Lesson Plan

Sara Ridley Week of: __August 8 - 10______________________

Geometry

Daily Monday Tuesday Wednesday Thursday Friday

Agenda August 6 August 7 August 8 August 9 August 10
Critical Vocabulary:

Learning Target I can work I can work I can work

collaboratively in collaboratively in a collaboratively in
a group while group while thinking a group while
thinking critically critically to solve thinking critically
to solve problems. problems. to solve problems.

Common Core

Instructional Discussion Discussion – Mini Lesson Discussion – Mini Lesson

Workshop Model Workshop Model Workshop Model
Method(s) Reflection Reflection Reflection

Welcome! Picture This! Activity Toilet Paper Activity

Find Your Group - Wagon Wheel: Zoom Activity
Cards Who I Am – Invented Reflection - I used
Strategies/
Group Introductions or Discovered Math? to think... Now I
Activities
Index Card – Name, Tower of Cards know...
Class Period, 31-derful Game
Birthday Reflection: What can
Intro to Mrs. Ridley you do as a student
Snowball Activity and Mrs. Ridley as a
Workshop: How teacher to ensure this
Many Triangles? is a great year?
Two Truths and a
Lie
Exit Slip - What do
you want Mrs. Ridley
to know about you as
a mathematician?
Intended Who I Am Signed Syllabus
Homework Worksheet
Formative Exit Slip Picture This! Zoom Activity
Assessment Wagon Wheel Reflection
Tower of Cards
31-derful Game
Reflection

Summative Assessment Tentative Date: August 29

Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual assistance, extra time, oral
directions, peer tutoring
**All plans are subject to change**
 Lesson Plan
Sara Ridley Week of: __August 13 - 17_____________________
Geometry

Daily Monday Tuesday Wednesday Thursday Friday

Agenda August 13 August 14 August 15 August 16 August 17
Critical Vocabulary:

Learning I can work I can work I can define and I can define and I can define and draw
Target collaboratively in collaboratively in a draw draw representations of
a group while group while thinking
representations representations of geometric terms.
thinking critically critically to solve
of geometric geometric terms.
to solve problems. problems.
terms.

Common G.CO.1: Know precise G.CO.1: Know precise G.CO.1: Know precise
definitions of angle, definitions of angle, circle, definitions of angle, circle,
Core
circle, perpendicular perpendicular line, parallel perpendicular line, parallel
line, parallel line, and line, and line segment line, and line segment based
line segment based based upon the undefined upon the undefined notions
upon the undefined notions of point, line, of point, line, distance along
notions of point, line, distance along a line, and a line, and distance around a
distance along a line, distance around a circular circular arc.
and distance around a arc.
circular arc.

Instructional Discussion Discussion Discussion Discussion – Mini Lesson Discussion – Mini Lesson

Workshop Model Workshop Model Workshop Model Workshop Model Workshop Model
Method(s)
Reflection Reflection Reflection
Reflection Reflection

Creating Classroom Silent Conversation - Discuss Syllabus Calculator Numbers Flashback

Expectations Activity Sign Language Popsicle Sticks - Name, Activating Background
How was your summer?
Knowledge – Rulers,
Reflection - What do Hook Class Period
What problems do you Segments and Between
you think will be the Vocabulary Jigsaw Mini Lesson:
encounter in group Mini Lesson Segment
Strategies/ most difficult and Napkin Vocabulary Addition Postulate
work? Discussion
expectation to follow Activity Fun Sheet - Group with Tower of Terror
Activities
and what will be the Creating Solutions Reflection - Where Work Word Problem
Gallery Walk Relay Race Game
easiest? Why? are you in your Back to Back Activity
Task Cards
Reflection - What do thinking? Quizlet
Exit Slip - Reflection
you believe to be the Reflection - What
changed in your
biggest challenge with
understanding of basic
your group?
Geometry vocabulary?

