5. Name a point coplanar to point . 6. Name the intersection of plane and . 7. Name two non-collinear points. 8. Give another name for line . B D 3. Point R is located halfway between points C and W on a coordinate grid. W is located at and R is located at (1,2). Where is point C located? 4. A map of a town is drawn on a coordinate grid. The high school is found at point (3,1) and town hall is found at (-5,7). a. If the high school is at the midpoint between the town hall and the town library, at which ordered pair should you find the library? b. If one unit on the grid is equivalent to 50 meters, how far is the high school from town hall? A parallel C perpendicular B coinciding D intersecting, but not perpendicular 3. Given and point C, plot another point D, so that . Instructional Strategies I am a combination of the strategy and Systematic strategy in my direct instruction described below. Direct instruction will include pacing the lesson, allowing adequate processing and feedback time, encouraging frequent student responses, and listening and monitoring throughout the lesson. strategy instruction (MLT): 3 stage process for teaching students to independently use learning strategies: 1) teacher models correct use of strategy; 2) Model-Lead-Test Systematic instruction Think-Pair-Share Visual Representations Model-Lead-Test Systematic instruction Visual Representations Cooperative Learning Math Stations Kinesthetic Learning
continue until they have looped through all 15 stations. Differentiation Higher Level Thinking Technology Use Connections to other subject areas and/or authentic applications Flexible Grouping Tiered Instruction Use of graph paper SAD vs. DMSE Students will solve the following problem in their interactive notebooks. You are a land developer looking to start a new subdivision. Your subdivision is rectangular and you must have security lights at all four corners. The subdivision is 12,000 feet in length and 5,000 feet in width. You desire no electrical wires to be seen; therefore, electrical wiring will be underground. As the land developer, you must keep cost down as much as possible. The electrical company’s representative requires you to make a grid using a coordinate system to layout where you would like the lights. Using the distance formula, explain why you know that it will require 13,000 feet to reach diagonally from the northwest corner to the southeast corner. Also, tell the cost of running that diagonal line. Verify your calculations using the Pythagorean Theorem. Students will enter to their Socrative Student phone, tablet, or TI-84 calculators will Students will the following problem in their interactive notebooks. You are a land developer looking to start a new subdivision. Your subdivision is rectangular and you must have security lights at all four corners. The subdivision is 12,000 feet in length and 5,000 feet in width. You desire no electrical wires to be seen; therefore, electrical wiring will be underground. As the land developer, you must keep cost down as much as possible. The electrical company’s representative requires you to make a grid using a coordinate system to layout where you would like the lights. Using the distance formula, explain why you know that it will require 13,000 feet to reach diagonally from the northwest corner to the southeast corner. Also, tell the cost of running that diagonal line. Verify your calculations using the Pythagorean Theorem. Use of paper. To get the rise, subtract the y’s. Students will be asked to compare the slope of a parallel line to the slope of a perpendicular line. Students will be given a question: A store needs to install a ramp for people in wheelchairs. The slope of this ramp must be no more than 1/12. If the ramp must reach a height of 28
To get the run, subtract the other one. inches, how long must the ramp be? Flexible Grouping Tiered Instruction Students will work in teams to solve the following problem in their interactive notebooks. Use the three segments provided to design a polygon that has: a. one line of symmetry b. two lines of symmetry c. rotational symmetry about a point Students must complete a project, you and your team members are to find examples of each type of transformation that happens in nature. Each group member must find an example of each transformation. You are to print out a picture of that transformation, and write a paragraph (3-5 sentences) about why that picture represents that particular transformation. You will put the title, picture, and paragraph (with YOUR name) on a piece of construction paper that I will provide to you. Your group will put all examples together to form a big book. The book must be ordered so that all transformations of the same type are together. The book must be bound in some way. These will be worth 10 points per transformation set, for a total of 40 points. (ie. 10 points for having all reflections, 10 points for having all rotations, and so on.) Checking for Understanding Students will reflect on what they have learned, what worked during their lessons, and their understanding level of the lesson. Teacher will ask students “How do you know you are right?” and “How do you know you are done?” when students ask “Is this right?” or “Can you check this?” or in response to “Here is the answer…” 4: Closure ~ What did the students master & what are they missing? Lesson Closure & Student Summarizing of their Learning TEAMS- Students will summarize in their ISNs what is important from today’s lesson to add to the class brain dump. Then they will discuss their answers with their teams. The team leader will combine all their answers on a sticky note and add it to the brain dump wall. INDIVIDUALLY – Students will take a sticky note and place it on the wall under one of the following categories. Comments to the teacher about the lesson may be written on the sticky note.