Westside High School Lesson Plan
Zita
Unit Name and #:
Course:
Geometry Prep
Dates:
Wed/Thur
Tuesday
Monday
Teacher Name:
Chapter 7 Special
Right Triangles
1/6/14 – 1/9/14
Student Holiday/Teacher Workday
What are we learning? Simplifying Radicals
Daily Objective:
 Students will be able to determine equivalent expressions for radicals.
TEKS/AP/Standards:
 11(A): Simplify numerical radical expressions involving square roots.
How will we learn it?
Learning Activities:
 Students will fill in Perfect Squares of Square Roots 1-20 Chart
 Students will review and practice simplifying radicals using a Simplifying Radicals
Using Perfect Squares Flip Chart.
How will we tell if we’re learning it correctly?
Assessment Methods:
 Practice Problems/Selected problems from packet
Checks for Understanding:
 Teacher will walk around while students are working on practice problems, teacher
will go over practice with the class and will have a Q&A session.
What do I need to be successful?
Materials:
 Chapter 7A: Part I Packet
 Perfect Squares Chart Cut-Out
 Simplifying Radicals Using Perfect Squares Flip Chart Cut-Out
 Glue
 Scissors
What do I need to before next class?
Follow Up/HW:
 HW: Worksheet Simplifying and Multiplying Radicals Day 1 (Simplifying Radicals
Only)
What are we learning? Multiplying and Dividing Radicals / 7.1 Pythagorean Theorem
Daily Objective:
 Students will be able to multiply and divide radicals and solve for lengths of right
triangles using Pythagorean Theorem.
TEKS/AP/Standards:
 11(A): Simplify numerical radical expressions involving square roots.
Friday
How will we learn it?
Learning Activities:
 Students will review and practice simplifying radicals using a Multiplying and Dividing
Radicals Using Perfect Squares Flip Chart.
How will we tell if we’re learning it correctly?
Assessment Methods:
 Practice Problems/Selected problems from packet
Checks for Understanding:
 Teacher will walk around while students are working on practice problems,
teacher will go over practice with the class and will have a Q&A session.
 Closure Questions: Teacher will ask the students about key points from today:
1) What is another name for division of radicals?
2) What are the three rules for dividing radicals?
3) When dividing radicals, what do you multiply the fraction by?
What do I need to be successful?
Materials:
 Chapter 7A: Part I Packet
 Multiplying and Dividing Radicals Using Perfect Squares Flip Chart Cut-Out
 Glue
 Scissors
What do I need to before next class?
Follow Up/HW:
 HW:
- Worksheet Simplifying and Multiplying Radicals Day 1 (Multiplying Radicals
Only)
- Worksheet Dividing Radicals Day 2
What are we learning? 7.1 Pythagorean Theorem / 7.2 Pythagorean Theorem
Daily Objective:
 Students will be able to find the side lengths of a right triangle using the Pythagorean
Theorem and classify triangles using the converse of the Pythagorean Theorem.
TEKS/AP/Standards:
 G. 5 (D): Identify and apply patterns from right triangles to solve meaningful
problems, including special right triangles (45-45-90 and 30-60-90) and triangles
whose sides are Pythagorean triples.
 G.8 (C): Derive, extend, and use the Pythagorean Theorem
 G.11 (C): Develop, apply, and justify similarity relationships, such as right triangle
ratios, trigonometric ratios, and Pythagorean triples using a variety of method.
How will we learn it?
Learning Activities:
 Students will work in groups of three on the Triangles of Squares Activity. Students
will explore and determine how many different-sized triangles can be made from four
sizes of squares.
How will we tell if we’re learning it correctly?
Assessment Methods:
 After the explore activity, students will answer the following Key Questions below:
Checks for Understanding:
 Key Questions:
- If you know the lengths of the three sides of a triangle, how can you determine if
the triangle is equilateral, isosceles, or scalene?
- If you know the lengths of the three sides of a triangle, how can you determine I
the triangle is acute, right, and obtuse?
 Teacher will randomly choose groups to share their findings to the above Key
Questions.
What do I need to be successful?
Materials:
 Chapter 7A: Part I
 Teacher will cut out sets of squares with dimensions of 2, 3, 4, and 5 cm for each
group
What do I need to before next class?
Follow Up/HW:
 HW: Worksheet 7.1-7.2 Pythagorean Theorem and its Converse