Unit Name: Chapter 1, Tools of Geometry Mr.

Kohlbrand

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State Standards

High School math standard 4, concept 5 -- Objects in the Real World can be Modeled Using Geometric Concepts High School math standard 4, concept 4 Attributes of 2- and 3-dimensional objects are measurable and can be quantified High School math standard 4, concept 3 Objects in the plane can be described and analyzed algebraically

Unit Objectives: 1) 2) 3) 4) 5) 6) Students will learn how to deduce patterns and will develop methods of inductive reasoning Students will learn how methods of inductive reasoning apply to both math and the real world Students will learn how to manipulate objects in the Cartesian Coordinate Grid Students will analyze objects in the Cartesian Coordinate Grid using Algebra Students will acquire the specific language of Geometry Students will recall and use the formulas of Perimeter, Circumference, and Area

Unit Lab: Building a city, constructions in Geometry.

Timeline: 13 days Pre-test 1-1 Patterns and Inductive Reasoning (1 day) 1-2 Points, Lines, and Planes (1 day) 1-3 Segments, Rays, and Parallel Lines and Planes (2 days) 1-4 Measuring Segments and Angles (2 days) 1-6 The Coordinate Plane (2 days) 1-7 Perimeter, Circumference, and Area (2 days) Review (1 day) Final (1 day)

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand

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1-1: Patterns and Inductive Reasoning

Objective 1) Students will learn how to deduce patterns and will develop methods of inductive reasoning 2) Students will learn how methods of inductive reasoning apply to both math and the real world Vocabulary Inductive Reasoning: The reasoning based on patterns that you observe. Note: You can use inductive reasoning to reach an INCORRECT solution. You didnt do anything wrong, that is the nature of inductive reasoning Conjecture: A conclusion reached using Inductive Reasoning Counterexample: An example that shows a conjecture false.

Section examples: Using a computer, go to http://weather.cod.edu/satrad/# and click the following tabs (if it doesnt load) Regional Products -> Water Vapor -> click any region. This is a map updated practically every minute. This is the tool that meteorologists use to predict when rain will happen. It can also tell you how relatively dry or humid an area will be (it does not provide exact readings). Looking at this map, what do you think the thick clouds mean? The light clouds? What happens if there are no clouds? THIS is the essence of Inductive reasoning. You dont know for certain, but you have facts and you can use them to reach a conclusion. This is one of the core skills of Geometry.

Make a few forecasts with the class

Homework: Hand-outs of a different region. Students will make no fewer than 4 forecasts, predicting how likely it is to rain (feel free to attach %s but you dont need to. You can say things like will rain wont rain should rain might rain. Just be sure that you are clear about what you are writing.

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand

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Closure: Deductive reasoning is using evidence to create a conclusion that is logically certain. How is this different than Inductive reasoning? Assessment 1) 2) 3) 4) Can students create logical arguments to back whether it is or isnt raining in a region? Can students distinguish between being correct and having a logical answer? Are students paying attention to what it means to create an argument? There will be a quiz on Inductive Reasoning the next class

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand

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1-2 Points, lines, and Planes

Objectives: 1) Were students able to internalize inductive reasoning? 2) Students will learn the language of Geometry

Vocabulary Point: A location that occupies NO SPACE. We use dots to show points, but even that isnt quite true because how can something signify a place but occupy no space? Space: In math this is the set of ALL POINTS. Line: In math a line is infinite, without end. It goes on forever and when you get tired of drawing it we put the arrows on either end. Please note the specific way it is written! A Line must be constructed from at least two points. Collinear: Co- is the prefix for together and linear means line. In other words, collinear means that something is together in a line. Plane: A plane is a flat, 2-dimensional surface. A line contains an infinite number of lines and in order to create a plane you must connect no fewer than three points. Postulate: An accepted statement (in math it means we dont try to disprove it, we just assume its true).

