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Geometry: Isosceles Trapezoid Lesson

1) The lesson plan is for a geometry class on isosceles trapezoids and focuses on having students discover properties of isosceles trapezoids through inductive reasoning using manipulatives and then proving conjectures deductively. 2) Students will create isosceles trapezoids using string, tape and tiles to measure angles and segments and discover properties, then record conjectures. 3) Students will work in groups to formally prove three theorems about isosceles trapezoids properties using questions from a workbook as prompts.

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Jason Lu Zong
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1K views2 pages

Geometry: Isosceles Trapezoid Lesson

1) The lesson plan is for a geometry class on isosceles trapezoids and focuses on having students discover properties of isosceles trapezoids through inductive reasoning using manipulatives and then proving conjectures deductively. 2) Students will create isosceles trapezoids using string, tape and tiles to measure angles and segments and discover properties, then record conjectures. 3) Students will work in groups to formally prove three theorems about isosceles trapezoids properties using questions from a workbook as prompts.

Uploaded by

Jason Lu Zong
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Daily Instructional Lesson PlanWorcester County Public Schools

Content Area(s)/Course/Grade: Unit:


Geometry Isosceles Trapezoid
Lesson Topic: Date:
Characteristics of Isosceles Trapezoid
Teacher: School:
Birch, Owens, Yensen
Indicator(s)/Sub-Outcome(s)/Expectation(s):
2.1.1 The student will analyze properties of geometric figures
2.1.2 The student will use transformations to move figures, create designs, and/or demonstrate geometric
properties
2.1.3 The student will construct and/or draw and/or validate properties of geometric figures using appropriate
tools and technology
2.2.3 The student use inductive or deductive reasoning

Student Outcome(s):
Students are expected to discover some of the properties of this special quadrilateral and explain why an isosceles
quadrilateral has these properties. Students will bridge between inductive and deductive reasoning

Context for Learning


Students have previously learned the basic knowledge of quadrilaterals and some of their properties (i.e. what
defines an isosceles trapezoid)

Instructional Delivery
Opening Activities/Motivation:
Activity 1: Have students create trapezoids by incorporating string, tape, and tiles on the floor. Have them discover
any special characteristics by using induction. (suggestion: put students in groups of 3 or 4)

Prompts: Have you measure all the interior angles? Have you measured all of the segments? How do they
compare?
Procedures:
Activity 2: Rethinking Proof workbook (Key Curriculum Press) page 45 only. ‘Isosceles Trapezoid’ Activity and list
conjectures created through inductive reasoning.

Prompt: Go over questions in workbook as prompts to create conjectures

Activity 3: Rethinking Proof page 143-144 questions #7-19 in activity ‘Systematizing Isosceles Trapezoid
Properties’. Place students back in groups from Activity 1. Assign students to produce formal proof for Theorem 1,
Theorem 2, and Theorem 3.

Prompt: Direct students to questions in the workbook as prompts to start and complete each proof.
Assessment/Evaluation (Formative/Summative)
The teacher and students will discuss the outcomes for questions #7-19 in Activity 3. Selected students will present
their proofs to the class followed by the class discussing and critiquing each proof.

Closure:
As a class, agree on the three statements of the conjectures to be added to students’ notebooks.

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