Learning Experience Plan

Subject: Geometry Grade level: 10th

Unit: Length of LEP (days/periods/minutes): 5 days, 45

min

Topic: Proving geometric theorems of congruence

Content Standards: (include only standards addressed in this LEP)

GEO-G.CO Congruence

9. Prove and apply theorems about lines and angles.

10. Prove And Apply Theorems About Triangles.

Literacy Standards: (include only standards addressed in this LEP)

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills)
Students will:
1. be able to critically think and apply
mathematical reasoning to their logic
based arguments.
2. be able to understand the differences
between certain lines, angles, and
triangles.
3. be able to understand theorems and
definitions to the point where they can
apply them to make logical arguments.
4. Make sense of problems and persevere
in solving them.
5. Reason abstractly and quantitatively.
6. Construct viable arguments and
critique the reasoning of others.
7. Model with mathematics.
8. Use appropriate tools strategically.
9. Attend to precision.
10. Look for and make use of structure.
11. Look for and express regularity in
repeated reasoning
1. Students will complete homework on day
1 about angles, day 2 about angles and
elementary proofs, and day 4 about
proving triangle congruence. Grading
criteria is in the assessments document.
2. On day 3 students will complete a graded
exit ticket during class time. The grading
criteria is in the assessment document.
The exit ticket will consist of constructing
a proof about triangles.
3. On day 5 students will complete a quiz
that includes all topics covered in the past
4 days. Students will be assessed on
angles, lines, and triangles. Grading
criteria is in the assessments document.

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Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Students who are at the Students will receive a Students will receive a guided
approaching level will be guided notes packet to help notes packet to help follow along
given a “geometry cheat follow along with the lesson. with the lesson.
sheet”. This consists of all Students will also receive extra
theorems, definitions, and practice problems if they finish
postulates that students will the work for the class early.
need for the lessons. This
sheet also includes all
definitions from prior lessons
so that students can be
reminded of their prior
knowledge. Students will
receive a guided notes packet
to help follow along with the
lesson.

Central Focus Statement:

The purpose of this learning segment is to build upon the student's previous knowledge of
shapes and lines, specifically with triangles and parallelograms. The students will learn how to
mathematically reason by applying given theorems to prove statements about lines, angles,
triangles, and parallelograms. Theorems that will be addressed are, but not limited to: isosceles
triangle theorem, angle sum triangle theorem, equilateral triangle theorem, opposite angle theorem,
supplementary angle theorem, complementary angle theorem, side-side-side theorem,
angle-side-angle theorem, side-angle-side theorem, angle-angle-side theorem, perpendicular
transversal theorem, parallelogram congruent angles theorem, parallelogram congruent sides
theorem, etc.

Students will learn how to write proofs by starting with simple “statement and reason”
charts while working their way up to writing complex mathematical paragraphs. Students will be
able to understand such definitions and theorems so that they can apply them to the reasoning
aspect of their proofs. They will follow the procedure of creating a statement and reason chart as an
outline and then create a paragraph based off of their chart.

This learning segment will serve as a building block for more intricate proofs and
encourage students to think mathematically. Geometric proofs can be used in everyday life due to
its strong emphasis on creating logical arguments that are backed with given facts. Students will
use the knowledge they obtained in this lesson to logically reason and construct viable arguments
in their everyday life. Examples of professions where people need to logically reason are lawyers,
judges, and doctors.

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Materials Procedures/Strategies

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into
the mindset of the concept to be learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the
day’s lesson)

Slide 6 - Questions to keep in mind:

1. How can I apply theorems to proofs?

2. How can I use my knowledge about line and angles to critically think and
mathematically reason?

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience)

Slide 5 on powerpoint

- The slide is titled “What the heck do we know about lines and angles???”
- Ask students to raise their hands and share what they know about the topics.
- Add what students say into the powerpoint.

Direct Instruction (input, modeling, check for understanding)

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 - slides 8 through 11 are detailed theorems and postulates about lines
- slides 14 through 17 are detailed theorems and postulates about angles.
- students will have a guided note sheet to help them take notes.

Guided Practice (how students will demonstrate their grasp of new learning)

- slide 12 is guided practice about lines. Students will work in their groups to do
this together.
- slide 18 is guided practice about angles. Students will work in their groups to
do this together
- students should refer back to their notes to help them with answering these
questions.

Independent Practice (what students will do to reinforce learning of the lesson)

Students will complete a homework assignment that will be collected the next day on
lines and angles.

Closure (action/statement by teacher designed to bring lesson presentation to an

appropriate close)

slide 19 - Exit Ticket (students should write this on a loose leaf piece of paper)

3 things you learned today

2 things you found challenging
1 thing you would change about this lesson

Day 2 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into
the mindset of the concept to be learned)

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 Meme that gets the students thinking about what we are learning about.

Anticipatory Set (focus question/s that will be used to get students thinking about the
day’s lesson)

Learning goals are displayed on slide 22. Ask for volunteers to read one out loud.

Today I will…

1. Be able to apply my knowledge about lines and angles to proofs.

2. Be able to understand theorems that include both lines and angles.
3. Be able to mathematically reason through logic based arguments with the facts
I know about lines and angles.
4. Be able to write statements and reason tables about lines and angles.

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience)

Slide 23 is a do now. Students will do this independently, but can talk quietly to their
neighbors if they need help.

Yesterday we learned all there is to know about lines and angles. Today we are going
to be learning how lines and angles work together.

Write down at least two things you know about this picture:

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 Direct Instruction (input, modeling, check for understanding)

slides 24 - 27 are theorems and postulates about lines and angles. Students will take
notes in their guided notes packet.

