Scope of lesson plan: Teacher name: Grade: Subject: Period(s) this lesson will be taught:

Lessons 1-5 10 Geometry

MONDAY
EngageNY Module 1 / Lesson 1: Construct an Equilateral Triangle (M)1
module #/ lesson # / lesson title
Long-term Targets: G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line
(Common Core segment, based on the undefined notions of point, line, distance along a line, and distance
standards addressed) around a circular arc.
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.
G-CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Supporting target(s) Daily Objectives:
(These are daily targets. What Students learn to construct an equilateral triangle.
will students know and be able Students will communicate mathematic ideas effectively and efficiently.
to do as a result of this lesson?)
Agenda 1. Classwork
(Activities / Tasks) A. Opening exercise (10 minutes)
B. Example 1 (10 minutes)
C. Example 2 (12 minutes)
D. Geometry assumptions (7 minutes)
E. Relevant vocabulary (3 minutes)
2. Assessment
A. Exit ticket (3 minutes)
= 45 minutes instruction
Resources/ Materials: Worksheets
(What texts, digital resources, & Exit ticket.
materials will be used in this
lesson?)
Relevance/Rationale: The first module of Geometry incorporates and formalizes geometric concepts presented in all
(How do the strategies the different grade levels up to tenth grade. Topic A brings the relatively unfamiliar concept of
employed meet students’ construction to life by building upon ideas students are familiar with, such as the constant length
needs?) of the radius within a circle. While the figures that are being constructed may not be novel, the
process of using tools to create the figures is certainly new. Students use construction tools, such
as a compass, straightedge, and patty paper, to create constructions of varying difficulty,
including equilateral triangles, perpendicular bisectors, and angle bisectors. The constructions
are embedded in models that require students to make sense of their space in addition to
understanding how to find an appropriate solution with their tools. Students will also discover
the critical need for precise language when they articulate the steps necessary for each
construction. The figures covered throughout the topic provide a bridge to solving, then proving,
unknown angle problems.
TUESDAY
EngageNY Module 1 / Lesson 2: Construct an Equilateral Triangle II (E)
module #/ lesson # / lesson title
Long-term Targets: G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line
(Common Core segment, based on the undefined notions of point, line, distance along a line, and distance
standards addressed) around a circular arc.
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.
G-CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Supporting target(s) Daily Objective s:
(These are daily targets. What Students apply the equilateral triangle construction to more challenging problems
will students know and be able Students will communicate mathematical concepts clearly and concisely
to do as a result of this lesson?)
Agenda 1. Classwork
(Activities / Tasks) A. Opening exercise (5 minutes)
B. Discussion (5 minutes)
C. Exploratory challenge (15 minutes)
D. Exploratory challenge 2 (16 minutes)
 2. Assessment
A. Exit ticket (5 minutes)
= 46 minutes instruction
Resources/ Materials: Worksheets
(What texts, digital resources, & Exit ticket.
materials will be used in this
lesson?)
Relevance/Rationale: The continued lesson allows the class to review and assess understanding from Lesson 1. By the
(How do the strategies end of this lesson, students should be able to apply their knowledge of how to construct an
employed meet students’ equilateral triangle to more difficult constructions and write clear and precise steps to these
needs?) constructions.
WEDNESDAY
EngageNY Module 1 / Lesson 3: Copy and Bisect an Angle (M)
module #/ lesson # / lesson title
Long-term Targets: G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line
(Common Core segment, based on the undefined notions of point, line, distance along a line, and distance
standards addressed) around a circular arc.
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.
G-CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Supporting target(s) Daily Objective:
(These are daily targets. What Students learn how to bisect an angle, as well as how to copy an angle.
will students know and be able
to do as a result of this lesson?)
Agenda 1. Classwork
(Activities / Tasks) A. Opening exercise (5 minutes)
B. Discussion (5 minutes)
C. Geometry assumptions (8 minutes)
D. Example 1(12 minutes)
D. Example 1(12 minutes)
 2. Assessment
A. Exit ticket (3 minutes)
= 45 minutes instruction
Resources/ Materials: Worksheets
(What texts, digital resources, & Exit ticket
materials will be used in this
lesson?)
Relevance/Rationale: In Lesson 3, students learn to copy and bisect an angle. As with Lessons 1 and 2, vocabulary
(How do the strategies and precision in language are essential to these next constructions.
employed meet students’
needs?)
THURSDAY
EngageNY Module 1 / Lesson 4: Construct a Perpendicular Bisector (M)
module #/ lesson # / lesson title
Long-term Targets: G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line
(Common Core segment, based on the undefined notions of point, line, distance along a line, and distance
standards addressed) around a circular arc.
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.
G-CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Supporting target(s) Daily Objective:
(These are daily targets. What Students learn to construct a perpendicular bisector and the relationship between symmetry with
will students know and be able respect to a line and a perpendicular bisector.
to do as a result of this lesson?)
Agenda 1. Classwork
(Activities / Tasks) A. Opening exercise (5 minutes)
B. Discussion (38 minutes)
2. Assessment
A. Exit ticket (3 minutes)
= 46 minutes instruction
Resources/ Materials: Worksheets
(What texts, digital resources, & Exit ticket
materials will be used in this
lesson?)
Relevance/Rationale: In Lesson 4, students learn to construct perpendicular bisectors and apply the construction to
(How do the strategies problems. Students continue to write precise instructions for constructions. The importance of
employed meet students’ specific language continues throughout the construction lessons. The steps for constructing an
needs?) angle bisector from the previous lesson flow nicely into the steps for constructing a
perpendicular bisector.
FRIDAY
EngageNY Module 1 / Lesson 5: Points of Concurrencies (E)
module #/ lesson # / lesson title
Long-term Targets: G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line
(Common Core segment, based on the undefined notions of point, line, distance along a line, and distance
standards addressed) around a circular arc.
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.
G-CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Supporting target(s) Daily Objective:
(These are daily targets. What Students become familiar with vocabulary regarding two points of concurrencies and understand
will students know and be able why the points are concurrent.
to do as a result of this lesson?)
Agenda 1. Classwork
(Activities / Tasks) A. Opening exercise (7 minutes)
B. Discussion (38 minutes)
2. Closing
= 45 minutes instruction
Resources/ Materials: Worksheets
(What texts, digital resources, & Exit ticket
materials will be used in this
lesson?)
Relevance/Rationale: Lesson 5 is an application lesson of the constructions covered so far. The Lesson 5 Problem Set
(How do the strategies is a preview for Lessons 6–11, but is based on previously taught geometry facts.
employed meet students’
needs?)