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Segments in Circles

I feel bad for the lack of blog posts lately but I just recently found out that I will be working with Algebra 1 next year! I'm sad to leave Geometry behind but I'm excited for a new change. Anyways, here is  one of the last foldables that we did in Geometry last year over segments in circles.

We went over the theorems on the left side and discussed it in depth. Then, we went over the segments in circles foldable as a class. My students picked this topic up VERY fast. At first, they told me that the problems looked "scary" but by the end, they said that it's really easy!






After the foldable, we completed the following activity where students had to group cards based on their answers. Students loved this activity because it allowed students to check their work in case they came up with a random answers. I gave my modified SPED students a sheet that listed out which theorem to use for each problem. 


Overall, I loved this lesson and I noticed that all of my students were engaged (one of last lessons for the school year). 

Now, I'm off to create more Algebra 1 foldables/activities for next school year :)

Here are the files that I used: 





Angles Formed by Secants and Tangents

Here are my interactive notebook pages and some teaching ideas for "Angles Formed By Secants and Tangents" in a circle. 


First, we went over each theorem on the pink sheet and highlighted each theorem and explained what it meant. If you are a regular reader, I think I'm going to make a poster of all of my "left side" circle theorems and hang them up around my classroom! 


After going over each theorem, we started on the following foldable that has practice problems. 


I found that cutting out two strips of paper and positioning them around the angle helps my ESL/SPED students visualize the arcs and angles better. They were able to see the relationship between the arc measure and the angle. (Highlighting is also a very big help!)





After we finished the foldable, students worked on a simple maze review over this topic. 


Thank you for taking the time to read! Only 5 more school days left for me :)

Here are some files that I used in this lesson: 

Inscribed Angles

This will be a short and sweet blog post about an interactive notebook idea for Inscribed Angles in Geometry. When it comes to introducing new theorems, I like to put the theorems on the left side of their notebook so students can make their own personal notes. 




After the foldable, students broke up into pairs and completed the following poster: 


Students will write out the theorem on the poster and use compasses, rulers, and protractors to create and label a diagram of each theorem. I will try to post pictures as soon as groups are completely finished with the poster. 

What are some of your favorite Inscribed Angles activities/ideas? I'd love to hear!

Here are some of the files that I used: 


Pyramids Snowball Quiz

This week we started finding the surface area and volume of pyramids. On Monday, we went over the following foldable. I have 2 deaf students this year in Geometry and I have learned that color coding certain pieces of information helps them understand the material better. I have had several interpreters come to me saying that geometry finally makes sense to them!



We started off the class period by labeling and identifying the important vocabulary terms that students will use throughout the unit. 



After the vocabulary terms, we jumped into finding the surface area and volume of a square pyramid, regular triangular pyramid, and regular hexagonal pyramid. 




This is the first year that I have used this flip-book and I have to say that I really liked it! I am also planning to use my other foldable (click here) as a review later on.

The next class period, we did a surface area and volume of pyramids "snowball quiz." I printed out the following document on colored cardstock (this helps when students are trying to find a new "snowball.") 

I posted question #1 on the board and told students that they had four minutes to solve it and put their answer on the box. 



After four minutes was up, I told them to crumple it up into a "snowball." They stared back at me for a solid 10 seconds before asking "Why?" I told students that they only had 30 seconds to throw the snowball to a different person in the classroom (time limit is a MUST). After 30 seconds, I kept question #1 posted on the board and told students to check the paper to see if it had any mistakes. If there were mistakes, they had 2 minutes to correct question #1. 


Repeat the same steps for question #2. After each question, I had a slide that showed all of the previous problems so students had something to reference when checking the work on the paper. 

After all of the questions were posted, I told students to crumple it up and put it in a box. I told them that I was only going to pick one paper and that it was going to be everyone's grade. 


Luckily, each class, I picked a WINNER!


Overall, all of my kids enjoyed this and I definitely wished that I could do this everyday since 99.9% of my students were engaged during the whole class period!

Here are the files for the snowball quiz: 

Editable Area and Perimeter Foldable

This is an Area and Perimeter book that I created last semester to review with my level classes. I decided to use this foldable instead of my Area and Perimeter Flip-book (click here for previous post) because I wanted to give my students time to complete their Dream House Project in class. I used the flip-book as an extra study guide to help out struggling students.






If you would like to use, I included an editable template in PPT for this foldable. All you have to do is type in the boxes the questions that works best for your grade level.  


Here is a glance at some of the assignments that students did as extra practice/stations review. 



This was by FAR my favorite unit this year so far because students were able to create their own "Dream House" using real world materials. They even had their own budget! Students were extremely engaged and looked forward to coming to class to finish their "house" every day. :)

I also decided to create different shapes around my classroom and they had to use rulers and protractors (trig) to figure out missing lengths in order to find the area and perimeter.

If you would like another post in more detail about the Dream House project and other activity, I'll be happy to post this week!


Here are the files for the Area and Perimeter Book: