Geometry: Parallel and Perpendicular Lines

I have struggled with this unit for the past three years. I do a great job with the geometry side, but the algebra is really tough to handle. I'm not sure what skills my students have coming in from Algebra 1 and in my first two years I ended up bogged down reteaching. My third year, I set a schedule and limited myself to a set number of days and pushed through. I made my primary focus applying geometry on the grid and tried to make the algebra as logical and visual as possible.

These journal pages are from my second year of teaching.

Pg 1. Unit 2 Coordinate Geometry

Pg 2. Types of Slopes

 

My first attempt at teaching slope with a foldable.

Pg 3. Slope - Intercept Form

I now like to pair rise over run with fall over crawl.

 

 

Pg 4. Parallel vs. Perpendicular

 

 

 

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Constructions!

I LOVE CONSTRUCTIONS! I plan on teaching them as an ongoing concept.

Last summer, I was introduced to them at a workshop. I was never taught constructions when I was in high school or college. This was brand new. I went home and completed a detailed step by step and guideline for myself. I will share this. If it doesn't make since or you have another way or constructive criticism, please let me know. I did teach some this past year and the experience went really well. The students loved them and it helped build a stronger connection and understanding amoung the fundamental concepts of Geometry.

 

I begin constructions with a diagram and a few 'rules' or guidelines for myself and my students.

I couldn't tell you how I folded and glued these ten pages togther, but this is the coolest document that I think I've ever done. It is front and back and about 9 feet long.

One side is my initial attempt and additional practice. The other side is my detailed steps and constructions. I hope that these make sense, and if not, you can find a lot of great videos on youtube!

 

 

 

 

 

 

 

 

This last one is a confusing combination of my discovery and the presenter's approach. I always knew that SSA was not a postulate/theorem of triangle congruency. How? "Because you don't say ASS in class!" is what my high school teacher told me. It wasn't until my third year of teaching that I figured it out. I actually learned this through Khan Academy and of course put it to paper. The way the presenter approached it, you would never have a problem with the 'a-word' in class, but I couldn't tell you what or how she said it.

 

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Geometry: Types of Lines and Relationships

Pg. 7. Lines, Line Segments, and Rules

Original Foldable: Pocket Book

This foldable takes a looooonnnnggg time to complete. I suggest finding another strategy. Suggestions?

QUICK CHECK FOR UNDERSTANDINGS: Book foldables may be time consuming, but they can be reusable. I had my students pull out all cards from the books, mix them up, and match them back to the correct pocket. It is easier to have them compare to a neighbor and monitor their results closely. I really like the disscussions that arise from who's right and wrong.

QUICK AND EASY: 'Types of Lines' foldable:

Line

Segment

 

Ray

Perpendicular

Haven't figured out how to work parallel into this.

This is one of my favorites. I had a student struggling with this concept at Sylvan. We created this foldable in under two minutes, had a one to two minute reteach, and she mastered the concept. She still has this in her folder and enjoys teaching other students that struggle.

This is paired with another trifold foldable in my journal.

 

Pg. 8. Relationships of Segments and Distance

 

Pg. 9. Segment Bisector (this is a trifold)

 

 

 

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Geometry: Undefined Terms, Basic Definitions, and Intersections

Pg. 3. Undefined Terms (Point, Line, Plane):

OR (from year two, printable template)

This is a foldable template I pulled from a Dinah Zikes book.

Pg. 4. Ms. Haley's Example:

I worked a guided example which I had the students copy. Their assignment was to create their own diagram and complete a set of fill in the blank sentences.

NEW IDEA: In a recent workshop, the presenter gave a suggestion: The homework we send home should have students working what they learned in that day's lesson backwards or undoing the process. For example, I gave them a diagram that they identified points, lines, and planes. Then for homework I should provide them with the complete sentences and the student tries to create a diagram that satisfied the statements. I think this would have been a neat way to see the different diagrams and level of creative thinking that each student is working at.

 

Pg. 5. Basic Terms and Definitions: (Not a real big fan of this page... I'm looking to improve it.)

Improved look:

Pg. 6. Basic Intersections:

ORIGINAL

Above images were copied and pasted from CSCOPE curriculum.

Another look:

 

New and Improved look:

When I create a foldable, I am always thinking about how a student will see, study, and use it. Is the foldable defining a concept or to be used a review tool? This usually helps me determine the placement/order of vocabulary, definitions, and diagrams.

 

 

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