Unit 1 day 7
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This document discusses linear angles formed by parallel lines intersected by a transversal. It begins with an assessment day and learning outcome about using deductive reasoning to justify geometric properties. Students are then introduced to linear angles formed by parallel lines and asked to find measures of angles if one is given. The rest of the document provides tools and definitions for angle relationships formed by parallel lines, such as corresponding angles being congruent. Students practice using these tools and definitions to prove properties about angle measures in different scenarios. The document concludes with instructions to prepare for a quiz by summarizing the mathematics and checking understanding.
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This document provides a lesson plan for learning how to solve systems of linear equations. The lesson includes an introductory activity called "Chubby Bunny" followed by two exploratory sections on solving systems algebraically through substitution and elimination methods with practice problems from the textbook on page 199 problem 4.
Linear day 17
The document outlines a lesson plan for October 9th with the learning goal of solving linear inequalities. The plan includes a launch activity to introduce solving inequalities followed by an explore activity to further practice solving inequalities, and concludes with a summary worksheet problem.
Linear day 16
This document outlines a lesson plan to teach linear systems of equations through three parts: launching with an example of Gerardo's work, exploring how to save for a bike through a real-world scenario, and summarizing with practice problems from a textbook.
Linear day 16
This document outlines a lesson plan to teach linear systems of equations through three parts: launching with an example of Gerardo's work, exploring how to save for a bike through a story problem, and summarizing with an exercise from page 199 problem 4.
Systemsday1
Students will learn to determine solutions to systems of linear equations. The lesson will begin with an introduction and launch activity to engage students. Students will then explore systems of linear equations through an investigation activity.
Linear day 10
This document outlines a lesson plan for September 23rd with the learning goal of understanding linear relationships in tables, graphs, and equations. It includes launching with examples A and B, exploring practice problems 3 through 11, and summarizing with problem 202 number 4. The plan also lists launching practice problem 152 number 2 ab.
Linear day 11
The document outlines a learning goal to understand linear relationships through tables, graphs and equations. It provides activities using scatter plots and linear plots to explore relationships, including exploring hamburger data and completing practice problems from pages 151-152 and 191 of a textbook.
Linear day 12
This document outlines a lesson plan focused on understanding linear relationships. The lesson will launch with an activity on population data, then have students explore linear relationships through a point-slope investigation and practice problems. Students will complete practice questions from their textbook to summarize the lesson.
Linear day 12a
This document outlines a learning goal to understand linear relationships in tables, graphs and equations. It provides instruction to explore linear plots through exercises on pages 210 problems 29a and 29b, as well as through exercises 1-2, 3 and 4 which involve creating and analyzing linear plots.
Linear day 13
This document provides a lesson plan for understanding linear relationships. The lesson will have students find the equations of lines through given points to explore slope and linear relationships represented in tables, graphs, and equations. Students will then solve practice problems and review the key concepts covered in the lesson.
Linear day 14
This document outlines a learning goal to understand linear relationships in tables, graphs and equations. It provides an agenda to launch an activity to determine rules, explore rule investigation through tables and graphs, and summarize with problems from page 219 numbers 1 and 3.
Linear day 15
This document outlines a learning goal to understand linear relationships in tables, graphs and equations. It lists activities for October 2nd including launching with solving equations, exploring a solving equations game, and summarizing with problems from page 221 numbers 4 and 6.
Intersections and inequalities day 14a
Students will learn to determine solutions to systems of linear equations. They will explore an investigation to solve systems of linear equations. The learning outcome is to understand how to find the solutions to systems of linear equations.
Intersections and inequalities day 17
This document discusses learning how to solve systems of linear inequalities. It provides examples and notes on determining solutions to systems of linear inequalities and has students investigate examples.
Intersections and inequalities day 11
This document outlines a lesson plan to revisit the concept of slope of a line. The lesson includes a launch, exploration through investigations and practice problems, and opportunities for students to work independently to reinforce their understanding of slope.
Intersections and inequalities day 12
This document outlines steps for students to learn how to determine the slope-intercept form of a line, including a launch, exploration through investigation and notes, and independent practice. Students will explore concepts and take notes to understand how to find the slope and y-intercept of a line and represent it in slope-intercept form.
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Unit 1 day 7
- 1. LINEAR ANGLES August 15th Assessment day! August 16th Learning outcome: How do we use deductive reasoning to proficiently justify geometric properties?
- 2. WARM – UP LINEAR ANGLES FORMED BY PARALLEL LINES 1.If two parallel lines are intersected by a transversal, what relations exist among the measures of the angles formed? a. If < 1 = 110° Find the measures of all the other angles.
- 4. TOOLKIT Justifcation Statement Definition OR If-Then Statement Picture Relationship (Congruent OR Supplementar y) Check when ready to be used in a proof Definition of Linear Pair Definition of Vertical Angles Linear Pair Postulate Vertical Angle Theorem
- 5. TOOLKIT Justifcation Statement Definition OR If-Then Statement Picture Relationship (Congruent OR Supplementar y) Check when ready to be used in a proof Definition of Corresponding Angles Definition of Alternate Interior Angles Definition of Alternate Exterior Angles Definition of Same-Side Interior Angles Definition of Same-Side
- 6. TOOLKIT Justification Statement Definition OR If-Then Statement Picture Relationship (Congruent OR Supplementar y) Check when ready to be used in a proof Corresponding Angle Assumption Alternate Interior Angle Postulate Alternate Exterior Angle Postulate Same-Side Interior Angle Postulate Same-Side Exterior Angle
- 7. EXPLORE - PAGE 36 #4 Given Linear Pair Postulate Corresponding Angles Substitution Definition of Supplementary If two parallel lines are cut by a transversal, then __________________ angles are _____________________. Vertical Angle Theorem
- 8. TOOLKIT Justifcation Statement Definition OR If-Then Statement Picture Relationship (Congruent OR Supplementar y) Check when ready to be used in a proof Corresponding Angle Assumption Alternate Interior Angle Postulate Alternate Exterior Angle Postulate Same-Side Interior Angle Postulate Same-Side Exterior Angle
- 9. EXPLORE - PAGE 37 #5 If two parallel lines are cut by a transversal, then same-side exterior angles are ________________. If two parallel lines are cut by a transversal, then alternate interior angles are _________________. If two parallel lines are cut by a transversal, then alternate exterior angles are _________________. Given Linear Pair Postulate Corresponding Angles Assumption Substitution Definition of Supplementary Vertical Angle Theorem
- 10. SUMMARY - GALLERY WALK Were the requirements of a proficient proof met? Does the argument have any errors? Does it show the statement is true for all numbers or for some numbers? Does the argument show why the statement is true? Does the argument provide an easy way to convince a skeptic? Return to your proof and read your feedback. Write a final draft of your proof.
- 11. TOOLKIT Justifcation Statement Definition OR If-Then Statement Picture Relationship (Congruent OR Supplementar y) Check when ready to be used in a proof Corresponding Angles Postulate Alternate Interior Angles Postulate Alternate Exterior Angles Postulate Same-Side Interior Angles Postulate Same-Side Exterior
- 12. CLASSWORK – P. 32-33 #3 C
- 13. CLASSWORK – P. 32-33 #3 C
- 14. SUMMARY PREPARE FOR QUIZ p. 15 1. Summarize the mathematics 2. Check your understanding