Geometry - Distance Formula Application Problems

Teacher : Davis and Whittington

Course/ Subject: Geometry

Date of Instruction:  12/8

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s: MGSE9–12.G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. 

MGSE9-12.G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Learning Target:

I will successfully apply the distance formula to solve problems.

Success Criteria:

I can explain horizontal and vertical distance. 

I can define distance and midpoint.  

I can determine (xx, y1) and (x2, y2).

Introduction/Connection: 

How it relates to the pythagorean theorem

DIRECT INSTRUCTION:

geometry notebook notes

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

we do problems from geometry notebook

Foldable for formulas

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

you do problems from geometry notebook

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

"I learned..." form geometry notebook