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Handing Back the Unit Test 15 minutes I am a firm believer in handing tests back during the following lesson. Sometimes it is challenging to get tests corrected so quickly, but I think it's important to provide prompt feedback to the students. I then ask the students if there are any questions that they would like me to answer.
For this particular test, rather than my working out the two coordinate geometry problems out for students, I ask two or three students who did a particularly nice job on them to display their solutions on the board using a document camera.
I explain in detail exactly what I am looking for in terms of justification and explanation, and let all of the students know that they have the opportunity to re-do these two questions again and again, if need be, until they've done them well! I believe that these two problems set the tone for the year, in terms of my expectations for justifications and the quality of their work.
Unit Test Properties from Algebra and the Vertical Angles Proof 15 minutes In this unit on parallel lines, I introduce students to proof, using six algebraic properties: For the proofs that we will be doing in this lesson, I use the two-column format specifically because its vertical arrangement is very similar to the arrangement of the way I solve algebraic problems and these proofs are pretty algebraic in nature.
Later in the course I will provide the students with experiences using flow chart proofs and paragraph proofs; in this case, however, the two-column proof makes the most sense to me.
I give the students time to read the properties, ask if there are any questions, and then give them time to fill in the properties that are used in the two algebraic problems. So, while it seems weird right now to make such a statement, this property will be used geometrically later in the lesson.
When everyone has finished filling out the properties, we discuss them as a class. I stress that it is just as important when we are working with angle or segment measures in Geometry to keep our equations balanced as it is in Algebra.
We will need this theorem to prove two of our parallel line theorems. How do you know this? I try to model the thought process that they will need to master in order to do geometric proofs.
When we have finished the proof, I inform the class that we can now use this theorem as a reason in our future proofs.
For what its worth, I always mention that when I was in high school a million years ago, we called these angles opposite angles. To me, this makes a lot more sense than the name vertical angles, as they are indeed angles that are opposite one another.
Does anyone know why the math gurus changed the name? I wish they had run that change by me! I realize that it can be simplified, or that it can be made even more complicated. However, I believe that more complicated does not necessarily equate with more rigor!
I have chosen this particular approach because it reinforces a lot of what we have been working on in this and the previous unit.Consider using MFAS tasks Proving Parallelogram Side Congruence (G-CO), Proving Parallelogram Diagonals Bisect and because they are alternate interior angles.
The Reflexive Property states that flow diagrams, and two-column format. Consider using MFAS tasks Proving Parallelogram Side Congruence (G-CO). PROOF Write a two -column proof.
Given: V is the midpoint of Prove: 62/87,21 Proof: Statements (Reasons) 1. V is the midpoint of *LYHQ 2. 0LGSRLQW7KHRUHP 3. VWX VYU (Alternate Interior Angles Theorem) 4. VUY VXW (Alternate Interior Angles Theorem) 5. $$6 Given: Prove: 62/87,21 Proof: Statements (Reasons) 1.
Consider using MFAS tasks Proving Parallelogram Side Congruence (G-CO), Proving Parallelogram Diagonals Bisect and because they are alternate interior angles. The Reflexive Property states that flow diagrams, and two-column format. Consider using MFAS tasks Proving Parallelogram Side Congruence (G-CO). 4. Complete the two-column proof. Given: FJ ≅ GH, ∠JFH ≅ ∠GHF Prove: FG ≅ JH Statements Reasons 1. _____ 1. _____ barnweddingvt.com Next, we use the postulates to write a simple two-column proof. This example uses the Angle Sum Postulate and the Addition Postulate, which students explored in the previous lesson. Students start the proof by brainstorming what they know and the information they will need for the proof.
According to the Transitive Property of Polygon Congruence, the two stamped images are congruent to each other because they are both congruent to the flowers on the punch. PROOF Write the specified type of proof of the indicated part of Theorem Here is an example of showing two angles are congruent using the reflexive property of congruence: Separating the two triangles, you can see Angle Z is the same angle for each triangle.
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