My students have seen these definitions before. Since they are often used in geometric proofs, I want them to take some time to unpack them. After rewriting the definitions in different forms, I find that my students retain the meaning better and can see how definitions can be used to help prove statements in geometry. Some of my students have difficulty rewording the statements as conditional statements in a logical order. To support their work, I ask, "What they are trying to say? I find that once the conditional is written correctly, my students can successfully write the converse and bi-conditional correctly.
Part B of the worksheet presents geometric statements and examples using the terms defined in Part A.
Using the definitions, students write a conclusion based on the given statement. After about 20 minutes, we will go over the activity. I call on students to share their conditional statements and biconditionals. For each question, I call on more than one student, so that we cover multiple statements and students can practice listening and judging the validity of statements. In order to ensure participation of all students, I call on a student to give his or her answer. If that student doesn't have an answer, I call on another student and then go back to the first student to comment on the second student's answer.
This strategy helps my reluctant students gain confidence and experience. In this unit, students will be using postulates to prove theorems. Understanding the difference between theorems and postulates helps students understand how to write proofs. If needed, I can review the vocabulary in the next lesson. Exit Ticket : Explain the difference between theorems and postulates.
Empty Layer. Home Professional Learning. Professional Learning. Learn more about. Sign Up Log In. Geometry Marisa Laks. What are Geometric Proofs? Add to Favorites 10 teachers like this lesson. SWBAT explain the term "geometric proof" and define terms associated with writing proofs. Big Idea In this lesson, students will explore the concept of proof in geometry. Lesson Author. Grade Level. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.
Word 10 minutes. Introduce the tiered words for today's lesson by displaying the Vocabulary Cards with the definitions and images covered. Ask students to give a thumbs up if they know the word, thumb to the side if they have heard the word but don't know it, and a thumbs down if they do not know the word at all. Call on students with a thumbs up to share a quick definition of each word.
Distribute a copy of the Glossary Template to each student, and instruct them to record the words and definitions. Engage the class in a discussion about what visuals would be helpful to remember each definition. Give students time to sketch an image for each word. Instruct students to write a related word in the last column of the Glossary Template.
For example, predict is a related word for expect. Model using the word expect in a sentence.
Planning a Proof
Then, give students time to talk about the words with a partner. Have them pick two of the vocabulary words to use in an original sentence. Call on nonvolunteers to share with the class. Sentence 10 minutes. Write the following sentence on the board: "After dinner, we went outside for a walk. Explain that the circled portion of the sentence is called the introductory phrase because it introduces the rest of the sentence. This phrase can not stand alone as its own sentence, and it sets the stage for the rest of the information that comes in the sentence.
Distribute a copy of the Introductory Phrases: A Way to Begin worksheet to each student and go over the information at the top. Provide additional examples of sentences with introductory phrases if necessary. Model how to identify the introductory phrase in the first two examples. Read the sentences aloud with a slight pause at the comma to show how these sentences should sound.
Have students choral read the sentences after you read them aloud. Put students into partnerships to complete the remainder of the first section. Call on nonvolunteers to share their answers. Read the directions for the second section, and guide students through the first two examples. Underline context clues in the sentence that help you figure out which introductory phrase best fits the sentence.
Then, choral read the completed sentence, pausing slightly at the comma. Instruct students to work with their partner to complete the last two examples. Ask students to do a think-pair-share about the following question: "Why are introductory phrases found at the beginning of sentences? Discourse 10 minutes. Explain to students that introductory phrases are used in sentences about many different subjects, but that they are now going to focus on how they are used when citing text evidence in an answer. Hand out a copy of the Introductory Phrases: Cite the Evidence worksheet to each learner.
Review the information at the top, focusing on the example sentence, which uses an evidence-based term as the introductory phrase. Emphasize that this is an example of the types of phrases that help us clarify that we used the text to prove our answers. Read aloud the text with the class and have them circle any unfamiliar words they want to discuss.
Define them with a student-friendly definition and visual as needed. Ask students if they see any of the tiered vocabulary words from earlier in the lesson, and have a student volunteer remind the class about the definitions.
- Tap Dance Made Easy Vol 1: Basic (Streaming Video Edition);
- EL Support Lesson: Inferences and Quotes as Proof | Lesson plan | uketerinucuz.tk?
- Proving Quadrilaterals?
- Blue Plate Special?
- Our Responsibility as Teachers.
- Extreme Earth- Designing Earthquake Proof Buildings?
Model how to complete the first question by going back into the text to find the answer. Underline the answer, choose an introductory phrase from the word bank, and write the answer on the lines. Put students into partnerships and have them complete the two remaining questions in the same way. Then, scramble the partners and have the new partnerships check their answers with each other. Go over these as a class, making sure to read aloud the answers with the slight pause after the introductory phrase.
Additional EL adaptations. Provide a partially completed Glossary Template for students. Pair students with an advanced EL.
Ask ELs to repeat instructions before beginning group or independent work. Choose advanced ELs to share their ideas first in group and class discussions. Have learners repeat instructions and key vocabulary, summarizing important information for the class. Formative Assessment of Academic Language 5 minutes.
Give each student an index card and have them keep their Introductory Phrases: Cite the Evidence worksheet out so they can access the text. Inform learners that they will answer an additional question with an introductory phrase and text evidence on the index card as an Exit Ticket. They will use the same sentence structure pattern as they did on the worksheet Display the following question: "Where did Jamir get his lucky pencil? Review and closing 3 minutes. Go over students' answers to the Exit Ticket question and record an exemplar answer on the board. Review the parts of the sentence, pointing out the introductory phrase and the comma.
Remind students that introductory phrases set the stage for the rest of the sentence. These phrases help to make our writing more interesting and detailed, and as readers, they help us as we answer questions and provide text evidence. Download to read more. Related learning resources. Use this lesson to teach your students to cite evidence from the text with introductory phrases.
Introductory Phrases: Cite the Evidence.
Use this resource to teach your students how to use introductory phrases as they cite text evidence in their answers. Read this classic story by Rudyard Kipling with your students for basic reading comprehension practice.
Proof reading by gracereid90 | Teaching Resources
Learn Vocabulary Words with Multiple Meanings. Look at the way the word is used to figure out what it means. Identifying Character Traits. Lesson plan. What's your "it"?
18 Other related Resources
Reading Comprehension: Sugar and Spice. Bring it back to the basics with this reading comprehension exercise about Mindy, her birthday party, and her cake. Asking and Answering Questions. It also exposes them to valuable lessons about trying to figure out their dreams and not giving up along the way. Use this classic story by Rudyard Kipling to practice basic reading comprehension with your students Fairy Tales: Character Traits.
Beginning: Provide a student-friendly definition with a labeled example of a character. Display it on the board The evidence to support my claim is. Model how to fill it out using the content of your class chart Reading for Comprehension: Drawing Conclusions. Ideal for kids reading at a third- or fourth-grade level, students will practice answering questions with evidence and making inferences in fiction texts Choose an account to Log In Google accounts. Facebook accounts. Sign in with Facebook. For more assistance contact customer service. Log In. Email address.
Switch accounts. But first, we have to verify your age! You have to be 13 or over to proceed.