Name: ​Jose Bermudez

Title: ​Chapter 5,7,10 Review

Subject: ​Geometry
AU Professor: ​Mrs.Turner

1. Common Core:
CCSS.MATH.CONTENT.HSG.CO.C.9
Prove theorems about lines and angles. Theorems include: vertical angles are congruent;
when a transversal crosses parallel lines, alternate interior angles are congruent and
corresponding angles are congruent; points on a perpendicular bisector of a line segment
are exactly those equidistant from the segment's endpoints.

CCSS.MATH.CONTENT.HSG.CO.C.11
Prove theorems about parallelograms. Theorems include: opposite sides are congruent,
opposite angles are congruent, the diagonals of a parallelogram bisect each other, and
conversely, rectangles are parallelograms with congruent diagonals.

CCSS.MATH.CONTENT.HSG.SRT.A.2
Given two figures, use the definition of similarity in terms of similarity transformations
to decide if they are similar; explain using similarity transformations the meaning of
similarity for triangles as the equality of all corresponding pairs of angles and the
proportionality of all corresponding pairs of sides.

2. Educational Objectives:
● The students will be able to review questions from chapters 5,7, and 10 ranging
from different difficulty.
● The students will be able to use their past knowledge from the previous chapters
to answer review questions.

3. Assessment On Learning:
● Academic Language:​ Chapter 5 Isosceles and Equilateral Triangles/Chapter 7
Parallel Lines and Interior Angles/Chapter 10 Proportions
● Content:​ Chapter 5 Isosceles and Equilateral Triangles/Chapter 7 Parallel Lines
and Interior Angles/Chapter 10 Proportions

4. Central Focus:
● The students will be able to recall their previous knowledge of triangles, parallel
lines and angles, and their recent knowledge of proportions to answer ranging
difficulty questions from each chapter.
5. Academic Language:
● Isosceles Triangle Theorem: ​The base angles of an isosceles triangle are
congruent.
● Theorem 5.2: ​The line of symmetry for an isosceles triangles bisects the vertex
angle and is the perpendicular bisector of the base.
● Alternate Interior Angles Postulate: ​If two parallel lines are cut by a
transversal, then each pair of alternate interior angles are congruent.
● Similar:​ Figures that are the same shape but not necessarily the same size.
● Correspondence:​ When a pair of angles or sides are in the same spot of another
pair of angles or sides of two different shapes.
● Similarity Statement:​ These are the reasons as to why the two figures are
similar.
● Proportional:​ When the ratios of the lengths of corresponding sides of two
polygons are equal.

6. Materials Required for the Lesson:

Teacher
● Geometry Book
● Dry Erase Boards
● Dry Erase Markers
● Calculator
● Paper
● Pencil
● Notes
● Chapter 5,7,10 Review Notes

Student
● Geometry Book
● Calculator
● Paper
● Pencil
● Eraser
● Notes
● Chapter 5,7,10 Review Notes

7. Set or Attention Getter:

 ● “Good morning students. Today we will be reviewing your previously known
knowledge throughout chapters 5,7, and 10. We will play a review game to help
review for your test, please take out a piece of paper and pencil to take notes. We
will split you all into three teams of three.”

8. Sequence of Activities:
● Attention Getter Statement
● ACADEMIC LANGUAGE
● To begin the lesson, the teacher will review the academic language with the
students.
○ Isosceles Triangle Theorem: ​The base angles of an isosceles triangle are
congruent.
○ Theorem 5.2: ​The line of symmetry for an isosceles triangles bisects the
vertex angle and is the perpendicular bisector of the base.
○ Alternate Interior Angles Postulate: ​If two parallel lines are cut by a
transversal, then each pair of alternate interior angles are congruent.
○ Similar:​ Figures that are the same shape but not necessarily the same size.
○ Correspondence:​ When a pair of angles or sides are in the same spot of
another pair of angles or sides of two different shapes.
○ Similarity Statement:​ These are the reasons as to why the two figures are
similar.
○ Proportional:​ When the ratios of the lengths of corresponding sides of
two polygons are equal.
● Teacher says: ​“Okay students, to begin our lesson by getting into your groups
and getting in order so we can begin our game.”
● Teacher says:​ “Okay students, we will now begin our game and we will be
explaining the rules of how we will play relays. The first student from each group
will come up to the board and they will work on their question after they bring us
the correct answer then the next kid will work their question and so forth”
● EXAMPLES
● We know that by the definition of ​Isosceles Triangle Theorem ​that ​the base
angles of an isosceles triangle are congruent. ​Which means m<Z is 70, m<XYW
is 40 degrees, XW is 5 as well as ZW.
● We know that by equilateral theorem all of the angles and sides are congruent. So,
m<1 is 30 degrees as well as m<2, then m<3 is 90 degrees, then RS is 8. Lastly,
RX and SX are equal to 4.
● Teacher says: ​“Okay students, after the correct questions are reached, the next
person in the group will answer their questions and check for correctness.”

● We know that each corresponding side has its own corresponding angles, so the
smaller the angle the smaller the side, the students just need to write the sides of
each triangle from smallest to biggest.
● Teacher says:​ “Okay students, after those questions are answered correctly, the
next student will be able to begin their question.”