Guided Practice (how students will demonstrate their grasp of new learning)

slide 28 and 29 is guided practice. Together as a class we will go through two proof
examples.

slides 30 and 31 are proof tables with the statements given. Students can work with
their teams/partners for about 10 minutes to find the reasons for the given statement.
We will go over the answers once finished.

Independent Practice (what students will do to reinforce learning of the lesson)

Students will create a homework assignment on angles and short proofs.

Closure (action/statement by teacher designed to bring lesson presentation to an

appropriate close)

Exit ticket on slide 33 that states…

Refer back to our learning goals at the beginning of class. Answer the following
questions in your notebook.
1. Which of the following learning goals do you think you achieved the most
today? Why?
2. If you could add one more learning goal to today's lesson, what would it be?
- Start your learning goal with: “Today I…”

students will have the last 5 min of class going through this.

Day 3 (add additional days as needed)

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 Sponge Activity (activity that will be done as students enter the room to get them into
the mindset of the concept to be learned)

Triangle fun fact on slide 35 to get students ready to learn about triangles

Anticipatory Set (focus question/s that will be used to get students thinking about the
day’s lesson)

Learning outcomes displayed on page 36, ask a student to volunteer to read them
outloud.

Students will be able to…

1. Define the six different types of triangles.

2. Define and understand the side angle theorems of proving triangle congruence.
3. Use theorems and facts about triangles to construct a logical argument to
prove statements

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience)

Students will spend about 3 minutes listing the types of different triangles they can
remember. Students will share what they know for 2 minutes to the class.

Direct Instruction (input, modeling, check for understanding)

Slides 38 and 40 are all note taking slides where students will learn about facts and
theorems about triangles. Students will have a guided note taking sheet.

Guided Practice (how students will demonstrate their grasp of new learning)

Slides 39 and 41 are guided practice slides that students will work with their group to
solve. For slide 40 give them 3 min, slide 41- 10 min. Go over the answers as a class
and correct mistakes.

Independent Practice (what students will do to reinforce learning of the lesson)

Students will be given a problem in class that they will work on independently, this is
on slide 42. Students should take about 10 minutes to prove this.

Closure (action/statement by teacher designed to bring lesson presentation to an

appropriate close)

Students will complete a short exit ticket on a loose leaf piece of paper. They will
hand it in before leaving class. This is what they will do: (slide 43)

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 With a neighbor, explain your proof you just did.

- Compare the ways that you proved triangle congruence.

- If you used the same technique, explore if there is another way. (Think outside
of the box!)

Write down a few sentences about what you and your partner discussed.

Day 4 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into
the mindset of the concept to be learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the
day’s lesson)

The learning goals will be displayed on slide 46, ask for a volunteer to read them.

Students will be able to….

1. Understand and apply the rest of the triangle theorems to proofs.
2. Use knowledge from previous lessons to prove triangle congruence.
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience)

Students will have the first 5 minutes of class to complete the do now on slide 47:

Write down the two angle/side triangle theorems we learned about yesterday. Describe
what they mean and draw a picture that represents that theorem.

Direct Instruction (input, modeling, check for understanding)

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 Slides 48-50 are facts and theorems about triangles that students will be taking notes
on with their guided notes sheet. this will be for about 15 minutes.

Guided Practice (how students will demonstrate their grasp of new learning)

We will do example 1 as a class on slide 51 for about 5 minutes.

students will do example 2 on slide 52 with their neighbor for about 10 minutes, this
will be handed in at the end of class.

Independent Practice (what students will do to reinforce learning of the lesson)

students will have a review homework assignment on lines, angles, and triangles in
preparation for the next day's quiz.

Closure (action/statement by teacher designed to bring lesson presentation to an

appropriate close)

Exit ticket is answering the following 2 questions, found on slide 54. Students will
have the remainder of class to do this.

Answer these questions on a loose leaf piece of paper. Hand it in before leaving class.
Also, hand in the proof you did on your own.
1. What are the 6 different types of triangles? Be sure to define each one.
2. Name and define 3 of the angle-side theorems for proving congruent triangles.

Day 5 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into
the mindset of the concept to be learned)

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 Anticipatory Set (focus question/s that will be used to get students thinking about the
day’s lesson)

Learning goals will be displayed on slide 57. Ask for a volunteer to read them

Students will…
1. Be able to understand facts and theorems about lines, angles, and triangles
2. Be able to apply their knowledge of lines, angles, and triangles to complex,
advanced proofs.
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience)

Do now is on slide 58, students will have about 5 minutes to complete it.

Write down 3 questions you want to go over before today’s quiz!

Direct Instruction (input, modeling, check for understanding)

We will go through the students' questions until there are none left -- this is priority
since there will be a quiz in the last 20 min of class. The max time this can take is 20
minutes.

Guided Practice (how students will demonstrate their grasp of new learning)

Students can either work independently or with a partner/group and do the two
problems on slide 59. If this is not gotten to it is not a big deal, this is if the student
led discussion ends early. This can go until quiz time.

Independent Practice (what students will do to reinforce learning of the lesson)

The quiz. Students will have the last 20 minutes to complete this quiz about angles,
lines, and triangles.

Closure (action/statement by teacher designed to bring lesson presentation to an

appropriate close)

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 No closure other than a slide that displays this:

Students are going to be taking a quiz until the end of class time so there will not be
any ticket other than handing in the quiz.

References: (e.g. Book, course packet, pg #, complete web address URL)

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