Day 29 Lesson Plan
Oct. 23rd, 2018 05:09 pm
meowdate
<input ... >
Lesson Plan,
6

9pm,
Tuesday,
23
October
, 12018 HE rm. 211
, SDCE, North City Campus
Instructor: Ms. S. D. Jones
In our
Learning Toolbox
:
What is a mind map, and ho
w are images, colors, and connections useful for memory?
Vocabulary
:
Copy
into your notes, and
Mind Map
each word:
Reading Comp. Vocab.
Grammar Vocabulary
Math Vocabulary
Test

taking Skills
Who
really
benefits
from this policy/law
?
colons
Identifying
S
imilar
triangles
Processes to remember
Jury/Testify/vote
Independent
clauses
C
ongruent
Process of
elimination
Jim Crow
Lists of items
S
imilar
Substitution
(
see:
https://www.uclalawreview.org/wp

content/uploads/2016/02/Carlin

final

article

no

bleed.pdf
)
6pm
:
Write
one or two sentences explaining
what you think might be the differences between
two consecutive odd numbers
and
two consecutive even numbers
.
6:02
Continue on work from your folder (on Reading/Literature/Science/Social Studies).
7pm
:
Stand up & Stretch, if you wish...
7:00 to 7:07
Reading Comprehension
7:07 to 7:15
Grammar lecture, using the
passage
below.
7:15 to 7:25
M
ath lecture, also using this same passage.
7:25

7:30
We do 1st question/problem from each online wor
ksheet together, then you finish
the online activities from all lectures individually on the classroom computers.
Mathematics work online and/or in books from 7:45 until 8:45
.
7:00

7:07:
Reading Comp.
:
Today’s Passage
:
“
As Reconstruction came to an end in the late 1870s,
Southern
elites
reclaimed many
sta
te governments.
w
ith
this
new
power
, restrictive
regulations
known as Jim c
row Laws, which
denied
African
Americans equal opportunities
and
rights
,
were put into
place
:
for the next
eighty
years
.
”
(Today
’
s reading comes from
P. 257
in Peterson’s Master the HiSET,
2nd Edition
See also:
https://www.uclalawreview.org/wp

content/uploads/2016/02/Carlin

final

article

no

bleed.pdf
...)
Where are the Grammatical errors
in this passage
?
D
id
former slave owners want equality with their former slaves?
W
ere
all
white
Southern
er
s
slave owners?
H
ow might
northern
factory owners have
benefited
from freeing the slaves
?
D
id
all
slaves benefit immediately from being freed, after the Civil War?
7:07

7:15
Grammar
:
Colons
Rules:
(note that colons can be used instead of semicolons to separate
independent clauses, but that is very rare)
Use a colon to introduce an
item or a series of items. Do
not capitalize the first item
after the colon (unless it's a
proper noun).
Examples:
You
know what to do: practice.
You may be required to bring many
things: sleeping bags, pans, utensils,
and warm clothing.
I want the following items: butter,
sugar, and flour.
I need an assistant who can do the
following: input data, write reports,
and comple
te tax forms.
source:
https://www.grammarbook.com/punctuation/c
olons.asp
Please
write
one sentence using a
colon
, for example:
“Dr. King wrote
Where Do We Go from
Here: Chaos or Community?
in 1967.
(book
title
in italics from GrammarBook.com:
https://data.grammarbook.com/blog/capitalization/titles

of

books

plays

articles

etc

underline

italicize

use

quotation

marks/)
Let’s do the first question from our grammar activity:
https://www.khanacademy.org/humanitie
s/grammar/punctuation

the

colon

semicolon

and

more/
introduction

to

colons/e/introduction

to

colons
7:15
Mathematics Topic:
Similar and Congruent Triangles
(Source:
Euclid
’
s Elements
)
Let
’
s review how
to solve a
ratio:
3
/
x
=
x
/
27
.
3
/
x
=
x
/
2
7
→
x
2
=
8
1
→
x
=
±
9
(Btw, here is why cross

multiplying works:
“
With algebra, it's almost obvious,
and certainly not something
special. I'll try to express t
his in a way that students
who
don't know algebra (or don't realize how much of it they have
already seen) can follow.
Remember that if you have two equal quan
tities and multiply them
by the same amount, the products will again be equal. So if we
multiply the fractions a/b and c/d by b, the results are equal:
a c

* b =

* b
b d
which can be written as
bc
a =

d
Now we can multiply both fractions by d:
bc
ad =

* d
d
which, of course, means
ad = bc
I personally prefer not to cross multiply, but just to multiply
by whichever denominator helps. In your example, 3/15 = n/30, I
would just multiply both sides by 30 and get
n = 30*3/15
= 30/15*3
= 2*3
= 6.

Doctor Peterson, The Math Forum
http://m
athforum.org/dr.math/
”
)
source:
http://mathforum.org/library/drmath/view/60677.html
Why did I start with a ratio? Because
similar triangles are propor
tional
,
or in a
ratio
relationship, with one another
.
Congruent
triangles are also in a ratio: one to one.
So
still, all
the
side
length
s
of one triangle
are proportional to
the corresponding side lengths of the
other triangle.
T
he
ratio in a similar triangle is 1::x, and in a corresponding triangle, 1::1.
A
ll
angles equal
but sides not equal in length
:
S
imilar
:
all equilaterals
, all 45

45

90
triangle
s
A
ll
angles
and all sides equal
in measure:
C
ongruent
Now
,
let’s do the online math
practice
problem together:
https://www.khanacademy.org/math/geometry/hs

geo

similarity/hs

geo

triangle

similarity

intro/
e/similar_triangles_1
7:30
1.)
Please do the re
st of our online grammar worksheet:
https://www.khanacademy.org/humanities/grammar/punctuation

the

colon

semicolon

and

more/
introduction

to

colons/e/introduction

to

colons
and
2.)
Please do the rema
inder of online math worksheet
:
https://www.khanacademy.org/math/geometry/hs

geo

similarity/hs

geo

triangle

similarity

intro/
e/similar_triangles_1
8:40
Exit Questions
:
1.
Please
write
one sentence explaining
why
congruent triangles are a
special case of similar
triangles
.
Could you use
the same analogy with rectangles and
squares
?
(yes/no)
2. What
are similar triangles
?
3.
Please write the square root of
9
in both radical and fractional
exponent forms.
(for example:
√
64 , (64)
1/2
)
4. Is this sentence a
compound
s
entence?
(yes/no)
8:45
Turn in Exit Slip, Dismissal