Intended
Homework
 Formative Classroom Gallery Walk Dominos Napkin Activity Think, Pair, Share

Assessment Expectations Reflection Reflections Jigsaw Description Activity

Reflection Reflection
Activity
Reflection

Summative Assessment Tentative Date: August 29

Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual assistance, extra time,
oral directions, peer tutoring
Lesson Plan
Sara Ridley and David Bohanon Week of: __August 20 - 24___________________
Geometry
Unit 1: Foundations of Geometry

Daily Monday Tuesday Wednesday Thursday Friday

Agenda August 20 August 21 August 22 August 23 August 24
Critical Vocabulary: Angle, Vertex, Acute, Right, Obtuse, Straight, Congruent, Interior, Exterior, Adjacent Angles,

Learning Target Students will Students will Students will Students will Students will
Students will… determine segment determine segment determine segment determine segment determine segment
lengths using rulers lengths using the lengths using the lengths using lengths using
and segment distance formula. distance formula. segment addition and segment addition
addition. the distance formula. and the distance
formula.

Common Core G.CO.1: Know precise G.CO.1: Know precise G.CO.1: Know precise G.CO.1: Know precise G.CO.1: Know precise
definitions of angle, definitions of angle, definitions of angle, definitions of angle, definitions of angle,
circle, perpendicular circle, perpendicular circle, perpendicular circle, perpendicular line, circle, perpendicular
line, parallel line, and line, parallel line, and line, parallel line, and parallel line, and line line, parallel line, and
line segment based line segment based line segment based segment based upon the line segment based
upon the undefined upon the undefined upon the undefined undefined notions of upon the undefined
notions of point, line, notions of point, line, notions of point, line, point, line, distance along notions of point, line,
distance along a line, distance along a line, distance along a line, a line, and distance distance along a line,
and distance around a and distance around a and distance around a around a circular arc. and distance around a
circular arc. circular arc. circular arc. circular arc.
Instructional Discussion – Mini Discussion – Mini Discussion – Mini Discussion – Mini Discussion – Mini
Method(s) Lesson Lesson Lesson Lesson Lesson
Workshop Model Workshop Model Workshop Model Workshop Model Workshop Model
Reflection Reflection Reflection Reflection Reflection

Flashback Flashback Flashback Flashback Flashback

Activating Review Fun Sheet Mini Lesson – Patty Mini Lesson: Mini Lesson:
Strategies/ Background HW Paper Midpoint Formula Distance across
Activities Knowledge – Rulers, Construct and Copy Constructions (given midpoint) country problem
Segments and Segment Distance Formula Sum Em Up Activity Constructing
Between Mini Lesson – Dominoes Reflection Bisectors
Mini Lesson Distance Formula Reflection Essential Quiz -
Segment Addition with Pythagorean Distance and
Postulate with Theorem Midpoint
Tower of Terror Group Work Reflection
Word Problem Practice Problems –
Relay Race Game Partner Worksheet
Exit Slip - Reflection
Reflection

Intended
Homework
 Formative Teacher Teacher Teacher Teacher Observation Teacher
Assessment Observation Observation Observation Flashback Observation
Flashback Flashback Flashback Sum Em Up Flashback
Relay Race Game Partner Worksheet Dominoes Reflection Quiz
Exit Slip - Reflection Reflection Reflection
Reflection
Summative Assessment Tentative Date: September 2
Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual assistance, extra time, oral directions,
peer tutoring
**All plans are subject to change**

Lesson Plan
Sara Ridley and Dave Bohanon
Geometry
Unit 1: Foundations of Geometry

Daily Monday Tuesday Wednesday Thursday Friday

Agenda August 27 August 28 August 29 August 30 August 31
Critical Vocabulary: Point, line, plane, ray, collinear, noncollinear, coplanar, noncoplanar, intersect, parallel, skew, endpoint, between, angle,
vertex, acute, right, obtuse, straight, congruent, interior, exterior, adjacent angles, bisects, segment bisector, angle bisector, midpoint

