1/24/19 and 1/28/19

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

Subject Regular Geometry _
Time Needed for Lesson 80 minutes (across two periods) Lesson Concept 6-1: Medians

PA STANDARD(S) (Write out standards):

2.9.8.A : Name, describe and apply geometric relations for 1-dimensional shapes and 2- dimensional shapes and 3-
dimensional solids.

2.9.11.A.: Create justifications for arguments related to geometric relations.

.
BIG IDEAS/ESSENTIAL QUESTIONS:

How can we determine lengths of line segments in a centroid?

How can we identify medians and altitudes in triangles?

ELIGIBLE CONTENT:

M11.C.1.2.1: Identify and/or use properties of triangles (e.g., medians, altitudes, angle bisectors, side/angle
relationships, Triangle Inequality Theorem).

OBJECTIVE(S) (Be sure to include all four parts):

The student will find the length of a midsegment on the notes sheet with 100% accuracy.
The student will find the length of a line segment in a centroid on the notes sheet with 100% accuracy.
The student will identify all pairs of parallel segments on the notes sheet with 100% accuracy.

MATERIALS:
Section 6.1 Notes Sheet
Pencil
Paper
Textbook
Smartboard
iPad
ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 The teacher will draw a horizontal line and a vertical line on the whiteboard.
 The teacher will then label the x value of the vertical line as “a” and the y value of the horizontal line as “b”.
 The teacher will then say that each geometric line has an algebraic equation that corresponds to the figure.
 The teacher will say that there are other geometric figures that share this property as well.
 The teacher will then write the bolded part of the three objectives on the whiteboard and ask students to copy
them down on their notes sheet.

BODY (Bulleted step by step/differentiation must be included)

 The teacher will ask students what they think a “Median” is
 The teacher will define a median as “a segment that joins a vertex of the triangle and the midpoint of the side
opposite that vertex”
 The teacher will define “concurrent as a condition in which three or more lines intersect at a point.”
 The teacher will then draw a triangle and draw the three medians that a triangle has.
 The teacher will then ask students to find the point where all three lines intersect
 The teacher will ask someone what they think the name of this point is? A centroid!
 The teacher will add that centr- is a prefix that means “center”.
 The teacher will then give students two minutes to work on example 1 at their seats.
 The teacher will have students pair up and work on independent practice 1 in the notes sheet.
 The teacher will then go over example 1 on the smartboard.
 The teacher will have students give a thumbs up or thumbs down if they agree or disagree with the answers given
for example 1 and the independent practice 1
 The teacher will work through example 2 with students by identifying all 3 pairs of parallel line segments in the
triangle
 The teacher will then say that we will finish example 3 and 4 during tomorrow’s class
 The teacher will ask a volunteer what the three pairs of parallel line segments should be.

 The teacher will then review the vocabulary on the first page of the notes sheet from yesterday as well as example
1 and 2
 The teacher will then read Theorem 6.1 on the notes sheet.
 The teacher will work through example 3 on the whiteboard using Theorem 6.1.
 The teacher will have students work on example 4 at their seats using the same ideas from example 3
o The teacher will incorporate positive reinforcement strategies when working with Student 1
 The teacher will then give students two minutes to pair up and work on example 4 at their seats
 The teacher will then have students give a thumbs up or thumbs down if they agree or disagree with the answers
given for example 4

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will restate the 3 major objectives that were written by the students on their notes sheets
 The teacher will say that we found the length of a midsegment in example 1, wrote the different pairs of parallel
sides in example 2, and talked about the length of segments in a centroid in examples 3 and 4
  The teacher will say that these four examples over the last two classes allow us to talk about another topic that is
very important in geometry: altitudes!

ACCOMMODATIONS/MODIFICATIONS:
 Student 1
o Will receive a copy of the completed Teacher’s notes for this section at the end of the lesson
 Student 2
o Will received reduced homework assignment (Pg. 231 #8-13, #20) instead of (Pg. 231 #8-16, #20)

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
 The student will master the objective of finding the length of a midsegment by indicating thumbs up or thumbs
down to indicate that they agree or disagree with the teacher’s answer
 The student will master the objective of finding the length of a line segment in a centroid by verbalizing their
answer to the teacher.
 The student will master the objective of identify all pairs of parallel segments by circling the correct segments
on the notes sheet.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):

I felt that I did a really good job at getting students involved in this lesson in order to see the concepts of
medians and midsegments. The students did a very good job at verbalizing the concept of medians when I asked
them to visualize a highway. Most of the students in this class are already driving or are close to obtaining their
permit in order to drive. The students were able to make the connection that median means middle from both an
algebraic perspective and now a geometric perspective of distance.

I also felt that I did a really good job at being prepared for issues and spotting potential problems with my
lesson. Two of my students were not able to use their Chromebooks and I anticipated that this might be an issue
at some point. I had notes printed out prior that I gave to the students for them to fill out. This meant that I did
not have to slow down my lesson and that a lack of computer usage did not hinder my ability to teach the
concept of medians and midsegments.

I felt that I could have done a better job at explaining the idea of “midsegments”. The first time that I explained
it, I forgot to mention that the midsegment of a triangle must be parallel to a side of a triangle. This really
confused students when I did not tell them this piece of information. I backtracked and corrected my mistake,
and all of my students were able to correct themselves after learning this new piece of information. This was a
good time, however, for students to see that the teacher is not always correct. It is important for students to see
that I am human and that I make mistakes as well.