Geometry+Lesson+Plan

** Department of Leadership and Teacher Education ** ** Secondary Faculty ** ** Lesson Plan Format **
 * University of South **** Alabama **

Name: Chris Galanopoulos Date: 11-17-2010 School: Murphy High School Grade Level: 10th Teaching Strategy(ies): Questioning, Direct Instruction, Time Required: 85 Min. Problem Solving

I. Subject/Content Area: Geometry / Inscribed Angles II. Alabama Course of Study-be sure to write out objective(s):
 * 1) 5 – Solve real-life mathematical problems using properties and theorems related to circles, quadrilaterals, and other geometric shapes.


 * 1) Behavioral Objectives-measurable, observable, content based:
 * 2) The students will be able to find measures of inscribed angles including inscribed polygons.
 * 3) The student will be able to solve problems, including word problems, involving inscribed angles.

Geometry textbook, ruler, calculator
 * 1) Assessment/Evaluation—include formative, summative, informal and formal a/e
 * 2) The students will have a short quiz on arcs and chords (check point).
 * 3) The students will complete problems 2,3,5,6,8,15,16, and 19-29 odd on pg. 550.
 * 4) The students will have a homework assignment from the textbook page 550 (9, 10, 14, 17, & 18-28 even).
 * 5) Material-all materials listed and items included

VI. Teaching/Learning Procedures A. Motivation-Interesting way to introduce the topic, state objective(s) for lesson After going over the starter problems, I will ask the students how many of them have ever used a socket before to tighten or unscrew nuts. I will ask them to describe the shape. Does it take on the form of an inscribed polygon or circumscribed polygon? This will lead into the lesson. (5 minutes)

B. Instructional Procedures-Timed, detailed step by step instructions; include higher order questions The students will starter problems (quiz) related to angles and arcs. (5 min.) I will go over the homework and answer questions. (10 minutes) I will explain the Inscribed Angle Theorem and give an example of how to find the arc length. I will then discuss the congruency of two inscribed angles with respect to how the corresponding arc measures are congruent. I will give an example of this theorem. I will then talk about how an inscribed angle that intercepts a diameter forms a right angle. I will then show the students Thales Theorem. We will work out problems from the text (for practice) on page 547. (40 minutes) Objective 1, 2 I will walk around and check on their progress. We will then go over the problems and I will ask for questions related to these problems. (15 minutes) Objectives 1 & 2 Questions: How does an inscribed angle differ from a central angle? Does each vertex of an inscribed polygon always have to touch the circle and still meet the requirements of an inscribed polygon?

I will then assign homework that they may begin before class ends, allowing them time to ask questions. (10 minutes)

With about 5 minutes left in the class, I will review the main concepts taught today and answer any questions about the concepts taught. (5 minutes) VII. Supplemental Activities (Early Finishers, Enrichment, Remediation) Students who finish early will be asked/allowed to read a book, write in their journal, or sit quietly. Students who desire enrichment will be directed to the following website(s): []
 * 1) Closure-How will students let you know what they have learned today?

Students who need remediation in adding and subtracting matrices will be directed to the following website: []