## Do Now - Introduction to Geometry.docx - Section 1: Do Now and Intro to Euclid

*Do Now - Introduction to Geometry.docx*

# Introduction to Geometry: Points, Lines and Planes

Lesson 1 of 7

## Objective: SWBAT create models to show points, lines and planes.

*85 minutes*

#### Do Now and Intro to Euclid

*25 min*

**Do Now****: **

-Students will be asked to find the solution for two equations. This skill is an important pre-requisite skill which will be utilized throughout the year. I also find that it’s helpful to see which students are struggling with this, and which students are not. It can give me a sense of who has strong algebra skills and who will need reinforcement of these skills throughout the year.

**Intro to Euclid****: **

-To start Geometry, I like to show a video of Euclid and the history of Geometry. Students who may not love math are able to connect to the historical nature of this content, and all students can get a sense of how and when Geometry came about (a really, really long time ago!). Please note that the video says two points form a line - we should be careful to avoid confusing students about lines and line segments.

-Students can answer the questions to the video and then you can review them with the entire class.

-This video will help to introduce important information about the building blocks of geometry: points and lines. This is the basis for our first lesson.

*expand content*

#### Vocab and Pair-Share

*30 min*

**Intro to Basic Geometry Words****:**

-We will then use the scaffolded student notes provided to introduce the basic building blocks of Geometry. Students can fill in the notes for each key word, and also use the diagram of Plane *P* to write an example.

- This section of notes can be teacher-led with a focus on emphasizing correct notation for students.

-On the second page of student notes, we will introduce key vocabulary like coplanar and collinear by asking students to think of words that begin with “co.” Some possible student responses could be cooperate, co-habitat or cooperative. This is a great time to introduce students to the importance of “pre-fixes” in geometry. In these words, coplanar and collinear, the pre-fix “co” means together, which can help students to remember that collinear means points on the same line, and similarly for coplanar.

-Lastly, we will introduce the idea of intersection using diagrams from traffic signs.

- This lesson is a great place to use 2D and 3D manipulatives - and perhaps, involve students in determining what are appropriate manipulatives

**Pair-Share**

-Students will work through examples #1-10 on page 2 of class notes with a partner.

-Depending on students comfort with the notation and identification process, you can ask students to write their answers on the board. I often like to have students write the wrong notation on the board so that we can discuss how and why we’ve chosen specific notation for each term.

-MP #4 and MP #6 can be found throughout this lesson. MP #4 in the Activity, and MP #6 in the precise definitions that we are using to introduce key building blocks of Geometry.

*expand content*

Hello Stephanie,

I've been looking through your lessons and I like them a lot. I am an old school teacher (meaning I like instructing students and having control) and have been slowly breaking out of my shell. I really feel like your lessons will help me and my classroom be more balanced and more student directed. I am glad someone directed me to this website.

Christina

| 4 months ago | Reply*Responding to Natasha Mackey*

Hi Natasha,

My binder with my answer keys is at school currently, we will be back the second week in Sept. Do you have specific questions I can help you with now?

| one year ago | Reply

HI Stephanie! Can you forward me the answer key to your lesson? Thanks! nmackey@risd.k12.nm.us

| one year ago | Reply

**Ms. Conklin,**

I am a tutor in Texas and was asked by a student for some additional work for an upcoming test.

Your "3 Triangle" work here on BetterLesson was what the student was needing.

Thanks for putting this information here as it helps both me and my student.

Sincerely,

jimf

| 2 years ago | Reply

Hi Gabriel,

Yes, we have 84 minute blocks and meet with our students every other day. Have a great Fall! Let me know if you have other questions.

Best, Stephanie

| 2 years ago | Reply

Hi, Stephanie

I have a question

do you have a block scheduling? we have 63min. per lesson.

| 2 years ago | Reply

Thanks, Stephanie! This is perfect for what I needed. Thanks for all you are doing!! It is greatly appreciated!!!

| 2 years ago | Reply

Thank you Erin-Rose! Please let me know if I can help in any other way and if you have any feedback for my lessons. Best of luck :)

| 2 years ago | Reply

I love your analogy with soccer. Thanks! Definitely using that this year, and hopefully it will make more sense to my students. I always refer to "those crazy Greeks".

| 2 years ago | Reply

Hi Amanda,

So glad you find it helpful! I just checked and if you go to Microsoft word then click on brochures, I used the Ride Trifold Brochure but you can use really any brochure template. Please let me me know if you have any other questions!