● We know that the students must indicate which statement is true by putting a less
than or greater than sign. We know that m<X is greater than m<S, and m<O is
greater than m<F.
● Teacher says:​ “Okay students, we will move our focus to Chapter 7. Beginning
with our first person from each group again, we will begin.”

● We know that by definition of ​Alternate Interior Angles Postulate, ​that ​if two
parallel lines are cut by a transversal, then each pair of alternate interior angles
are congruent.​ We also know that a straight line is equal to 180 degrees and
makes the two angles supplementary.
● Teacher says: ​“Okay students, after the correct questions are reached, the next
person in the group will answer their questions and check for correctness.”

● We know that by ​Triangle Angle Sum theorem​, ​every triangle has a sum of 180
degrees. W​ hich means, m<1 is 48 degrees, and m<2 is 40 degrees. Angle m<3 is
reflective so it’s 92 degrees, and lastly m<4 needs to be supplementary so it’s 188
degrees.
● Teacher says:​ “Okay students we will now move on to our last question from
chapter 7, in which the last student will need to complete.

● We know that angle m<5 and m<2 are supplementary. m<1 is 35 degrees. Which
means m<2 is 145 degrees. Then m<5 is 135 degrees. Then that leaves m<3 to be
35 degrees, and m<4 is 45 degrees.
● Teacher says:​ “Okay students, we will now be working on Chapter 10. First
students from each group are up.”

● We know that the students must solve for the missing variable by using cross
multiplication.
● Teacher says:​ “Okay students, next student will have the following question after
the correct answer is given.”
 ● We know that every question will involve algebra along with cross multiplication.
● Teacher says:​ “Okay students, after your group member turns in their correct
answer, then you may send your last group member to answer the final question.”

● Teacher says:​ “Okay students, that will conclude lesson for today. If there are
any questions please ask away before you take your individual assessment.”
● The general education teacher will then collect the students’ task sheets and will
assign their homework for their next class.

9. Questions to Ask:
● Knowledge:​ “By looking at the example, what can we say about
Correspondence?” We can say that ​Correspondence,​ is ​when a pair of angles or
sides are in the same spot of another pair of angles or sides of two different
shapes.​
● Analysis:​ “Now can we use this definition to solve for unknown variables using
algebra?” We can solve for variables by using corresponding positioning to solve
for unknown angle measures and side lengths.

10. Conclusion and Summary:

● To conclude the lesson, the teacher will answer any questions in regards to the
lesson. The teacher will also collect the tasks sheets. Once the lesson is
concluded, the general education teacher will give the students their assignment
for their next class period.
● Teacher says:​ “Okay students, that will wrap up our lesson for today. We have
cleared up any questions in regards to Chapter 5,7, and 10, and we have prepared
for your assessment next week.”
11. Self Reflection:
● Journal: Assessment on Teaching and Learning
 Chapter 5,7,10 Review Notes
Name: ____________

Students will be placed in teams of three. The students will participate in a relay type of
competition, in order for the student to move on the correct question must be reached.

Problem 1.​ m< XYZ = 40​°, ​XZ = 10, and Line YW is a line of symmetry.
Problem 2.​ △RST is equilateral. Line TX is the line of symmetry.

a. m<Z =
b. m<XYW =
c. Line XW =
d. Line ZW =

e. m<1 =
f. m<2 =
g. m<3 =
h. Line RS =
i. Line RX =
j. Line SX =
Problem 3, 4, 5.​ List the sides of each triangle from shortest to longest.

3.​ m<____, m<____, m<____.

4.​ m<____, m<____, m<____.
5.​ m<____, m<____, m<____.

Problem 6, 7.​ Complete each statement with > or < .

6. ​RT ____ YZ.

7. ​m<F ____ m<O.

Problem 8.​ Name each of the following…

● An angle congruent to m<1. _____

● An angle congruent to m<4. _____
● Two angles supplementary to m<2. ________
● Two angles supplementary to m<3. ________
Problem 9.​ Find the measure of each missing angle.

● m< 1 = ____
● m< 2 = ____
● m< 3 = ____
● m< 4 = ____

Example 10.​ Find the measure of each numbered angle.

● m< 1 = ____
● m< 2 = ____
● m< 3 = ____
● m< 4 = ____
● m< 5 = ____

Problem 11.​ Solve each proportion by using cross multiplication.

a.) x = ____
b.) n = ____
c.) x = ____
Problem 12.​ Solve each proportion by using cross multiplication.

a.) x = ____
b.) x = ____
c.) x = ____

Problem 13.​ Suppose a scale drawing has a scale of 1/16 in. = 1 in. Find the actual length
represented by each length on the drawing.

Assume that △RST ~ △DEF . Line RS = 9, line ST = 15, line EF = 21, line DF = 30. Complete
the following…
a. Find the scale factor of △RST to △DEF .
b. Find the scale factor of △DEF to △RST .
c. m<D = ?
d. m<T = ?
e. m<S = ?
f. Line DE = ?
g. Line RT = ?