NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom: This is a high school geometry class mainly made up of sophomores, although
there are a few freshmen, juniors, and seniors in the class as well. The class has students from various backgrounds and socioeconomic statuses. There are at most 10 special education students mixed into the classroom with 30+ other general education boys and girls.

Background: Lesson 8.6 - proportions and similar triangles - introduces more strategies to help students find
similar triangles. The students have already learned the AA, SSS, and SAS similarity postulates which prove triangles are similar. The students will continue to use their prior knowledge of geometric vocabulary and proportions to solve similar triangle problems.

Content Objective(s): SWBAT use proportionality theorems to calculate segment lengths. Language Objective(s): SWBAT describe how the proportionality theorems are used to find similar triangles. Nevada Standards:
6.7 - The student will explore properties of proportionality within a triangle.

Key Vocabulary: parallel, transversal, ray, bisect, proportion

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated

Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Grouping Options Whole class Small groups Partners Independent

Integration of Processes Listening Speaking Reading Writing

Assessment Individual Group Written Oral

Teaching Strategies: Direct Instruction, individual questioning, whole group, independent practice. Warm Up Activity: The students will have 2-3 minutes to list the three shortcuts that we learned to prove
triangles are similar. We will go over the answers when the 3 minutes are up.

Lesson Sequence:
- Warm up: see above - Daily Review: First review homework, then answer any questions the students had on Fridays ticket out the door. - Introduction: The SSS and SAS theorem helped us prove similarity, todays theorems will help us find the missing segment lengths of similar triangles. - Daily Objective: Use proportionality theorems to calculate segment lengths. - Concept and Skill Development and Application: Students will record the theorems and example problems in their notes. The examples are based on the Triangle Proportionality Theorem, an unnamed theorem, and a corollary. The students will be given similar triangles and will have to find the missing lengths. The biggest thing is remembering parts or whole sides ! - Guided/Independent/Group Practice: There are two theorems and one corollary. After each, there will be 2-3 examples. I will walk the students through the first example. During the second example, I will give less guidance. The students will do the last example in each section on their own before going over it together as a class. - Homework: If the students are understanding I will give time in class to start the homework on their own. If not, I will go over a few homework problems with the students in class. Their assignment will be #1-#18 from pg.327 in their packet. - Closure: Remember to find out if you are dealing with parts or whole sides and transversal fractions are already set up as fractions. - Long-term Review: Have students demonstrate cross multiplication.

Accommodations: Special education students have been given preferential seating according to their IEP and
will be given copies of the class notes to supplement their own notes. The co-teacher and I will be able to assist students with any questions during times of independent practice.

Supplementary Materials: Smartboard, whiteboard, or ELMO Review/Assessment: Ticket out the door. Write down two questions you have.

Reflection:

Form: 005 JDC 4/22/08