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Manhattan College
Education Department
Unit Plan/Learning Segment Template

Instructions: Use the following categories for each unit plan/learning segment you create.

Number of lessons: 5
Subject: Geometry
Grade Level: Freshman/Sophomore
Unit/ Learning Segment Title: Undefined Terms, Angles, and Angle Theorems

1. Rationale Statement
This learning segment is the foundational segment for Euclidean Geometry. Students
begin to formalize their concept of geometry from elementary and middle school by using
more precise definitions and learning proofs.

2. Central Focus
In this learning segment, I will teach students the undefined terms in geometry, and
defining various words and theorems. The purpose of this lesson is to introduce geometry to
students. These definitions and theorems will be developed and added too throughout the course
of the year. Students will have the opportunity to work together during class on their worksheets.
The first lesson is the foundational lesson of geometry and will set the standards for the school
year. The next 4 days are lessons that build on top of each other. Everything learned in the
previous lessons will be carried out each day.

3. Essential Questions
1. What are the undefined terms in geometry?
2. How can we use equivalence relations in geometry?
3. What are the different types of angles? What are the theorems and how can we prove them?

4. Learning Standards
1. CCSS.MATH.CONTENT.HSG.CO.A.1 Know precise definitions of angle, circle,
perpendicular line, parallel line, and line segment, based on the undefined notions of point, line,
distance along a line, and distance around a circular arc.
2. CCSS.MATH.CONTENT.HSG.CO.A.4 Develop definitions of rotations, reflections,
and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
3. CCSS.MATH.CONTENT.HSG.CO.C.9 Prove theorems about lines and
angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel
lines, alternate interior angles are congruent and corresponding angles are congruent; points on
a perpendicular bisector of a line segment are exactly those equidistant from the segment's
endpoints.

5. Unit Plan/Learning Segment Goals

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●The goals express the major expected learner outcomes (facts, concepts and generalizations), skills,
attitudes and values.
●These goals provide general, long-range, and inclusive statements, and may be stated in non-
performance terms (students will understand, students will do, etc.)
●These goals align with the central focus.

Students will be able to define and prove different types of angles and angle theorems. They
will be able to grasp these ideas and build more concepts and proofs using these theorems. This is the
beginning of Euclidean Geometry, and in college you will learn the other types of Geometry using
Euclidean Geometry.

6. Unit Plan/Learning Segment Assessments

6.a. The assessment plan includes a pre- and post-assessment.
 Every day I have a Do-Now and classwork that will assess students on their learning. To
monitor students, I will walk around the classroom to look at their work and listen to discussions
amongst partners.
6.b. The assessment plan includes several opportunities for a variety of formative assessments,
and may include a summative assessment.
 Students will be given homework every day, some days it will be to finish the worksheet
given in class, other days there is a separate worksheet.
6.c. The plan describes how some assessments can be differentiated.
 Students who are struggling will be moved to sit in the front of the class, and are encouraged
to come to extra help to ask any questions or if they need help with homework.

7. A Parent/Guardian Letter (for childhood education unit plan/learning segments).

N/A

8. Resources and Materials

- PowerPoint, white board markers, pen/pencil, worksheets for classwork and homework.
- Resources attached in “Methods- Instructional Materials” document.

9. Unit Plan/Learning Segment Calendar (optional)

N/A

10. References
- Massimo Cervone, Mathematics Teacher, Bronx High School of Science. Bronx, New York
- Jurgensen, R. C., Brown, R. G., & Jurgensen, J. W. (2009). Geometry. Evanston,
Illinois: McDougal Littell.

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LESSON Plans
Day 1:
Learning Objectives: Students will: Assessments: (include evaluation criteria
- Understand the undefined terms in for formative assessment)
geometry - Create a table of the undefined terms
and summarize them.

Differentiation: Students who are struggling will sit in the front of the class and will be
partnered with a student who is excelling. Students will also be encouraged to come for extra
help either during a free period or after school.

Academic Language: Provide components of language that students need to learn and use in
specific content areas.
Vocabulary: definition, undefined terms, point, line, plane, space, collinear points,
coplanar points, ray segment, distance.
Language functions: Identify the undefined terms. Compare notations and symbols of
line, segment, ray, and distance.
Syntax (e.g. sentences, graphs, and tables): table comparing undefined terms
Discourse (oral and written language): Students will be talking to their partners during
discussion using mathematical language and reasoning.

Procedure: Include an estimate of how much time you will allot for each phase below:
Anticipatory Set (hook, motivation, etc. to ENGAGE students)- 5 minutes
Do Now on the PowerPoint. (Slide 2)
o Write the definition of a “triangle”
Initial Phase (instruction – direct/indirect) EXPLORE
- Discussion: (2-4 minutes)
o What do you know about points, lines, planes, and spaces?
o What have you seen like this?
o What have we studied that might apply here?
- Direct Instruction: (7-10 minutes). Break up for discussion.
o PowerPoint (slides 3-6)
o Instead of showing students slide 5, draw a table on the board first and have
students come up with what to write in the table.
o On the board write the symbols/notations for line, segment, ray, and distance.

Middle Phase (practice-guided/independent) EXPLAIN

- Worksheet for day 1- “Defined and Undefined Terms”
- Go over any questions.
- Walk around to listen to student discussion.

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Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
- Homework for day 1- “Postulates and Theorems”

Materials: (items, technology, etc.)

- PowerPoint, white board markers, pen/pencil, worksheets for classwork and homework

Day 2:
Learning Objectives: Students will: Assessments: (include evaluation criteria
- Determine if relations are equivalence for formative assessment)
relations - Create a chart in notebook

Differentiation: Students who are struggling will sit in the front of the class and will be
partnered with a student who is excelling. Students will also be encouraged to come for extra
help either during a free period or after school.

