Note: Click here to see the standards for the Maryland Core Learning Goal, Indicator, and Assessment Limits, if assessed by HSA or MSA.

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Purpose

Focus Question: What are the basic terms and postulates of Geometry?

Performances: By the end of this lesson students will know and be able to understand basic terms of geometry and understand basic postulates of geometry

Understanding

1. What will students say or do to show they understand (both during and at the end of the lesson)?

Classwork Part 1 and Classwork Part 2

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2. What questions can I ask to uncover student thinking?

What is a point, line, plane?

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Engagement

What is the hook that will initially engage students in the lesson?

A constellation such as Leo the Lion.

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Where students might get stuck and strategies to get them unstuck.

1a. Stuck: 3 or 4 points for a plane?

1b. Unstuck: Top, bottom, left, right, front, back and even diagonal planes can be represented by how many points?

2a. Stuck: If two planes intersect, they intersect in a line.

2b. Unstuck: Use two pieces of intersecting paper.

3a. Stuck: Are a line and a point coplanar?

3b. Unstuck: Think of two points on a line. Also, is the other point on the line?

Questions I can ask to push student thinking (without directly leading their thinking):

1. What are some ways that you can draw two intersecting planes?

2. What are some ways that you can draw a cube and rectangular solid?

3. Page17:48 Can you use a ruler to check?

Lesson-At-A-Glance

Beginning of the Lesson:

What students will do: Drill

1. Graph y = -2x + 8
2. Solve 2x - 8 + 3x - 12 = 60
3. Find the next two terms 16, 4, 1, 1/4, ...
4. Find the next two terms 4, 6, 9, 11, 14, 16, ...

Review homework Practice 2-1 Example and p10:42-54 even by getting students to put all the work and the answer on the bottom half of the board.

Why they will do it:
To review prerequisite skills and review what they learned from the previous lesson.

Middle of the Lesson:

What students will do: Classwork Part 1
Read page 12 - 15 and do problems 5 - 15
The teacher will ask students their answers and put them on the middle of the board.
Classwork Part 2
Page 15 - 17: 4 - 48 every 4th one. Students are to work in groups, ask every one in their group before they ask me a question, look at the answers to 3, 7, 11, 15, etc. again before they ask me a question, write down all of the work and answers on their own paper, and then put the work and answer on the front, far right part of the board for extra credit.

Extra Credit Classwork Problem of the Day: How many numbers in the set 100, 101, 102, 103, ..., 999 do not contain the digits 2, 5, 7 or 8 ?

Why they will do it: To practice problems to lead to a mastery of the objective.

End of the Lesson:

What students will do: Copy down homework Practice 1-2 Example and page 17:50-56 even and give a summary of the key ideas in this lesson.

Why they will do it: To practice problems to lead to a mastery of the objective and get written and verbal reinforcement of the big ides in this lesson

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Analysis: The students all correctly completed part 1 of the classwork. Two of the students got 11 out of 12 (about 92%) correct on part 2 while one student got 10 out of 12 (about 83%) correct on part 2 of the classwork. There were only 3 students out of 5 present the day of this lesson. This clearly exceeds the 10% gain over 50% that is our school goal.

On the homework that I checked the following day two of the students got 27 out of 29 correct (about 93%) while one student got 26 out of 29 correct about (90%) on the Practice 1-2 Example part which had to do with this lesson. This clearly exceeds the 10% gain over 50% that is our school goal.

On the quiz, problem 3 on what is the intersection of plane EFH and line BG, 5 out of 5 (100%) students got that correct. For problem 4, explain why E, F and C are coplanar, 5 out of 5 (100%) got it correct. This clearly exceeds the 10% gain over 50% that is our school goal.

Finally, on the test on this unit, problem 5 on what is the intersection of plane GHIJ and plane CDIH, 5 out of 5 (100%) got it correct. For problem 6 on which four points are coplanar, 5 out of 5 (100%) got it correct. For problem 7 on what is another way to name plane ABEF, only 3 out of 5 (60%) got it correct. Clearly, this still exceeds the 10% gain over 50% that is our school goal. My BCR and ECR were on different parts of this chapter.