- There is a lot of information given in this lesson. Rather than using an activity, here are some suggestions on
how to differentiate all of this information so that all learners are engaged. - Begin lesson by writing the intention of the lesson on the board/overhead. Intention- “to combine geometric
building blocks with reasoning.” - Throughout the lesson, refer back to this statement. Identify the geometric building blocks for the students.
For example, when there is an example on angles, refer back to student notes on angles. Ask students to
brainstorm a few things that they have learned about angles. Then continue with the lesson. - Review equality definition.
- Write all Properties on one half of the board.
- Write the statements of congruence on the other half of the board.
- Show students how to combine these two together visually. Use different colored chalk or pens (on a white-
board) to illustrate how combining these statements together can help to prove the given statement. - Practice this with a few examples. Encourage class participation.
- Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal
III.SpecialNeeds/Modifications
- If you have many special needs students in the class, you may want to break up this lesson over two days.
- Day one- review properties and statements of congruence. Review basics of geometry.
- Day two- show students how to combine the two together.
- Here are some steps for combining statements and properties.
a. Look at whether you are working with line segments or angles. This will help you choose a statement of
congruence.
b. Choose a property that explains the given statement.
c. Combine the statement of congruence and the property together for a final answer.IV.AlternativeAssessment
- Verbally and visually check- in with students to be sure that they are following the lesson. If necessary, go
back over previously learned information so that you are sure to have everyone following along.
Diagrams
I.SectionObjectives
- Provide the diagram that goes with a problem or proof.
- Interpret a given diagram.
- Recognize what can be assumed from a diagram and what can not be
- Use standard marks for segments and angles in diagrams.
II.MultipleIntelligences
- Complete this activity half-way through the lesson. Once you have gone over the definitions of the eleven
postulates, divide the students into eleven groups. - Assign each group a postulate.
- Request that each group design a diagram that best proves their given postulate.
- When finished, have each group share and justify their diagram.
- Request that they explain how the diagram illustrates the proof.
Chapter 4. Geometry TE - Differentiated Instruction