Unit+Summary


 * Chapter 3**


 * Date || Essential Questions || Objectives || Tasks/ Activites || Assessments ||
 * Day1 || What is a polygon, reflectional symmetry, and rotational symmetry? || Explore Symmetry in Polygons || Class discussions and polygon and symmetry drawing || Informal: Evaluation of the discussion and class aprticipation with the class activities. ||
 * Day2 || How can we use symmetry to slove problems? || Introduction to the performance task. Solve problems using symmetry. || Performance task work, and problems related to symmetry of polygons. || Informal: Assessment of homework and class discussion for particpation grade. ||
 * Day3 || What are properties of quadrilaterals and what makes some of them special? || Distinguish different knids of quadrilaterals and the properties that go with them. || Small group work on problems that include true false questions and finding indicated measurements. || Informal: Exit ticket ||
 * Day4 || What is the realtionship between the parallel lines and transversals? || Illustrate the parallel lines and the transversal relationship through drawing the relationships. || Interactive activity using a protractor to draw the relationships to better understand them. || Informal: Evaluation of class discussions and drawings of the relationships with the corressponding postulate with it. ||
 * Day5 || How are quilts made? What is the quilting process? || Describe the quilting process. || Field trip for Quilts or having a quilter come in || Informal assessment: Evaluation of students behavior and attention to the speaker for a class participation grade. ||
 * Day6 || How do we prove certain relationships related to parallel lines and transversal? Using what we know, how do we determine the indicated angle measures? || Define relationships through pictures and proofs (words). Evaluate the indicated angles measures from the information given. || Students will conduct seat interviews with their seat partners to define relationships. Problem set about finding indicated measures. || informal: assessment of discussion with seat partner plus assessment for knowlegde of the indicated measures. ||
 * Day 7 || What is the program Excel? How does it work? || Examine the program Excel to start constructing their budget. Performance Task || Introduce Budget Plan and working with Excel || Informal assessment: Evaluation fo the student's prior knowledge and growth in the program of Excel and the students behavior for staying on task. ||
 * Day8 || What is the converse of the transversal properties and how do they connect with the original properties? || Describe each converse of the transversals properties through a connection of the orginal properties of the corresponding angles postulate. || Partner work on creating the converse of the transversal properties through definitions and drawings. || Informal assessment: Of discussions with seat partner and through the ability of the pair to correctly identify the converse of the properties in both definiton and drawing. ||
 * Day9 || How do you construct a two column proof using the information gathered about converse of the transversal properties to prove indicated theorems? || Construct and carry out two column proofs using the converse of the corresponding angles postulate. Also prove that lines are parallel by using these theorems and postualtes. || Teacher demonstration of how to go about two column proofs and then work with seat partner. Review for quiz the next day. || Informal assessment: Evaluation of the work done by the pair for class participation grade and for concept mastery with ability of proofs noted. ||
 * Day10 || How well do the students know the material already covered through a quiz? || Demonstrate the knowlegde they have attained since the beginning of chapter three through a quiz covering the sections covered up to this point. Start design Tesselation from the information they already know. || Quiz 3.1-3.4. Work on Tesselation. || Formal assessment: the quiz will be graded for a formal quiz grade. ||
 * Day11 || What is a tesselation and how is it used? || develop own tesselation from the information collected on the websites.Performance Task || Using the tessellation website, work on your tessellation || Informal assessment: students will be graded on class participation for the day. ||
 * Day12 || What is the trianlge sum theorem and how do you prove it? || Demonstrate the correct proof and understanding of the triangle sum theorem and parallel postualte. || Class proof, string activity, and teacher visual demonstrations. || Informal: Class participation grades and exit ticket. ||
 * Day13 || How can you figure out the measures of polygons based on the sum of the angles? || Identify and label various polygons based on the sum of the angles. || Complete charts about different measures of polygons, drawing of polygons. || Informal: assessment of completion and correctness of chart and drawings. ||