Learning Target Determine angle Determine angle Determine angle Determine angle Apply distance and
Students will… measurements using measurements using measurements and measurements and midpoint formulas to
protractors and protractors and segment lengths. segment lengths. solve real-world and
angle addition. angle addition. mathematical
problems.
Common D.1.B. Identify vertical, D.1.d. Use construction G.1.B. Apply the D.1.B. Identify vertical, G.1.B. Apply the
Core/Quality Core adjacent, techniques, including midpoint and distance adjacent, midpoint and distance
complementary, and straight edge and formulas to points and complementary, and formulas to points and
supplementary angle compass, to bisect and segments to find supplementary angle segments to find
pairs and use them to trisect segments and to midpoints, distances, pairs and use them to midpoints, distances,
solve problems (e.g., create parallel and and missing information. solve problems (e.g., and missing information.
solve equations, use in perpendicular lines, G.1.C. Use coordinate solve equations, use in G.1.C. Use coordinate
proofs) perpendicular bisectors, geometry to solve proofs) geometry to solve
and angle bisectors. problems about G.1.B. Apply the problems about
geometric figures (e.g. midpoint and distance geometric figures (e.g.
segments, triangles, formulas to points and segments, triangles,
quadrilaterals) segments to find quadrilaterals)
midpoints, distances,
and missing information.
G.1.C. Use coordinate
geometry to solve
problems about
geometric figures (e.g.
segments, triangles,
quadrilaterals)
Instructional Discussion Discussion Discussion Discussion Discussion
Method(s) Technology Technology Technology Cooperative Learning Cooperative Learning
Graphic Organizer Writing Journal Trip Project Technology Technology

Flashback Flashback Flashback Flashback Flashback

Using a protractor – Constructing Ask the Expert Test Unit Test Reflection
Strategies/ practice bisectors with patty Review Trip Project
Activities Angle Vocabulary paper Activity
Guided Notes Mini Lesson: Word
(vertex, acute, Problem with Angles
right, obtuse, Scavenger Hunt
straight) Reflection
Think, Pair, Share -
Partner Practice
Reflection
Intended Homework
 Formative Think, Pair, Share Patty Paper Ask the Expert Test Trip Project
Assessment Reflection constructions
Scavenger Hunt

Summative Assessment Tentative Date: August 30

Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual assistance, extra time, oral directions, peer
tutoring
**All plans are subject to change**

Lesson Plan
Sara Ridley and Dave Bohanon
Geometry
Unit 2: Deductive Reasoning, Transversals, and Coordinate Geometry

Daily Monday Tuesday Wednesday Thursday Friday

Agenda September 3 September 4 September 5 September 6 September 7
Critical Vocabulary: Point, line, plane, ray, collinear, noncollinear, coplanar, noncoplanar, intersect, parallel, skew, endpoint, between, angle,
vertex, acute, right, obtuse, straight, congruent, interior, exterior, adjacent angles, bisects, segment bisector, angle bisector, midpoint

Learning Target Justify reasoning Justify reasoning Justify reasoning

Students will… about lines and about lines and about lines and
angles using angles using angles using
postulates, postulates, postulates,
theorems, and theorems, and theorems, and
definitions. definitions. definitions.
Common Core G.CO.9 Prove theorems G.CO.9 Prove theorems G.CO.9 Prove theorems
about lines and angles. about lines and angles. about lines and angles.

Instructional Discussion Discussion Discussion

Method(s) Technology Cooperative Learning Cooperative Learning
Trip Project Technology Technology

Flashback Flashback Flashback

TI-Nspire Activity Angle Pairs Jigsaw Dance Dance
Strategies/ Reflection Relay Race Activity Transversal
Activities Reflection Scavenger Hunt
Reflection

Intended Homework
Formative TI-Nspire activity Jigsaw DDT
Assessment Flashback Relay Race Scavenger Hunt
Reflection Reflection

Summative Assessment Tentative Date: September 21

Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual assistance, extra time, oral directions, peer
tutoring
 **All plans are subject to change**

Lesson Plan
Sara Ridley and Dave Bohanon
Geometry
Unit 2: Deductive Reasoning, Transversals, and Coordinate Geometry

