Reflection: Coherence Parallelogram Definition and Properties - Section 3: Independent Practice

 

For a unit like this, in which students would be writing several proofs, it was very important for me to keep a bird's eye view of the unit in so that my day-to-day lessons would support the learning goals for the unit.

This particular section of the lesson is designed to get students primed to prove properties of parallelograms in the next lesson. Proving triangles congruent is an intermediate step in many of these proofs. This is what led me to incorporate triangle congruence proofs in this lesson. Because I knew triangle congruency would play a prominent I had to make sure to activate students' knowledge of this topic. 

This was the result of a backwards planning process. I would start with a unit learning goal like "SWBAT prove that the opposite sides of a parallelogram are congruent." Then I would go and write the proof myself. As I was writing the proof, I would ask myself, "What supporting knowledge and skills do students have to have in order to write this proof?" For each of these support pieces, I would tun start thinking about how I could teach/reinforce the knowledge or skill in an earlier lesson.

I think my using this approach helped students to experience the coherence in the unit as the previous lessons' learning were always relevant and helpful in subsequent lessons. 

  Backwards Planning
  Coherence: Backwards Planning
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Parallelogram Definition and Properties

Unit 5: Quadrilaterals
Lesson 1 of 8

Objective: SWBAT define parallelogram and apply the four properties of parallelograms

Big Idea: Members Only...Exploring what makes a parallelogram a parallelogram.

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3 teachers like this lesson
Subject(s):
Math, Geometry, parallelogram, quadrilaterals, problem solving, reasoning and proof, Polygons, properties of quadrilaterals
  60 minutes
parallelogram
 
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