 * Day14 || How can we solve problems using the information we found out in Day 10, where we developed and now we will use the formulas to solve problems? || Use the knowlegde of the previous day to calculate polygons, indicated angle measures and solve for x. || Individual seat work based on knowlegde learned in the previous day. || Informal assessment: grading of seat work for participation, completeness, correctness and gage for teacher in how students are doing. ||
 * Day15 || What is the definition of midsegments related to a trianlge and a trapeziod? || Examine the definition of midsegments and how they can relate to a trianlge and a trapezoid, particularly with a formula. || Paper folding activity to determine the midpoint of each shape, then the midsegment line. || Informal assessment:grading of the participation of the task at hand. ||
 * Day16 || How can we develop and use formulas based on the definition and properties of these polygons? || Differentiate and develop certain formulas based on the defintions and properties of these polygons. || Solving problems finding the missing length by using the midsegment formulas. Review time for quiz. || Informal assessment: Grading the classwork for completeness and correctness since there is a quiz the next day. ||
 * Day17 || How well do the students know the material already covered through a quiz? || Demonstrate the knowlegde they have attained since the beginning of chapter three through a quiz covering the sections covered up to this point. Construct and modify their budget plan on Excel. || Quiz 3.5-3.7. Work with excel and creating your budget plan. || Formal assessment: the quiz will be graded for a formal quiz grade. ||
 * Day18 || How do you develop and use theorems about equal slops and slopes of perpendicular lines? || Analyze polygons with coordinates especially through slope. || Class discussions and demonstration of theorems. || Informal assessment: Evaluation of class discussions and attention and participation in demonstrations. ||
 * Day19 || How do we solve problems involving perpendicular and parallel lines in the coordinate plane, while using appropriate theorems? || Interpret and calculate particular problems having to deal with perpendicular and parallel lines in a coordinate plane. || Drawing of coordinate planes and relationships while solving partner class work. || Informal assessment: Grading of partner work for completion and correctness while listen to partern discussion. ||
 * Day20 || How can this time be best used to benefit the students? || Catch up and understand more about certain topics while working on the performance task. || Buffer day- this is a buffer day in case days are off. If on time this is a performance task day. || Informal assessment: Of student work throughout the day. ||
 * Day21 || What are all the topics that have been covered so far in this chapter? || Recognize all the topics brought up for review and will be able to ask appropriate questions to help them get ready for the test. || Review sheet, class discussion and questions. || Informal assessment: review sheet for completeness and correctness, participation grade for class review discussion. ||
 * Day22 || How well do the students know the material already coveredin this chapter through a test? || Demonstrate the knowlegde they have attained throughout chapter 3 through a test. || Test on chapter 3 || Formal assessment: The test will be graded for a formal test grade. ||
 * Day23 || How well do the students understand Excel? What is the reasoning for the budget plan? || Construct a budget plan on Excel and be able to describe their reasoning for their plan. Performance Task || Work on your budget plan and your reasoning for your budget plan || Informal assessment: Evaluation of the students improvement on the program Excel and class participation grade for staying on task. ||

Chapter 4
 Most days the students will have homework they had to complete the night before, here are different ways they might be graded. 1) Having problems on the board for the students to come up and solve when they are all coming in and sitting down. 2) Having students come up and put problems that they needed help with on the board as all the students are walking into the classroom. 3) Having the teacher walk around the room while the warm up is being done in order for the homework to be looked at. This is used for a participation grade. 4) Having the teacher collect homework and grade either the entire homework or just specific announced or unannounced problems. This will be apart of the grade. 5) Homework quiz, students will be able to use their homework from the night before to complete a quiz similar to the problems on their homework.