Daily Monday Tuesday Wednesday Thursday Friday

Agenda September 10 September 11 September 12 September 13 September 14

Critical Vocabulary: Parallel Lines, Skew lines, Transversal, Corresponding angles, Alternate interior/exterior
angles, Same-side (Consecutive) interior/exterior angles, Perpendicular Lines
Learning Examine Write Write Write Write
Target equations to equations of equations of equations of equations of
Students will… determine lines parallel lines lines parallel lines parallel
whether lines to given perpendicular and and
are parallel or equations. to given perpendicular perpendicular
perpendicular. equations. to given to given
equations. equations.
Common Core G.GPE.5 Prove G.GPE.5 Prove G.GPE.5 Prove G.GPE.5 Prove G.GPE.5 Prove
the slope the slope the slope the slope the slope
criteria for criteria for criteria for criteria for criteria for
parallel and parallel and parallel and parallel and parallel and
perpendicular perpendicular perpendicular perpendicular perpendicular
lines and use lines and use lines and use lines and use lines and use
them to solve them to solve them to solve them to solve them to solve
 geometric geometric geometric geometric geometric
problems. problems. problems. problems. problems.
Instructional Discussion Discussion Discussion Discussion Discussion
Method(s) Technology Technology Cooperative Technology Cooperative
Cooperative Cooperative Learning Cooperative Learning
Learning Learning Technology Learning Technology

Flashback Flashback Flashback Flashback Flashback

Intro to Parallel Lines - Perpendicular Mini Lesson: Mini Lesson -
Strategies/ Parallel and Mini Lesson Lines - Mini Parallel and Proving with
Activities Perpendicular Partner Paper Lesson Perpendicular Modeling
Lines – Mini Reflection Partner Paper Math Lib Finish Math
Lesson Reflection Reflection Lib
Discovery Practice
Activity Problems
Reflection Reflection

Intended
Homework
Formative Teacher Teacher Teacher Teacher Teacher
Assessment Observation Observation Observation Observation Observation
Discovery Scavenger Partner Paper Math Lib Practice
Activity Hunt Teacher Reflection Problems
Reflection Reflection Check Reflection

Summative Assessment Tentative Date: September 21

Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual
assistance, extra time, oral directions, peer tutoring
**All plans are subject to change**

Lesson Plan
Sara Ridley and Dave Bohanon
Geometry
Unit 2: Deductive Reasoning, Transversals, and Coordinate Geometry

Daily Monday Tuesday Wednesday Thursday Friday

Agenda September 17 September 18 September 19 September 20 September 21

Critical Vocabulary: Parallel Lines, Skew lines, Transversal, Corresponding angles, Alternate interior/exterior
angles, Same-side (Consecutive) interior/exterior angles, Perpendicular Lines
Learning Write Write Write Write Write
Target equations of equations of equations of equations of equations of
Students will… lines parallel lines parallel lines parallel lines parallel lines parallel
and and and and and
perpendicular perpendicular perpendicular perpendicular perpendicular
 to given to given to given to given to given
equations. equations. equations. equations. equations.
Common Core G.GPE.5 Prove the G.GPE.5 Prove the G.GPE.5 Prove G.GPE.5 Prove G.GPE.5 Prove
slope criteria for slope criteria for
parallel and parallel and the slope the slope the slope
perpendicular lines perpendicular lines criteria for criteria for criteria for
and use them to and use them to
solve problems. solve problems.
parallel and parallel and parallel and
perpendicular perpendicular perpendicular
lines and use lines and use lines and use
them to solve them to solve them to solve
geometric geometric geometric
problems. problems. problems.
Instructional Discussion Discussion Discussion Discussion Discussion
Method(s) Technology Technology Technology Technology Cooperative
Cooperative Cooperative Cooperative Cooperative Learning
Learning Learning Learning Learning Technology

Flashback Flashback Flashback Flashback Unit 2 Test

Mini Lesson - Finish Quiz Study Guide
Strategies/ Parallel/Perpe Stations Begin Study Game -
Activities ndicular 2 Mini Lesson - Guide Whiteboard
Points Review Reflection Seek and Find
Stations Maze Problems for Points
Reflection Quiz Review - Reflection
Check and
Toss
Reflection

Intended
Homework
Formative Teacher Teacher Teacher Teacher Teacher
Assessment Observation Observation Observation Observation Observation
Stations Maze Quiz Review Quiz Study Guide Test
Reflection Reflection Reflection Reflection Reflection

Summative Assessment Tentative Date: September 21

Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual
assistance, extra time, oral directions, peer tutoring
**All plans are subject to change**

