of Unit 1 Terms  CFUs: o What is a line? What is a segment? What is a ray? What does it mean for points to be collinear? What is a plane?  Whiteboard Practice  2 Thought Questions (Think Pair Share)  Independent Practice: Points, Lines, and Planes (15 minutes)  Partner Practice o Draw and complete a Venn Diagram comparing and contrasting Line vs. Segment  2 – more “I Do” Examples  2 more Guided Practice Examples  CFU (fist to 5 or Thumbs Up/Thumbs Down Comprehension)  Exit Ticket (10 minutes) o Trade and Grade HW: Complete 1.1B Worksheet and Points Lines and Planes Worksheet A (1-20) Day 4: Process Paragraph Quick Write and Summer Packet Assessment 8.30.13  Do First (10 minutes) – Order of Operations Quick Write  Homework Check (2 minutes)  Summer Packet Assessment (35 min) Homework: Supplies, make edmodo profile and join Day 5: 1.2 09.03.13 Day 6: 1.4 and 1.5 Measure and classify angles and Describing angle pair relationships 09.04.13 & 09.05.13 Day 7: 1.3 Use Midpoint and Distance Formula 09.06.13

Day 8 Review for Unit 1 Exam 09.09.13 Take Quiz 2 on 1.3-1.5 (15 minutes) Students will play Unfair Game with Whiteboards to Review Material Homework: Review Week 1 and Week 2 Packet and Unit 1 Overview Day 9: Summative Assessment Test #1 09.10.13 Students will demonstrate mastery on Unit 1 skills via Unit 1 Exam HW: Frayer Models of unit 2 Vocabulary (at least name and definition in organizer)