The warm-up prompt for the lesson asks students to think of the homework problems that gave them trouble. Each team must agree on ONE problem, which the team scribe will write on the board. I display the prompt using the slide show for the lesson. The lesson opener follows our Team Warm-up routine.
Following the warm-up, I display the lesson agenda and learning targets. Today we will review Homework Set 2, and students will complete thier learning portfolios for the unit.
The solutions to most of the problems were provided with the homework set, but I expect students to have questions when they use geometric notation to name an object in a different way. Other problems are constructions, so students' solutions are not expected to be exactly like the model solutions. This is another opportunity to have a discussion about what can vary in the construction of a figure and which properties are constant (MP7). I emphasize that students must leave construction marks (lines and arcs), so that I can see that they performed the construction correctly (MP6).
As students are checking their work, I circulate. I want to see how students are performing the constructions, as they may not catch their mistakes. I am also looking at problems #10 and #21. When we finish checking the work and answering questions, I ask for students to share their answers to problem #10 (a relatively "safe" problem) and problem #21 (a challenging problem) (MP4).
Next, I remind students how they are to complete the Progress Check in their Learning Portfolio. The purpose of this assignment is show students how to use homework to assess their own progress toward unit learning goals.
Students will also be turning in their portfolio problems for me to review. Students should have answered Portfolio Problem 1 - Dazzling Duals completely, but I do not expect them to have made a complete answer to Portfolio Problem 2 - UnderwaterMortgage at this time. They should have made a good start, however, and that is what I will be evaluating. Don't worry! For most students, learning to approach problem-solving as a process is new, so I will be giving them lots of support (MP1).
I also return students' Unit Pre-Tests, if I have not already done so. Students are responsible for correcting any incorrect answers and turning in a perfect product as part of their learning portolio at the end of the unit.
I plan time in this lesson for students to get Extra Practice. Ideally, students will identify the areas they want to work on themselves, but I generally know which skills the class needs extra time on.
I make a few extra copies of the practice activities from earlier lessons on constructions and have them on hand. There are problems in Homework Set 2 that review material from the first half of the unit. I use these problems to meet individual needs.
Alternately, students can make up problems for each other. For example, students can construct line segments and angles and ask their partners to construct a triangle using these parts in different combinations. In particular, I am looking for students to be able to use a construction to explain why two triangles are sometimes possible given two sides and a non-included angle (SSA) (MP3). I am up front my students: I will ask them to do this on the unit test.
Students may also use this time to work together to correct thier Unit Pre-Tests. They are responsible for turning in a near-perfect product as part of their learning portfolios.
For homework, I assign problems #26-28 of Homework Set 2. Problem #26 asks students to classify the parts of geometric figures as points, line segments, rays, and polygons. Problems #27 and #28 provide additional practice in the constructions that were introduced in this unit.