- Use peers to assess each other. With the activity in Example 7, have the students assess the accuracy of each
other’s work and correct any inconsistencies. If time allows, you could even have a presentation part where
students share their findings.
Segments and Distance
I.SectionObjectives
- Measure distances using different tools
- Understand and apply the ruler postulate to measurement
- Understand and apply the segment addition postulate to measurement
- Use endpoints to identify distances on a coordinate grid
II.MultipleIntelligences
- Activity with Example 3- This activity will address the following intelligences- visual, interpersonal, kines-
thetic, logical- mathematical.
The students work in pairs. One member in the pair draws a line segment that he or she has measured to find the
distance. The other member also draws a line segment that he/she has measured. Then they switch drawings. Student
A must figure out the length of student B’s line segment, and student B must figure out the length of student A’s line
segment.
- Extension with postulates. In this lesson, there are two key postulates. One is the Ruler Postulate and the other
is the Segment Addition Postulate. The students then take their work and determine which line segments are
examples of the postulates. They can even exchange with another group to accomplish this.
This extension includes visual, interpersonal, kinesthetic, logical- mathematical intelligences.
- Discussion of activity- by having the students share their examples, answers and reasoning with the entire
class or in small groups, the intrapersonal intelligence is included as students share their personal insights into
their work. - Activity with Example 5 and 6- hand out grid paper. Ask students to draw a coordinate plane and provide
given distances on the board/overhead. Then allow the student time to draw a line segment with this distance.
Then provide a time for sharing/feedback from the exercise.
III.SpecialNeeds/Modifications
- Begin class with a brief review of previously learned material. This can be done with words on the board/overhead
or as a class discussion. - Review what distance means and what it means to estimate.
- Write all vocabulary on the board as it is brought up in the lesson. Request that students take the time to copy
this information in their notebooks. - Ruler Postulate defined on board.
- Segment Addition Postulate defined on board.
- Be sure that students are given plenty of time to think through their work and be sure that all students have
finished examples before going over the answers. Sometimes, special needs students require more time to
complete tasks and will stop working if the answers to a particular question are given before they have finished.
IV.AlternativeAssessment
Chapter 4. Geometry TE - Differentiated Instruction