Ms. Kenesha Allen's Georgia State University Graduation Portfolio

Desired Results:

1. Unit Enduring Understanding(s)

   1. Use freehand, ruler, protractor and technology to draw geometric shapes with give conditions. (7.G.2)

   2. Construct triangles from 3 measures of angles or sides. (7.G.2)

   3. Given conditions, determine what and how many type(s) of triangles are possible to construct. (7.G.2)

   4. Describe the two-dimensional figures that result from slicing three-dimensional figures. (7.G.3)

   5. Identify and describe supplementary, complementary, vertical, and adjacent angles. (7.G.5)

   6. Use understandings of supplementary, complementary, vertical and adjacent angles to write and solve equations. (7.G.5)

   7. Explain (verbally and in writing) the relationships between the angles formed by two intersecting lines. (7.G.5)

   8. Solve mathematical problems involving area, volume and surface area of two- and three- dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. (7.G.6)

2. Unit Essential Question(s)

   1. How can a compass and straight edge be used to construct line segments and angles?

   2. How can a compass and straight edge be used to construct parallel and perpendicular lines?

   3. How are angles related to the sides that create them?

   4. How can we use our Geometric knowledge to show angle relationships?

   5. How are congruent triangles constructed?

   6. How do we determine if triangles are congruent?

   7. How can we find the measures of unknown angles?

   8. What are the connections between perimeter and area?

   9. What characteristics are necessary for shapes to be defined?

   10. How are area and volume properties related?

3. Daily Learning Objective(s)

   1. Students will identify triangles by their angles or by their sides

   2. Students will learn to construct congruent triangles

   3. Students will learn how we determine if triangles are congruent.

 

 

Common Core Standard(s)

MCC7.G.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine unique triangle, more than one triangle, or no triangle.

MCC7.G.5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

 

 

Introduction:

1. Problem of the Day (POD): During the POD, the students will demonstrate their understanding of how to find the measure of unknown angles based on the measures of other angles by completed a task displayed on the Promethean Board (USE Middle Grades Math Textbook p338)

2. Discussion of POD: After the POD has been collected the class and I will collaboratively go over the answers. In discussing the answers and using scaffolding approaches, I will lead students to answers of questions such as:

   • Why do I need to know this?

     • Geometry allows you to learn more about the world around you through measurements and design. It is what underpins science and engineering. Knowing these founding principles and concepts within geometry also will lend to easier understandings of logic.

   • When will I ever use this information again?

     • You will use some of your skills knowledge acquired through geometry through your mathematics schooling. Geometry is also used in the real world for things like computer graphics, medical imaging, construction of buildings, and for the designing of everyday things like cars or furniture.

   • Where does this fit into the larger unit goals and essential questions?

     • This lesson fits into the larger unit goals and essential questions of this unit because it builds upon the foundation of terms that was taught on previously. And it will be another foundation for all the geometric concepts that will come after it. In this lesson, students will identify triangles by their angles and sides, and they will learn how to determine whether triangles are congruent.

   • How does this lesson connect with what we’ve done before and where we are headed next?

     • This lesson directly connects with our previous lesson about angles because angles are directly related to triangles, and triangles are directly related to polygons in that all polygons can be divided into triangles. If the students acquire a strong understanding of triangles, that understanding can be easily applied to the study of polygons.

 

 

Learning Plan: 

1. Power Point

   1. (Identifying Triangles 8-4 in Middle Grades Math for Success)

   2. Determining if Triangles are congruent

   3. Constructing Congruent Triangles (GPS Coach p 75)

2. Carnegie Learning Chapter 10.1 (508-511) and 10.3 (521-522)

   1. This packet will be completed as a class. We will answer the questions and go through explanations as to why the answers that we derive are correct.

3. Summarizing Foldable

   1. Geometry Founding Principles

      • Point, Line, Segment, Ray, Angle, Vertex

   2. Short hand notations

      • Congruent, parallel, perpendicular, angle, triangle, line, line segment, ray

   3. Triangle Theorems

      • SSS, SAS, ASA

   4. Parallel, Perpendicular, Congruency, Transversals, Remote Interior Angels, Exterior Angle Theorem 

 

 

Conclusion: 

For the conclusion exercise, students will get in groups of 5 and discuss with what they have learned. They will present this to the class.

 

Assessment:

The daily assessment for this lesson will be integrated into the learning plan and conclusion. Students will be assessed on the completion and accuracy of the Carnegie Learning packet, and on the explanations within their foldable.

 

Differentiation for Students with Exceptionalities:

1. Unit Differentiations: In order to foster learning for students with exceptionalities, demonstrations will be performed, and instructions/concepts will be delivered orally, written, and with the use of visual aids (power points and videos). Finally, instruction will be differentiated. Students will work in collaborative groups, technology will be integrated, and they will have an opportunity to “create” drawings and processes that they will discuss and present. With these creations, they are more invested in the lesson because they are a part of it.

2. Lesson Differentiations: For my students with exceptionalities, I will walk to their desk and assist them with any aspect of the lesson that they have difficulty understanding. During the conclusion portion, students can also collaborate with one another and explain to each other different concepts that they feel as though they have mastered.

 

Materials and Resources:

1. PowerPoint

2. Worksheets

3. Carnegie Learning Book

4. Construction Paper

5. Glue sticks

6. Promethean Board