This document outlines the goals, methods, assessments, and special circumstances for Ryan Woodson's geometry unit on right triangles at Rogers High School. The goals are for students to learn to use the Pythagorean theorem, determine if a triangle is right/obtuse/acute, use special right triangles, and solve problems involving sine, cosine, tangent, angles of depression/elevation. Methods include discovery quizzes, direct instruction, and individual practice. Assessments are daily quizzes, question/answer time, and a post-assessment. Special circumstances include differentiation strategies and allowing notes/reference sheets. Drilling alone is not effective; students must believe they can solve problems and notice patterns.
This document outlines the goals, methods, assessments, and special circumstances for Ryan Woodson's geometry unit on right triangles at Rogers High School. The goals are for students to learn to use the Pythagorean theorem, determine if a triangle is right/obtuse/acute, use special right triangles, and solve problems involving sine, cosine, tangent, angles of depression/elevation. Methods include discovery quizzes, direct instruction, and individual practice. Assessments are daily quizzes, question/answer time, and a post-assessment. Special circumstances include differentiation strategies and allowing notes/reference sheets. Drilling alone is not effective; students must believe they can solve problems and notice patterns.
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This document outlines the goals, methods, assessments, and special circumstances for Ryan Woodson's geometry unit on right triangles at Rogers High School. The goals are for students to learn to use the Pythagorean theorem, determine if a triangle is right/obtuse/acute, use special right triangles, and solve problems involving sine, cosine, tangent, angles of depression/elevation. Methods include discovery quizzes, direct instruction, and individual practice. Assessments are daily quizzes, question/answer time, and a post-assessment. Special circumstances include differentiation strategies and allowing notes/reference sheets. Drilling alone is not effective; students must believe they can solve problems and notice patterns.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online from Scribd
Geometry Right Triangle Unit Goals The student will be able to Use the Pythagorean theorem to solve problems (T.2.G.4a) Use the Converse of the Pythagorean theorem to determine whether a triangle is right, obtuse, or acute (T.2.G.4b) Use the properties of special right triangles (45-45-90, 30- 60-90) to solve problems (T.2.G.5) Be able to solve problems using Sine, Cosine, and Tangent, including problems involving angles of depression and elevation to determine lengths and angles (T.2.G.6, T.2.G.7) Solve problems involving the altitude of a right triangle (T.2.G.6) Methods Discovery Quizzes/ Activities Students will discover patterns on their own Direct Instruction/ Guided Practice Teacher will guide students as to the why and define specific methods to solve problems Individual Practice Students will apply the methods to solve problems on their own Special Circumstances Differentiation Discovery quiz Lower students remediate the previous learning High students discover new learning Individual practice High students can help direct learning Teacher can assist those who are struggling There are problems at the end of the homework that the high students will be asked to consolidate many lessons together Further Differentiation Modified tests Students are allowed to utilize notes on homework and daily quizzes, as well as a reference sheet on the test Assessment Daily Quizzes Allows teacher to evaluate learning and determine whether to remediate or what points to reemphasize Question/Answer time Students will be called upon to answer questions and solve problems Students will have the opportunity to ask questions they may have Post-Assessment Students will demonstrate their understanding If a student underperforms he/she will have the opportunity to re-take the unit exam after remediation One more thing
It doesn’t matter how much you drill the kids,
they will not get it unless they believe they can. And with this unit the concepts that they did the best on were the ones where I gave them problems and let them solve the problems the old way, and then notice the new pattern
A.T.A.P How to Achieve a Workable Classroom Environment: In a Core Curriculum Classroom (Grades Pre-K Through 8Th and Special Education) (A Book of Strategies and Research)