Geometry, Teacher\'s Edition

• Walk through each proof in the lesson.


• Provide a brief explanation of each “Reason” as it is presented. Do not assume students remember the
  definitions of each.


• Review the following:


• Distance formula


• Definition of Perpendicular bisector


• Review finding the slope of a line.


• Review conditional statements.

IV.AlternativeAssessment

• Create a checklist of what would be acceptable correct biconditional statements. Use this checklist to assist
  students in evaluating the biconditional statements written by each pair.

Trapezoids

I.SectionObjectives

• Understand and prove that the base angles of isosceles trapezoids are congruent.


• Understand and prove that if base angles in a trapezoid are congruent, it is an isosceles trapezoid.


• Understand and prove that the diagonals in an isosceles trapezoid are congruent.


• Understand and prove that if the diagonals in a trapezoid are congruent, the trapezoid is isosceles.


• Identify the median of a trapezoid and use its properties.

II.MultipleIntelligences

• Break down the information in this lesson into sections to assist student understanding.


• Define a trapezoid.


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  1. One pair of parallel sides
  
  
  
  


• 
  
  
  
  2. NOT parallelograms
  
  
  
  


• Define an Isosceles trapezoid.


• 
  
  
  
  1. One pair of non- parallel sides that are the same length.
  
  
  
  


• 
  
  
  
  2. Base angles are congruent.
  
  
  
  


• 
  
  
  
  3. Diagonals are congruent.
  
  
  
  


• Activity- have students draw two trapezoids and two isosceles trapezoids.


• With the isosceles trapezoids request that they do the following.


• 
  
  
  
  1. Label angles, sides and diagonals to show that it is an isosceles trapezoid.
  
  
  
  


• 
  
  
  
  2. Write a statement and its converse for each label to explain it.
  
  
  
  


• Notes of Trapezoid Medians


• 
  
  
  
  1. Connects the medians of the non- parallel sides in a trapezoid.
  
  
  
  


• 
  
  
  
  2. Located half-way between the bases in a trapezoid.
  
  
  
  


• Theorem−sum of base lengths 2


• Use this equation with the example in the text. Request that students practice this as well.


• Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal, intrapersonal.

III.SpecialNeeds/Modifications

• Write all notes on the board/overhead. Request that students copy this information in their notebooks.


• Define symmetry.

Chapter 4. Geometry TE - Differentiated Instruction