Geometry Triangle Unit

Unit of Instruction
EdTech 506 Summer 2011 Dr. Hsu Vertoria L. Anderson Unit Goals

The goals for this unit follow the indicators of the general triangle unit and curriculum standard outlined by the state of South Carolina for Geometry, which states that students will demonstrate and understanding of the properties and special segments of triangles and their relationships between and among triangles. Additional goals are to effectively provide instruction for indicators G-3.1 through G-3.11 of the South Carolina standards for Geometry.

Relationship of Goals to Curriculum

The goals for this unit of instruction directly align with the curriculum standards set out by the state of South Carolina in Geometry. The main unit goal is the 3rd standard, which focuses on Triangles and the sub goals are the indicators for that standard, omitting indicator G-3.11 & G-3.12, which deals with trigonometric ratios.

South Carolina Standards for Geometry G-3.1 G-3.2 G-3.3 G-3.4 G-3.5 Carry out a procedure to compute the perimeter of a triangle. Carry out a procedure to compute the area of a triangle. Analyze how changes in dimensions affect the perimeter or area of triangles. Apply properties of isosceles and equilateral triangles to solve problems. Use interior angles, exterior angles, medians, angle bisectors, altitudes, and Perpendicular bisectors to solve problems. G-3.6 Apply the triangle angle-sum theorem to solve problems. G-3.7 Apply the triangle inequality theorem to solve problems. G-3.8 Apply congruence and similarity relationships among triangles to solve problems. G-3.9 Apply theorems to prove that triangles are either similar or congruent. G-3.10 Use the Pythagorean theorem and its converse to solve problems.

Student Info

This unit is intended for sophomore high school students enrolled in a virtual Geometry course through McCormick High School. The general student population is predominantly African-American. The majority of the student body is registered for free or reduced lunch. Most students live in non-traditional family settings. There are more female students than male. The physical school building is located in a rural area. The students should have successfully mastered the skills from Algebra 1. Students need adequate access to required technology and should be able to effectively communicate with their peers and teachers through written and oral communication.

Student Knowledge

All enrolled students have passed the prerequisite course, Algebra 1. Students have required skills working a computer and using the Internet. The students have a working knowledge of Google Apps as well as Microsoft Office Applications. Students know how to accurately use a ruler and metric notation.

Classroom Layout and Orientation

The course will be 100% online. Throughout the instruction, students may be grouped in small groups. A variation of grouping strategies will be employed. Over the time period for the course, students will work in whole group, individual, and paired group settings.

Unit Introduction

I will introduce the unit and goals with well a designed and visually appealing webpage. The webpage will include links to major sections of the unit as well as key instructions and procedures for the students. This introductory webpage will serve as a mini-syllabus for this unit and include my expectations. Important instructions and procedures will include: assessing content online using various resources, turning-in assessments, communicating with the teacher and peers, and checking grades. A rubric will be included for discussion posts. The routine procedure for each module in the unit will be to read required readings, complete activities and assessments, post a reflection post in Edmodo using the provided rubric, and respond to at least two other classmates using the provided rubric as well.

Materials and Media

Students will need a computer and Internet access. As the course is completely online, they will need a computer and Internet to access the content. Students will also need a student account with Holt McDougal Online Learning, where our textbook is housed as well as other activities and assignments. This is important, because it is required for students to complete mandatory assignments. Students will need a student account with Edmodo. This is for uploading assignments and posting discussion posts.

8 Visuals
Area & Perimeter of a Triangle o An image of a triangle with sides labeled as base and height. The formula for the area and perimeter of a triangle will be included using the labels on the image. o The picture will help learners visualize the area (space within) and perimeter (distance around) a triangle. Learning Objective: Carry out a procedure to compute the perimeter of a triangle. Carry out a procedure to compute the area of a triangle. Isosceles & Equilateral Triangles o An image with two sections; one section depicting an equilateral triangle and the other section depicting the bottom portion of a human being. o The picture will help learners visualize the properties of isosceles and equilateral triangles. The isosceles triangle will be reflected with the image of the bottom portion of a human. The legs will represent the congruent legs in an isosceles triangle. The feet will represent the congruent base angles in an isosceles triangle. Learning Objective: Apply properties of isosceles and equilateral triangles to solve problems. Special Segments of Triangles o An image with four sections illustrating the four special segments within triangles. o The picture will help learners visualize with four special segments (medians, perpendicular bisectors, angle bisectors, and altitudes) with a physical representation and definition. Learning Objective: Use interior angles, exterior angles, medians, angle bisectors, altitudes, and perpendicular bisectors to solve problems. Triangle Angle Sum Theorem o An image of a triangle with labeled angles. The formula associated with the Triangle Angle-Sum Theorem will be included using the labels on the image. The formulas order will be switched around twice, with both included on the image to ensure that the learner understands the relationship among the angle measures. o The picture will help learners visualize the Triangle Angle-Sum Theorem. Learning Objective: Apply the triangle angle-sum theorem to solve problems. Triangle Inequality Theorem o An image of a triangle with labeled angles and sides. The formulas associated with the Triangle Inequality Theorem will be included using the labels on the image. The formulas order will be switched up, with all versions of the formula included on the image to ensure that the learner understands the relationship among the angle measures and side lengths. o The picture will help learners visualize the Triangle Inequality Theorem. Learning Objective: Apply the triangle inequality theorem to solve problems.

Triangle Similarity o An image of three triangles of varying size: one small, one medium, one large. Triangles will be arranged from small to large and have proportional side lengths and equal angle measures. The side lengths and angle measures will be labeled on the three triangles. The proportions will be included in the image using the labels on the image. o The picture will help learners visualize the triangle similarity and how the angles and sides among similar triangles are related. Learning Objective: Apply congruence and similarity relationships among triangles to solve problems. Apply theorems to prove that triangles are either similar or congruent. Triangle Congruence Postulates o An image with four sections illustrating the four congruence postulates. o The picture will help learners visualize with four congruence postulates (Side-Side-Side, Side-Angle-Side, Angle-Side-Angle, and Angle-Angle-Side) with a physical representation. Learning Objective: Apply theorems to prove that triangles are either similar or congruent Pythagorean Theorem o An image with two sections. One section will be of a right triangle with sides labeled as legs and hypotenuse. The right triangle will also have sides labeled as a, b, c. The formula associated with the Pythagorean Theorem will be included using the labels on the image. The other section will be of a fence leaning against a building, creating a right triangle. This image will be labeled as well. o The picture will help learners visualize the Pythagorean Theorem and a typically application of the theorem. Learning Objective: Use the Pythagorean theorem and its converse to solve problems. .

Assessments

Student learning will be assessed and evaluated through various types of assessments. There will be quizzes, practice problems, activities and small projects. These assessments will occur throughout and at the completion of each module. At the conclusion of each module a discussion post will be required, in which the learner will reflect on what they learned in the module. Unit assessments will include: Quizzes o Area and Perimeter of Triangles o Isosceles and Equilateral Triangles o Special Segments in Triangles o Triangle Angle-Sum Theorem o Triangle Inequality Theorem o Triangle Similarity o Triangle Congruence Postulates o Pythagorean Theorem Reflection Posts o Area and Perimeter of Triangles o Isosceles and Equilateral Triangles o Special Segments in Triangles o Triangle Angle-Sum Theorem o Triangle Inequality Theorem o Triangle Similarity o Triangle Congruence Postulates o Pythagorean Theorem

Unit Test o A test covering the content of each module in the unit. This summative assessment will occur at the conclusion of the unit. Worksheets/Activities that accompany text readings o These will be checked throughout unit to monitor student progress and understanding. . * Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html