Academic Language: Provide components of language that students need to learn and use in
specific content areas.
Vocabulary: reflexive/symmetric/transitive properties, equal, congruent, complementary,
parallel, perpendicular, approximate.
Language functions (analyze, interpret, argue, compare, identify): construct
Syntax (e.g. sentences, graphs, and tables): N/A
Discourse (oral and written language): Students will be talking to their partners during
discussion using mathematical language and reasoning.

Procedure: Include an estimate of how much time you will allot for each phase below:
Anticipatory Set (hook, motivation, etc. to ENGAGE students)
- Do Now on the PowerPoint. (Slide 8) (5 minutes)
o Pick a student to present the problem on the board.
o Is there another way to do this?
Initial Phase (instruction – direct/indirect) EXPLORE
- Slide 9 of PowerPoint: reflexive, symmetric, transitive (2 minutes)
- Name types relations on the board (5-7 minutes, include student discussion)
o Go through each one and determine if they are an equivalence relation.
Middle Phase (practice-guided/independent) EXPLAIN
- Worksheet for day 2- “Equivalence Relations”
Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap up lesson)
- Discussion (slide 10)
o Can you think of a statement where none of these properties work?

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Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
- Finish worksheet for homework

Materials: (items, technology, etc.)

- PowerPoint, white board markers, pen/pencil, worksheets for classwork and homework

Day 3:
Learning Objectives: Students will: Assessments: (include evaluation criteria
- Prove angle theorems using previous for formative assessment)
postulates and theorems - Statement/reason tables

Differentiation: Students who are struggling will sit in the front of the class and will be
partnered with a student who is excelling. Students will also be encouraged to come for extra
help either during a free period or after school.

Academic Language: Provide components of language that students need to learn and use in
specific content areas.
Vocabulary: Complementary angles, Supplementary angles, Acute angles, Obtuse angles,
Right angles, Vertical angles, Straight angles, Adjacent angles, Linear pair
Language functions: construct proofs of angle theorems
Syntax (e.g. sentences, graphs, and tables): proofs
Discourse (oral and written language): Students will be talking to their partners during
discussion using mathematical language and reasoning.

Procedure: Include an estimate of how much time you will allot for each phase below:
Anticipatory Set (hook, motivation, etc. to ENGAGE students)
- Do now: (slide 12) (5-7 minutes)
o Have student present on the board.
Initial Phase (instruction – direct/indirect) EXPLORE
- Different types of angles and their degree measures (slide 13) (2-5 minutes)
- Prove Theorem 1 (slide 14) (5-7 minutes)
o Go over steps of how to prove
Middle Phase (practice-guided/independent) EXPLAIN
- Day 3 worksheet: classwork and homework

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
- Finish classwork for homework

Materials: (items, technology, etc.)

- PowerPoint, white board markers, pen/pencil, worksheets for classwork and homework

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Day 4:
Learning Objectives: Students will: Assessments: (include evaluation criteria
- Apply angle theorems proved in for formative assessment)
previous lesson in more proofs. - Statement/reason tables

Differentiation: Students who are struggling will sit in the front of the class and will be
partnered with a student who is excelling. Students will also be encouraged to come for extra
help either during a free period or after school.

Academic Language: Provide components of language that students need to learn and use in
specific content areas.
Vocabulary: N/A
Language functions (analyze, interpret, argue, compare, identify): construct proofs
Syntax (e.g. sentences, graphs, and tables): N/A
Discourse (oral and written language): Students will be talking to their partners during
discussion using mathematical language and reasoning.

Procedure: Include an estimate of how much time you will allot for each phase below:
Anticipatory Set (hook, motivation, etc. to ENGAGE students)
- Do now (slide 16) (5-7 minutes)
o Have student present the on the board.
Initial Phase (instruction – direct/indirect) EXPLORE
- Go over homework from yesterday if there are any questions
- Hand out worksheet and work on problems 15-18 in class.
o Have different students present each one.
Middle Phase (practice-guided/independent) EXPLAIN
- While students are presenting problems have them explain using the diagram and why
they did what they did.
- Ask if anyone else did it differently.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
- Finish worksheet for homework
Materials: (items, technology, etc.)
- PowerPoint, white board markers, pen/pencil, worksheets for classwork and homework

Day 5:
Learning Objectives: Students will: Assessments: (include evaluation criteria
for formative assessment)

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- Use theorems prove supplementary - Statement/reason tables

and complementary angles. - Exit ticket

Differentiation: Students who are struggling will sit in the front of the class and will be
partnered with a student who is excelling. Students will also be encouraged to come for extra
help either during a free period or after school.

Academic Language: Provide components of language that students need to learn and use in
specific content areas.
Vocabulary: bisects, adjacent angles, complementary angles, perpendicular.
Language functions: prove the following theorems
Syntax (e.g. sentences, graphs, and tables): N/A
Discourse (oral and written language): Students will be talking to their partners during
discussion using mathematical language and reasoning.

Procedure: Include an estimate of how much time you will allot for each phase below:
Anticipatory Set (hook, motivation, etc. to ENGAGE students)
- Do now (slide 18) (5-7 minutes)
o Have student present on the board.
Initial Phase (instruction – direct/indirect) EXPLORE
- Go over homework from yesterday if there are any questions (10 minutes)
- New theorem and prove it. (5-7 minutes)
Middle Phase (practice-guided/independent) EXPLAIN
- Worksheet
o Have students present first one.
Concluding Phase (closure/summary: Action/statement by student(s)/teacher to wrap up lesson)
- Exit ticket. (slide 20). Collect at the door as student’s leave. (2-3 minutes)

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction).
- Finish worksheet for homework

Materials: (items, technology, etc.)

- PowerPoint, white board markers, pen/pencil, worksheets for classwork and homework

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