Lesson Plan
Sara Ridley and Dave Bohanon Week of: __ September 24 - 28
Geometry
Unit 3: Transformations
Daily Monday
Agenda September 24
Critical Vocabulary:Transformation, Reflection, Rotation, Dilation, Translation, Image, Pre-Image
Learning Target Students will create
and describe
transformations.
Common Core G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Instructional Classroom
Method(s) Discourse
Thinking
Strategies
Community
Workshop
Tentatively: Outside
Project Vocabulary
Strategies/ Daily Flashback
Activities Silent Conversation -
What do we know
about
transformations?
Mini Lesson
Create your own -
Reflection, Rotation,
and Translation
Partner Work
Reflection
Intended
Homework
Tuesday
September 25
Students will reflect
polygons over the x-
axis, y-axis, y = x,
and y = -x.
G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Reflections
Discovery - Group
Work
Reflection
Wednesday
September 26
Students will graph
the image of the
polygon after a glide
reflection and
rotation.
G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Patty Paper
Investigation
Practice Problems -
Think, Pair, Share
Reflection
Thursday
September 27
Students will graph
the image of a
polygon after a
dilation.
G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Dilations Discovery –
Group Work
Reflection
Friday
September 28
Students will graph
the image of the
polygon after a
transformation.
G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe the
rotations and reflections that
carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a sequence
of transformations that will
carry a given figure onto
another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Word Wall Project
Reflection
 Formative Teacher Observation Teacher Observation
Assessment Silent Conversation Group Work
Partner Work Reflection
Reflection
Summative Assessment Tentative Date: October 17
Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual assistance, extra time, oral directions, peer
tutoring
**All plans are subject to change**
Lesson Plan
Sara Ridley and Dave Bohanon
Geometry
Unit 3: Transformations, Unit 4: Probability
Daily Monday Tuesday
Agenda October 8 October 9
Bullitt Day
Critical Vocabulary:Transformation, Reflection, Rotation, Dilation, Translation, Image, Pre-Image
Learning Target Students will graph
the image of the
polygon after a
transformation.
Common Core . G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Instructional Classroom Discourse
Method(s) Thinking Strategies
Community
Workshop
Daily Flashback
Community Building:
Strategies/ Silent Conversation
Activities Picture
Transformation
Project
Reflection
Teacher Observation
Think Pair Share
Reflection
Week of: __ October 8 - 12
Wednesday
October 10
Students will graph
the image of the
polygon after a
transformation.
G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Picture Project
Reflection
Teacher Observation
Group Work
Reflection
Thursday
October 11
Students will graph
the image of the
polygon after a
transformation.
G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Mini Lesson:
Transformations
Group Activity -
writing in words,
symbols, and
graphically - group
trade off
Practice Problems
Reflection
Teacher Observation
Word Wall Project
Reflection
Friday
October 12
Students will graph
the image of the
polygon after a
transformation.
G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe the
rotations and reflections that
carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a sequence
of transformations that will
carry a given figure onto
another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Writing Journal Quiz
- Model Your
Thinking
Reflection
 Intended
Homework
Formative
Assessment
Summative Assessment Tentative Date: October 17
Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual assistance, extra time, oral directions, peer
tutoring
**All plans are subject to change**
Sara Ridley and Dave Bohanon
Geometry
Unit 3: Transformations
Daily Monday
Agenda October 15
Critical Vocabulary:Transformation, Reflection, Rotation, Dilation, Translation, Image, Pre-Image
Learning Target Students will graph
the image of the
polygon after a
transformation
Common Core .G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent./
Instructional Classroom Discourse
Method(s) Thinking Strategies
Community
Workshop
Daily Flashback
Study Guide Work
Strategies/ Session
Activities Reflection
Teacher Observation
Project
Reflection
Lesson Plan
Tuesday Wednesday
October 16 October 17
Students will graph
the image of the
polygon after a
transformation.
G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Group Number Game
Reflection
Teacher Observation
FAL
Reflection
Week of: __ October 15 - 19
Students will graph
the image of the
polygon after a
transformation.
G.CO.2 Represent
transformations in the plane
using, e.g., transparencies
and geometry software;
describe transformations as
functions that take points in
the plane as inputs and give
other points as outputs.
Compare transformations
that preserve distance and
angle to those that do not
(e.g., translation versus
horizontal stretch).
G.CO.3 Given a rectangle,
parallelogram, trapezoid, or
regular polygon, describe
the rotations and reflections
that carry it onto itself.
G.CO.5 Given a geometric
figure and a rotation,
reflection, or translation,
draw the transformed figure
using, e.g., graph paper,
tracing paper, or geometry
software. Specify a
sequence of transformations
that will carry a given figure
onto another.
G.CO.6 Use geometric
descriptions of rigid motions
to transform figures and to
predict the effect of a given
rigid motion on a given
figure; given two figures,
use the definition of
congruence in terms of rigid
motions to decide if they are
congruent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Test
Reflection
Teacher Observation
Practice Problem
Reflection
Thursday
October 18
Students will graph
the image of the
polygon after a
transformation.
S.CP.1 Describe events as
subsets of a sample space
using characteristics of the
outcomes, or as unions,
intersections, or
complements of other
events.
S.CP.2 Understand that two
events A and B are
independent if the
probability of A and B
occuring together is the
product of their
probabilities, and use this
characterization to
determine if they are
independent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Unit 3 Test Review
Mini Lesson:
Counting Principle,
Intro to Probability
Practice Problems -
Teacher Check
Reflection
Teacher Observation
Quiz
Reflection
Friday
October 19
Students will graph
the image of the
polygon after a
transformation.
S.CP.1 Describe events as
subsets of a sample space
using characteristics of the
outcomes, or as unions,
intersections, or
complements of other
events.
S.CP.2 Understand that two
events A and B are
independent if the
probability of A and B
occuring together is the
product of their probabilities,
and use this characterization
to determine if they are
independent.
Classroom Discourse
Thinking Strategies
Community
Workshop
Daily Flashback
Mini Lesson:
Permutations and
Combinations
Task Cards
Reflection
 Intended
Homework
Formative Study Guide Teacher Observation Teacher Observation Teacher Observation Teacher Observation
Assessment Reflection Game Test Teacher Check Task Cards
Reflection Reflection Reflection Reflection

