Beacon Lesson Plan Library
Finding the Measure of Segments
Johnny Wolfe
Santa Rosa District Schools
Description
This lesson uses the betweenness property, segment addition property, and distance formula to determine segment lengths.
Standards
Florida Sunshine State Standards
MA.A.3.4.1
Understands and explains the effects of addition, subtraction, multiplication and division on real numbers, including square roots, exponents, and appropriate inverse relationships.
MA.C.3.4.2
Using a rectangular coordinate system (graph), applies and algebraically verifies properties of two-and three- dimensional figures, including distance, midpoint, slope, parallelism, and perpendicularity.
Florida Process Standards
Numeric Problem Solvers
03 Florida students use numeric operations and concepts to describe, analyze, communicate, synthesize numeric data, and to identify and solve problems.
Materials
-Overhead transparencies (if examples are to be worked on overhead) for Finding the Measure of Segments (See Attached File)
-Marking pens (for overhead)
-Finding the Measure of Segments Examples (See Attached File)
-Finding the Measure of Segments Worksheet (See Attached File)
-Finding the Measure of Segments Checklist (See Attached File)
Preparations
1. Prepare transparencies (if teacher uses overhead) for Finding the Measure of Segments Examples. (See Attached File)
2. Have marking pens available (for overhead).
3. Have Finding the Measure of Segments Examples (See Attached File) prepared and ready to demonstrate to students.
4. Have enough copies of Finding the Measure of Segments Worksheet (See Attached File) for each student.
5. Have enough copies of Finding the Measure of Segments Checklist (See Attached File) for each student.
Procedures
Prior Knowledge: Students should be familiar with basic operation skills such as addition, subtraction, multiplication, division, fractions, and decimals.
Note: This lesson does not address three-dimensional figures, midpoint, slope, parallelism, and perpendicularity in MA.C.3.4.2.
Nor does it address matrices in MA.D.2.4.2.
1. Introduce students to the term betweenness. Give students examples of betweenness. (See #1 on Finding the Measure of Segments Examples) Answer student questions and comments.
2. Discuss Ruler Postulate. (See #2 on Finding the Measure of Segments Examples) Answer student questions and comments.
3. Discuss distance between points on a number line. (See #3 on Finding the Measure of Segments Examples) Go over samples. Answer student questions and comments.
4. Work #4 Example. (See Finding the Measure of Segments Examples) Answer student questions and comments.
5. Discuss Segment Addition Postulate. (See #5 on Finding the Measure of Segments Examples) Answer student questions and comments.
6. Work #6 Example. (See Finding the Measure of Segments Examples) Answer student questions and comments.
7. Work #7 Example. (See Finding the Measure of Segments Examples) Answer student questions and comments.
8. Discuss Distance Formula. (See #8 on Finding the Measure of Segments Examples) Answer student questions and comments.
9. Work #9 Example. (See Finding the Measure of Segments Examples) Answer student questions and comments.
10. Work #10 Example. (See Finding the Measure of Segments Examples) Answer student questions and comments.
11. Distribute Finding the Measure of Segments Worksheet. (See Attached File)
12. Distribute Finding the Measure of Segments Checklist. (See Attached File) Describe what constitutes an A, B, C, D, and F in the Checklist.
13. The students write their responses on the worksheet.
14. The teacher moves from student to student observing their work and lending assistance.
Assessments
The student worksheet is collected and scored according to the Finding the Measure of Segments Worksheet Key and Checklist. (See Attached File)
Extensions
Have the students draw a diagram of their classroom on a coordinate grid. The students plot various items on the grid (door, teacher's desk, cabinets, etc). Then they determine the distance between these items using the distance formula.
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