2/4/19

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

Subject Advanced Geometry _
Time Needed for Lesson 60 minutes Lesson Concept 6.3: Angle Bisectors of Triangles__

PA STANDARD(S) (Write out standards):

2.9.8.A : Name, describe and apply geometric relations for 1-dimensional shapes and 2- dimensional shapes and 3-
dimensional solids.

BIG IDEAS/ESSENTIAL QUESTIONS:

How does one use properties of angle bisectors in triangles to determine the length of line segments?
How can one use algebra to verify that a segment is bisecting an angle?

ELIGIBLE CONTENT:

M11.C.1.2.1: Identify and/or use properties of triangles (e.g., medians, altitudes, angle bisectors, side/angle
relationships, Triangle Inequality Theorem).

OBJECTIVE(S) (Be sure to include all four parts):

The student will write the value of each angle of an angle bisector on the Notes sheet with 100% accuracy.
The student will use algebra to determine the value of angles in an angle bisector on the Notes sheet with 100%
accuracy.

MATERIALS:
Whiteboard
Marker
Eraser
Classroom Seating Charts
Notes Sheet for Section 6.3
Smartboard
iPad
Stylus
ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 The teacher will ask two volunteers to stand on opposite sides of the classroom
 The teacher will then stand in the middle of where the two students stand
 The teacher will then say that he is bisecting the distances between each student and that the distance is equal on
either side
 After appropriate cueing and prompting, the teacher will explain that a bisector is a line segment that cuts an angle
into two equal parts, just like the pizza slice on the notes sheet
 The teacher will review that all triangles have three angles that add up to 180 degrees
 The teacher will write the bolded parts of the objectives using the iPad and the smartboard

BODY (Bulleted step by step/differentiation must be included)

 The teacher will ask students to write the following for the Angle Bisector Theorem on their notes sheet: “If a
point is on the bisector of an angle, then the point is equidistant from the sides of the angle”
 The teacher will explain that we are going to be utilizing each of these theorems throughout the rest of this section
and throughout the rest of Chapter 6
 The teacher will go over Example 1 on the Notes Sheet on the whiteboard
 The teacher will ask students to work on Example 2 using algebra
 The teacher will ask a volunteer to walk the teacher through Example 2 using algebraic steps
 The teacher will then ask students to show “thumbs up” or “thumbs down” to indicate whether or not they got the
same answer as what the volunteer said and that we can go onto the next example
 The teacher will then ask students to work on Example 3
 The teacher will ask another volunteer to walk the teacher through Example 3
 The teacher will then ask students to work through the algebra of the problem to solve for x
 The teacher will walk around the room to check for student understanding
 The teacher will ask all students to state their final answer to Example 3

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will restate the lesson objectives by saying that talked about how to figure out the values of angles in
an angle bisector using the property that each sub-angle of an angle bisector is equal and using properties of
algebra in order to determine the value of each sub-angle, and ultimately, the value of the total angle.
 The teacher will finish the lesson by summarizing each of the three examples
 The teacher will mention the homework assignment mentioned at the end of the notes sheet

ACCOMMODATIONS/MODIFICATIONS:
 The teacher will provide a visual representation during the set in order to solidify the concept of bisector
 The teacher will mention that equidistant can be rewritten as equally distant for any English Language Learners:

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
 The student will master the objective of writing the value of each angle of an angle bisector by indicating
(thumbs up or thumbs down) that their answer matches the agreed upon answer and by walking the teacher
 through example 3
 The student will master the objective of using algebra to determine the value of angles in an angle bisector by
having the correct answer. Having the correct answer means that the student (more than likely) was able to use
algebra properties correctly. The teacher will also walk around to check for student understanding on this
objective.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):

This was the first lesson where I feel that I was able to personally connect with each student in the room. I
decided to try a more conversational approach to teaching this lesson, and I felt that I was able to get a lot of
good results from my students after they realized that they could take risks and give a potentially wrong answer.
(There was an incident that happened earlier today where threats were made and many students stayed home
from school as a result).

After the announcement was made by the principal during my intervention class, I decided that it was important
that I emphasized that my first priority was to keep all of my students safe and that they should be able to talk to
me about issues that are bothering them. After I made these changes, I noticed that students were more willing
to participate in my classes and were more willing to give me wrong answers. I felt that I did a better job at
accepting student answers that were wrong or partially wrong.

I felt that I might have an issue in school tomorrow because half of the class was absent for this particular
lesson. The reason for the absence was because of the threats made on social media. I feel that even though I got
through the lesson with higher levels of student involvement, I will need to spend more than the 20 minutes I
allotted for review of this lesson tomorrow for students who were not present today.

I decided that I will try to spend roughly 20 minutes going over the concepts in this lesson as well as homework
while allowing 20 minutes of review for the quiz that the students are going to have in class on Wednesday. I
am going to do the review first followed by going over concepts from this section because I want to make sure
that my students will have the tools that they need in order to do well on the first quiz that I am going to give on
Wednesday.