NAME: Cherice Elmore

Lesson Title: Triangles, and Angles, and Theorems, OH MY!

Grade Level 9
Grade Level: Mathematics, Geometry

Subject:
Description of Learning Goals, Standards, Objectives
CC/GPSs:
MM1G3. Students will discover, prove, and apply properties of triangles,
quadrilaterals, and other polygons. a. Determine the sum of interior and
exterior angles in a polygon. b. Understand and use the triangle
inequality, the side-angle inequality, and the exterior-angle inequality. c.
Understand and use congruence postulates and theorems for triangles
(SSS, SAS, ASA, AAS, HL).
National Technology 4b
Standards: Students select and use digital tools to plan and manage a design
process that considers design constraints and calculated risks.
4c
Students develop, test and refine prototypes as part of a cyclical design
process.
Long-Term Learning At the end of this unit students will understand relationships of polygons
Goal or Outcome: and be able to apply the proofs and theorems to find missing side
lengths and angles of these polygons.
ABCD Objectives or Given 5 triangles with either the interior and exterior angles missing, the
Outcomes: students will work in groups and be able to find the sum of the interior
and exterior polygons with an accuracy of 4 questions correct.
Given two fill in the blank question, the student will be able to fill in all of
the blanks of the two triangle inequality theorems with 90% accuracy.
Given a short answer question, the student will be able to draw and
explain the theorems for triangles (SSS, ASA,SAS, AAS, HL) with 100%
accuracy.
Students will be able to create a concept map on triangles following a
rubric and must receive 16 out of 20 total points.
Description of Assessment
Assessment Plan: What evidence do you have of students understanding? How will know
that they have met the objectives above? You must have an
assessment statement for each objective. Write your assessment
statements in this box.
Students will work on their group worksheet, will show their work on
how they got the missing angles and I will grade it for accuracy.
Students will be given a handout and find the unknown angles and
sides of a triangle and I will grade it for accuracy.
Students will create a concept map with key words and features with an
80% accuracy following the rubric.
Description of Activities with Technology and Materials
Activity Design:

Class starter and lesson connection:
At the start of class, we will start with a Do Now.
Students will come in, sit with their groups and
write down everything they know about a triangle
for the first five minutes of class. This allows me
to see what prior knowledge they had to the
subject. To motivate the students, the group with
the most correct facts will receive a free

Teacher and student activities:
Technology Connection:
Materials and Resources:
Reflection on Lesson Design
Future Actions :
automatic correct answer to any question later
in class.
As the teacher I would first provide
PowerPoint presentations introducing
how to find the sum of exterior and
interior angles of in a polygon, describe
the inequality theorems, and the
theorems of triangles
(SSS,ASA,SAS,AAS,HL).
Students will stay in their groups to work
on a handout that has 5 questions and
find the sum of the exterior and interior
angles of the triangles.
Student will be given a handout where
they must fill in the blanks explaining the
two triangle inequality theorems. The top
two students that have the most correct
answers will receive a free correct
answer pass.
Student will be able to use Geogebra
online to create triangles. With this
website students will explain the
theorems for triangles and copy it to a
saved document for me to see.
https://www.geogebra.org/m/JHgTXKrt
As a final understanding students will
use the site http://popplet.com/ to create
a concept chart that shows their
understanding of triangles, including key
concepts and following the rubric
provided.
Materials I will use are handouts, computers, and
the websites
https://www.geogebra.org/m/JHgTXKrt
http://popplet.com/
Answer the following questions:
Explain how you incorporated information from
the chapter and D2L modules into this lesson
plan. A lot of the websites and readings we were
given helped a lot. The ABCD guide really helped
me with my objectives. Find the standards were
fairly easy as well since we were given the links
in a previous week.
After considering this lesson plan, what will you
do differently when you design the next lesson in
light of your new understandings?
Chose a shorter lesson plan and less objectives.
Or, if you had more time/resources, etc., how
would you change the lesson and/or technology
artifact?
If I had a classroom that each student had their
own laptop or tablet I would use those frequently
because I know the students would be more
involved.

How does your technology artifact showcase

design principles?
It definitely represents the visual hierarchy.

How does your technology artifact require

student use of higher order thinking skills?
It allows them to classify, identify, and name facts
about a triangle.

How does the technology in your lesson align to

the content you are trying to teach in your
lesson?
Technology allows for more accuracy when
creating the triangles because it is able to make
straighter lines, less room for error.