 * __Day__ || __Essential Questions__ || __Objectives__ || __Task/Activities__ || Assessments (formal/informal) ||
 * **1** || How do geometric relationships help us solve problems in the real world, for all different professions? || Intro to Polygons and Chapter 4 and beginning of congruent Polygons || Working with partner on creating questions about the Chapter || Informal: Evaluation of class discussion and written questions about the upcoming chapter ||
 * **2** || Why is learning about triangles important when trying to find properties in other polynomials? || Congruent Polygons and Work on tessellation software. || Work on the computer with tessellation software || Informal: Work done on the project with the idea of congruent polygons ||
 * **3** || Why are geometric shapes related to each other, specifically triangles? || Triangle Congruence (SSS) || String and Straw Project || Informal: Ability to answer questions about relating triangles ||
 * **4** || Why are geometric shapes related to each other, specifically triangles? || Triangle Congruence (SAS+ASA) || Tracing Paper Project || Informal: Class Discussion and Exit Ticket ||
 * **5** || Why are geometric shapes related to each other, specifically triangles? || Analyzing Triangle Congruence (Counterexamples) || Use Hotmath.com to explain counter examples || Informal: Ability to explain why there are counterexamples ||
 * **6** || Why are geometric shapes related to each other, specifically triangles? || Analyzing Triangle Congruence (AAS+Hypotnuse-Leg) || Partner work on comparing SSA and HL || Informal: Ability to explain how a right triangle compares to other triangles with congruence ||
 * **7** || Why are geometric shapes related to each other, specifically triangles? || Partner Quiz || Complete Partner Quiz || Formal: Partner Quiz ||
 * **8** || Why are geometric shapes related to each other, specifically triangles? || Using Triangle Congruence (CPCTC) || Work with class on how this compares to the knowledge learned in Chapter 3 || Informal: Ability to explain how the idea of CPCTC works ||
 * **9** || How do geometric relationships help us solve problems in the real world, for all different professions? || Performance Task || Finish budget plan and start researching quilts || Informal: Exit ticket, the students will have to write down on an exit ticket what they have completed that day and questions they have about the performance task ||
 * **10** || Why are geometric shapes related to each other, specifically triangles? || Using Triangle Congruence (Isosceles Triangle Theorem and Converse) || Connect prior knowledge with new theorem || Informal: Class discussion on isosceles triangles ||
 * **11** || How can measurements be used to solve problems? || Quiz and Work on Project if there is time || Complete Quiz. Work on research about quilts. || Formal: Quiz ||
 * **12** || Why is learning about triangles important when trying to find properties in other polynomials? || Proving Quadrilateral Properties (Parallelograms) || Using knowledge of proofs explain if theorems are true || Informal: Ability to compare different quadrilaters to each other ||
 * **13** || Why is learning about triangles important when trying to find properties in other polynomials? || Proving Quadrilateral Properties (Other Quadrilaterals) || Using knowledge of proofs explain if theorems are true || Informal: Ability to compare different quadrilaterals to each other ||
 * **14** || How can measurements be used to solve problems? || Interview and Project Work || Interview and Finish Tessellation and template || Informal: Interview and work done on project ||
 * **15** || How do geometric relationships help us solve problems in the real world, for all different professions? || Conditions For Special Quadrilaterals (Real World Application) || Showing examples of how different jobs will use polygon congruence || Informal: Connection with many different jobs in the real world ||
 * **16** || How can this time be best used to benefit the students? || Catch up and understand more about certain topics while working on the performance task. Buffer time || Buffer day- this is a buffer day in case days are off. If on time this is a performance task day. || Informal assessment: of student work throughout the day. ||
 * **17** || All essential questions || Review For Test || Review for test with a packet on the information || Informal: review on the material for the Chapter ||
 * **19** || All essential questions || Test || Complete Test || Test: Test ||
 * **20** || How do geometric relationships help us solve problems in the real world, for all different professions? || Performance Task || Prepare for presentation/performance task interview || Informal: The teacher should be helping students on their project as well as making sure the class is working, if there are students done, they can practice with each other ||
 * **21** || How do geometric relationships help us solve problems in the real world, for all different professions? || Performance Task || Presentation for performance task || Presentation Rubric ||