Posulates/Theorems 1-1 Through any two points there is exactly one line. 1-2 1-2 If two lines intersect, they intersect in exactly one point 1-3 If two planes intersect then they intersect in exactly one line Extension: If I take two 3-dimensional spaces and they intersect, what will they intersect in? Two lines intersect in a point, two planes in a line two spaces intersect in a?

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand

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Practice Problems A B H I D E G F C

1) Looking at the diagram above, please name three collinear points.

2) Are C, H, and A collinear? Please explain your reasoning. F G A

C D E

3) What planes intersect to create line FG?

4) What line do planes AEC and DEC intersect in? (look, what do they have in common?)

Homework: Page 13 1-22 all

Closure: How can something be in a location but occupy no space, as points do? How do you rationalize this?

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand Assessment:

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1) How did students do on the quiz? Were they able to correctly use the skills from 1-1? 2) Can students juggle the paradox of points? 3) Can students identify collinear points, coplanar points, and how to identify lines and planes?

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1-3 Segments, Rays, Parallel Lines, and Planes

Objectives 1) Were students able to internalize the language and use of that language in the quiz? 2) Students will learn how to manipulate geometric objects

Vocabulary Segment: A piece of a line. It doesnt have the arrows on the end Ray: A part of a line that has one endpoint (think of it as half a line). Opposite Rays: Rays that are collinear and have the same endpoint. This means the rays are OPPOSITE each other, starting from the same spot but going off in opposite directions. Two opposite rays ALWAYS make a line. Parallel Lines: Lines that are coplanar (what does that mean?) and that do NOT intersect. Skew Lines: Just like parallel lines in that they dont touch, but they are NOT coplanar. Parallel Planes: Planes that do no intersect

Practice Problems A B C

1) Name all line segments (hint: there are 3)

2) Name all labeled rays (hint, there are 6)

3) Name one set of opposite rays 4) Page 20, problem 22.

Homework: page 19 1-24 all

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand

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Closure: Can skew planes exist? What does it take for two lines to be skew and how can you apply this to planes?

Assessments 1) Were students able to successfully use the language they learned in 1-2 on the quiz? 2) Can students identify opposite rays? 3) Can students extend the idea of parallel lines to parallel planes?

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1-4 Measuring Segments and Angles

Objectives 1) Were students able to identify and manipulate objects in geometric space? 2) Students will manipulate objects in the Cartesian Coordinate Grid Vocabulary Coordinate: A location, usually assigned 1, 2, or 3 dimensions (think GPS) Congruent: An object that has the same measurements as another Midpoint: Exactly what it sounds like. The point that is the middle of a segment. Angle: A measurement formed by two intersecting lines, line segments, or rays. Acute: An angle measure less than 90 degrees Right: an angle measure equal to 90 degrees Obtuse: an angle measure more than 90 degrees BUT less than 180 degrees Straight: an angle measure equal to 180 degrees (it forms a line)

Theorems/Postulates 1-5 Ruler postulate (you can measure the distance between two points) 1-6 Segment Addition Postulate (you can add two segments of a line together.) 1-7 Protractor Postulate (you can measure angles) 1-8 Angle Addition Postulate (you can add two or more angles together)

Practice Problems 1) If line segment AB = 8, and BC = 25, what does AC equal?

2) If line segment GH = 2x+1 and HI = 3x while GI = 21, what does x equal?

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand 3) Please name the angle below in ALL 3 ways possible.

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C Z

4) Draw and label each: a. An acute angle b. A right angle c. An obtuse angle d. A straight angle

Homework: page 29-30 1-19 all

Closure: Can rays and lines have midpoints?

Assessments: 1) Could students identify parallel lines and planes in the quiz? 2) Can students distinguish between congruent and equal? 3) Can students classify angles?

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1-6 The Coordinate Plane (The Cartesian Coordinate Grid)

Objectives 1) Students will properly identify the quadrants of the Coordinate Grid 2) Students will connect the Pythagorean Theorem to the Distance Formula

Reviewing Algebra I and Pre-Algebra What are the values of coordinates in the four quadrants of the coordinate grid?