Summative Assessment Tentative Date: October 17

Modifications/Accommodations as Needed: Prompting, cueing, modeling, paraphrasing, individual assistance, extra time, oral directions, peer
tutoring
**All plans are subject to change**

Lesson Plan
Sara Ridley and Dave Bohanon Week of: __ October 22 - 26
Geometry
Unit 4: Probability

Daily Monday Tuesday Wednesday Thursday Friday

Agenda October 22 October 23 October 24 October 25 October 26

Critical Vocabulary: Permutation, Combination, Conditional Probability, independent, dependent, factorial, event, outcome

Learning Target Students will apply Students will apply Students will use the Students will use the Students will use the
conditional conditional rules of probabilities rules of probabilities rules of probabilities
probability to probability to to compute to compute to compute
interpret data. interpret data. probabilities of probabilities of probabilities of
compound events. compound events. compound events
Common
Core/Quality
Core

Instructional Classroom Discourse Classroom Discourse Classroom Discourse Classroom Discourse Classroom Discourse
Method(s) Thinking Strategies Thinking Strategies Thinking Strategies Thinking Strategies Thinking Strategies
Community Community Community Community Community
Workshop Workshop Workshop Workshop Workshop
Daily Flashback Daily Flashback Daily Flashback Daily Flashback Daily Flashback
Mini Lesson - Mini Lesson - Create A Group Study Guide Test
Strategies/ Independent vs Compound Video Whiteboard Table Reflection
Activities Dependent Probability Practice Reflection Game
Practice Problems Problems Reflection
with Teacher Check Reflection
Reflection

Intended
Homework
 Formative Teacher Observation Teacher Observation Teacher Observation Teacher Observation Teacher Observation
Assessment Teacher Check Practice Problems Skittles Activity Practice Problems Gallery Walk
Reflection Reflection Reflection Reflection Reflection

Summative Assessment Tentative Date: October 26

**All plans are subject to change**