Best, Stephanie

| 2 years ago | Reply

Stephanie, what format did you use for your class brochure? It is wonderful.

| 2 years ago | Reply

Hi Kim,

Thank you so much for your comment, it made my day! Please email me anytime at all with questions or suggestions on how to improve these lessons.

Best of luck with your first year, sounds like you're off to a great start :)

Stephanie

| 2 years ago | Reply

These lessons are great, and I love how they incorporate a lot of partner and group work! This will be my first year of teaching, and I've been assigned geometry- I am planning to use many of your ideas and worksheets. I'm not sure what textbook you use, but the nice thing about your lessons is they fit well into our curriculum, which is based on the Glencoe/McGraw Hill Common Core text (brand new). Keep up the awesome work- I look forward to seeing more!

| 2 years ago | Reply

Hi Lisa,

Of course, please feel to contact me about any lesson with questions! It's nice to use this online posting page because then I know exactly which lesson you have thoughts or questions about.

I do not use a flipped classroom but think it's a really interesting idea. I'd love to hear how this goes if you do implement this.

Best of luck, Stephanie

| 2 years ago | Reply*Responding to Stephanie Conklin*

School starting in September sure sounds nice. We start August 1st. Would it be ok to ask you some questions as I come across things I am not sure about?

I am planning on having a "flipped" or "blended" classroom. Do you ever do stations or make videos of your lectures? Projects? Games? Thanks again for all you have done.

| 2 years ago | Reply

Hi Lisa,

Thank you so much for the positive feedback, it means so much to hear especially from a veteran teacher, like yourself!

As of now I don't have answer keys posted online yet, they are all at school - my goal is to post them as I teach the course this upcoming year. So sorry to not have this extra resource available for you, however, I will do my best to get it posted before school starts in Sept. Hope that helps.

Please let me know if you have any other feedback or suggestions! Thank you again for your comments, made my day!

| 2 years ago | Reply

I am so excited about your lessons. I am trying to "flip" my classroom or have a blended learning environment, and I am just not good with technology......well, actually I'm ok with it, but it sure HATES me. LOL, Do you have answers that go along with your resources? I just like to make sure I have correct answers. In 22 years of teaching, this will be a first at teaching GEOMETRY, so I am a little nervous about it.

I used your brochure idea, so much more reader friendly than a syllabus. I'm really excited about using it. I love your reflections. I know you have put a lot of time into this, I greatly appreciate all your hard work and for sharing.

| 2 years ago | Reply*Responding to Melissa Templeton-Heuck*

Hi Melissa,

Thank you for the feedback so glad that you are using the lessons! I like to use soccer as an example of game that has rules - the rule you gave of not touching the ball with your hands is perfect. The idea is to talk to students about how we have some rules in Geometry (and in math in general), that we all agree to - this is an axiom! If you know your students are really into basketball and you feel more comfortable with that sport, feel free to change the notes.

Do you have any other questions? I appreciate your help and would love to hear any feedback on this lesson or others.

Take care, Stephanie

| 2 years ago | Reply

I love your materials for this Geometry course! I am looking forward to utilizing many of your resources this coming school year!

On page 3 of the student notes, you have:

**Def: Postulate or Axiom:**

(ex) One rule in soccer is that ________________________________

Not knowing anything about soccer other than that you cannot "catch the ball with your hands" (unless you are the goalie) and that you have to kick the ball into the goal to score, I am not quite sure what should go in that blank.

Thanks!

Melissa

| 2 years ago | Reply

Great, so glad you are finding the lesson useful. I am very open to any feedback and suggestions so please let me know if and how I can help :)

Good luck!

| 2 years ago | Reply*expand comments*

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- UNIT 2: Line-sanity!
- UNIT 3: Transformers and Transformations
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- UNIT 5: Three Triangle Topics
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