Quadrant II

Quadrant I

Quadrant III

Quadrant IV

Please label the above with the proper positive or negative values of the x- and y-coordinates. (Quadrant I is +,+)

The Distance Formula: The distance between any two points A(x1,y1) and B(x2,y2) is:

d = * (x2-x1)2 + (y2-y1)2]
To make sense of this, think of the Pythagorean Theorem: A2+B2=C2 X2-X1 IS just another way to say A (If I draw the two points on the board you can see that I can make a triangle out of them). Instead of using the distance formula, try to just draw triangles in everything, itll be simpler to remember the Pythagorean Theorem. If you need to, DRAW the points on a grid and then draw the triangle. If this equation looks tough, then make it simpler using drawings the Pythagorean Theorem!

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand Finding the midpoint:

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How do I find the number that is the midpoint between 2 and 8? You add both together than divide by 2. That process will be used for all dimensions when finding the midpoint of a line. In a 2-dimensional line segment: Treat the X- and Y-coordinates as separate equations. Step 1: Add both X-coordinates together Step 2: divide by 2, write the resulting number down as the X-coordinate of the midpoint Step 3: Add both Y-coordinates together Step 4: Divide by 2, write the resulting number down as the Y-coordinate of the midpoint Step 5 (if you didnt already): Write the 2 number in coordinate notation.

Finding an endpoint: This process is similar to (in that it uses the same equations) finding a midpoint, but will differ just slightly. Step 1: Write the equation for the X-coordinate of the midpoint: Mx = x1 + x2 2 Step 2: Fill in the numbers you know. Replace Mx with the X-coordinate of the midpoint and x1 with the endpoint you know. Step 3: Solve the equation for X2 (multiply both sides by 2, subtract x1 from both sides) Step 4: Write the answer for X2 down as the X-coordinate of the other end-point Step 5: Write the equation for the Y-coordinate of the midpoint: My = y1 + y2 2 Step 6: Fill in the numbers you know. Replace My with the Y-coordinate of the midpoint and y1 with the known endpoints y-coordinate Step 7: Solve for y2 (as per step 3) Step 8: Write your answer down for the other end-point.

Practice Problems: 1) Find the distance between the two points: H(3, 5) and Q(9, 13

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand 2) Find the midpoint of line JD: J(-1, 4) and D(8, 5)

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3) O is the midpoint of line TP, please use the formula to find the endpoint P. T(0, 3) and O (5, 9)

Closure: How would the steps to find the midpoint of a line differ if it was in THREE dimensions?

Homework: page 46 1-9, 18-29 all

Assessment 1) Were students able to correctly measure angles and segments in the quiz? 2) Can students recognize the Pythagorean theorem in the distance formula? 3) Can students use the midpoint formula?

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1-7 Perimeter, Circumference, and Area

Objectives 1) Students will use the formulas for Perimeter, Circumference, and Area

Vocabulary Perimeter: The distance around the outside of an object. Formula: Add all the sides Area: The 2-d area on the inside of an object Rectangles: A = bh Square: A = s2 Triangle: A = (bh) Circle: A = pi*r2

Circumference: The perimeter of a circle Formula: C = pi * d (or C = 2*pi*r)

Irregular Objects: Worth mentioning because they make up our world. To find the area of an irregular object break it up into small, regular objects. See example 6 on page 54 for how to do this.

Practice Problems 1) Find the perimeter and area of a rectangle with length = 5 cm and width = 7.5 cm

2) Find the circumference and area of a circle with r = 9 inches

Closure: Find the perimeter and area of the irregular object below 2m 2m

Unit Name: Chapter 1, Tools of Geometry Mr. Kohlbrand Homework: page 55 2-40 evens

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Assessment 1) Were students able to use the midpoint and distance formulas properly on the quiz? 2) Can students recall old formulas from Algebra I? 3) Can students find the area and perimeter of irregular objects?