Crash Course in Proof-Writing Lesson Plan

Name: Madelyn Noble

Cooperating Teacher: Mrs. Lucci Signature:
Date: March 29, 2016
Time: 50 minutes Subject/Period: Geometry / 2nd and
4th periods
Specific Objectives To Meet Goals
Students will become familiar with the structure, logic, and purpose of a
geometric proof.
Students will be able to identify the structure of a two-column proof.
Students will be able to complete an incomplete proof given a bank of
possible solutions.
Common Core Standard
Geometry, Congruence, Prove Geometric Theorems, Standards 9-11: Prove
theorems about lines and angles, triangles, and parallelograms.
Motivational Techniques
The motivation technique for this lesson was introducing proofs and discussing their
importance. I discussed how proofs are the basis of all mathematics, that logic is an
important tool for math and life, and introduced Euclid, the Father of Geometry. I
also mentioned how this lesson would help them on their end of the year subject
tests.
Materials Needed
Students need: notebook, pen or pencil, scissors, glue, construction paper
Teacher needs: computer, projector, Smartboard, whiteboard, whiteboard
markers
Procedure for the Lesson
Lesson Portion
1 Students prepare provided guided notes to follow along with the lesson.
2 Teacher pulls up PowerPoint of lesson and introduces proofs and their
importance, instructing students to listen and not take notes.
3 Teacher continues with presentation and instructs students to fill in guided
notes as the presentation introduces:
a Two-column proofs
b Examples of two-column proofs
i Algebraic verification
ii Geometric proof
iii Geometric proof with solution bank
4 Teacher asks for any outstanding questions
Activity Portion

Teacher passes out activity worksheet, construction paper, scissors , and glue
and instructs students to being cutting out pieces of the proof.
6 Teacher guides students to set-up and complete the given proof by providing
selected statements or responses and asking students to fill in the blanks.
Teacher provides advice for finding solutions on the test in a similar format.
Academic Language
Two-column proof
Conjecture
Theorem
Assessment Methods
The students activity will be the primary means of assessment. Additionally, (time
providing) and exit question to the students prompting them to write down what
they learned that day would be beneficial in gauging student understanding.
Evaluation of Field Experience Students Performance
Overall the lesson went well. Like the lesson I taught earlier in the semester, it was
beneficial to be able to teach the lesson twice to work out some of the rougher
patches. This lesson was difficult because it was an overview and covered an aspect
of math that is not always black and white. It was also a lot of information to cover
in one lesson, so it required staying on top of the time to make sure there was
enough time to cover everything. I underestimated how long it would take for the
students to cut out the pieces of the proof activity. In the future I would definitely
allot more time for the activity so that figuring out the proof itself could be done at
an unrushed pace. All in all, for the brief introduction that this lesson needed to be,
it was a good lesson. The students seemed to understand the process quickly and
werent usually stuck without an idea of where to go next. The activity seemed to
help keep them more engaged than just completing a worksheet. The lesson served
its purpose.
Cooperating Teacher
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