TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |1st six weeks |PLAN CODE: |10M7 two dimensional representations |

|Teacher: |Dottie Johnson |Course/subject: |Math 10 |

|Grade(s): |10 |Time allotted for instruction: |1 class period on block |

| | | |1 period for test on 3 lessons |

[pic]

|Title: |Finding Distances on The Number Line and The Coordinate System |

|Lesson TOPIC: |The student will discover by trial and error a method for finding the distance between two |

| |numbers on a number line. The student will also extend the use of the Pythagorean Theorem to |

| |find the distance between two points on the coordinate system. |

| | |

|TAKS Objective: |Objective 7: The students will demonstrate an understanding of two- and three-dimensional |

| |representations of geometric relationships and shapes. |

|FoCUS TEKS and Student Expectation: |Geometry (d) (2) (C) The student develops and uses formulas including distance and midpoint. |

|Supporting TEKS and Student Expectations: |Geometry (d) (2) The student understands that coordinate systems provide convenient and efficient|

| |ways of representing geometric figures and uses them accordingly. |

|aligned TEKS and Student Expectations for | |

|modifications: | |

[pic]

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Identifying a point between two other |a point lies between two other points when the sum of the distances are equal. Point B is between |

|points |points A and C if |

| |[pic] |

|Finding the distance between two |finding the absolute value of the difference between two numbers on the number line will give the |

|points on a number line |distance between the numbers. |

| |[pic] = distance between points |

|Finding the distance between two |use the Pythagorean Theorem to find the distance between two points on the coordinate system when the |

|points on the coordinate plane when |range of the numbers is small and the values are integers.. |

|the coordinates are ‘friendly” | |

|Finding the distance between two |using the distance formula which is the Pythagorean Theorem should be used when the coordinates are |

|points on the coordinate plane when |large or difficult to work with. |

|the coordinates are not ”friendly” |[pic] |

[pic]

[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

Finding the distance between two points whether the points are on a number line or a

coordinate plane is important for any person who works with positive and negative amounts such as temperatures especially in Celsius, or works with coordinates planes as in mapping.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Students will work through an activity sheet where by trial and error they will discover a method to find the distances between two points.

C. Guided activity or strategy

The teacher will guide and help the students in the activities on the sheet “Activity for Finding Distances on Number Lines and the Coordinate System.” Graphing calculators should be used beginning with number 2. Students will have trouble understanding that “difference” means subtraction. Students studied absolute value in Algebra I. It is cumbersome to use the absolute value key on the calculator. The students will find the work much easier is they take the absolute value themselves and remember to make the distance always positive. When using the distance formulas it is much easier if students are taught to solve two problems. First find the sum of the squares, second find the square root of the sum. Putting the distance formula into the calculator in one step requires a double use of parentheses which is troublesome for students.

D. Accommodations/modifications

Some students will need much more help than others on the instructional activities. These students may be paired with a partner or given extra guidance from the instructor.

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

Students will complete the activity lesson individually or with a partner. They will follow the instructions of the teacher on number 1 and 2. On part 3 many students can work at their own pace. At the end of the discussion students will have the activity sheet completed with all questions answered and problems worked. The Practice sheet will review geometric terms as it gives practice with the distance formula.

B. Accommodations/modifications

Students with modifications should be assigned only one of the two practice problems.

C. Enrichment

. Either of the enrichment activities from the previous two lessons could be completed at

this time.

iii. Assessment of Activities

A. Description

The teacher should circulate among the students to make sure the activity is

correctly completed. The problems at the end of each page should be worked on the board for students to correct their own work. The Practice problems should be carefully monitored as the students work.

B. Rubrics/grading criteria

Students should be given a daily completion grade for the activity. A

class work / homework grade should be given for the practice page.

C. Accommodations/modifications

Students should complete activity sheet with all problems. The practice sheet should

have only one problem.

D. Enrichment

Bonus points should be given to any students completing enrichment activity correctly.

E. Sample discussion questions

Discussion questions are listed on the discovery activity.

F. Sample TAKS questions (attached)

IV. TAKS Preparation

A. Transition to TAKS context

Students must be made aware that the formula for finding the distance between two points on the number line is not on the formula card. They should be able to locate the formula for the distance between to points on the coordinate system. Students must realize that the length of a segment and the distance between the endpoints of a segment have the same meaning.

B. Sample TAKS questions (attached)

V. Key Vocabulary

A point being between two other points

Absolute value

Difference between numbers

Distance between two points; length of a segment

Perimeter of a figure

Scalene, isosceles, and equilateral triangles

VI. Resources

A. Textbook Geometry by Glencoe

Chapter 1 lesson 4

Practice Masters from textbook lesson 1-4

B. Graphing calculators

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

One day for review and test should follow this lesson. The test only contains 10 question.

Additional questions could be added by the teacher. Questions on transformations would be a

good choice.

VIII. Teacher Notes

A. For a class of 10th grade Algebra II students, give the sample TAKS question number 2. Students not scoring getting this answer correct should be bgiven the activity sheet to work on their won.

B. This lesson should be covered in one day on the block schedule. Adjustments in the discovery activity and / or the assignment may need to be made in order to accommodate this.

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