# 912Geometry_SRT_SimilarTriangles_ExitSlip_Construct_SimilarityExitSlip

This exit slip is for geometry students learning similarity. Two similar triangles are given and students must find the missing side lengths and scale factor. The final question uses argumentation language and asks students to construct an argument justifying the process of how one the side lengths was found.

Microsoft Word version: 912Geometry_SRT_SimilarTriangles_ExitSlip_Construct_SimilarityExitSlip

# 912Geometry_SRT_SimilarTriangles_Warmup_Construct_SimilarityandDilationsWarmup

Similarity and Dilations Warmup is geared towards geometry students. The task provides two triangles on a coordinate plane and asks students to determine if the triangles are similar and construct an argument that supports the answer. The task does not provide measurements of the sides of the triangle and requires students to be able to read the coordinate plane as well as identify similar triangles.

Microsoft Word version: 912Geometry_SRT_SimilarTriangles_Warmup_Construct_SimilarityandDilationsWarmup

# 912Geometry_SRT_PythagoreanTheorem_Warmup_Construct_PythagoreanTheoremWarmup

This warm up is designed for geometry students learning the Pythagorean Theorem. The first two problems contain a triangle with a missing side length that students need to solve for. The third question asks students to use argumentation language to construct a justification for one of their answers. An answer key is provided, with key pieces of information that should be included in the argument.

Microsoft Word version: 912Geometry_SRT_PythagoreanTheorem_Warmup_Construct_PythagoreanTheoremWarmup

# 912Geometry_ParallelLines_ExitSlip_ConstructCritique_ExitSlip–ParallelLinesandTransversals

This exit slip is designed for geometry students working on finding missing angles. Students are provided with a set of parallel lines and a transversal and a couple of angle measures. With the given information, students must find measures of missing angles using knowledge of parallel lines and transversals and the postulates and theorems that come with them. Students are also asked to critique student work and provide a reason as to why a proof does not receive full credit. The proof addresses the common error students make in not identifying that lines are parallel before using definitions such as alternate interior angles.

Microsoft Word version: 912Geometry_ParallelLines_ExitSlip_ConstructCritique_ExitSlip-ParallelLinesandTransversals

# 912Geometry_Midpoint_LessonPlan_Construct_Talk-Frame–Midpoint

A template of the talk frame was used to plan a geometry lesson on finding the midpoint of a segment. The teacher recorded a paraphrased version of the question in the Think section, anticipated ideas to be contributed in the Talk Ideas section, which include using a ruler, folding paper, and solving algebraically to find a midpoint, and the pieces of information to be learned in the We Understand section. Students are asked to construct an argument on finding the midpoint of a line segment and use argumentation language to convince another person.

Microsoft Word version: 912Geometry_Midpoint_LessonPlan_Construct_Talk-Frame-Midpoint

# 912Geometry_GMD_Volume_Worksheet_ConstructCritique_FiringonallCylinders

Firing on all Cylinders is a task designed for geometry students to find the volume of a cylinder in cubic inches. Students are given a word problem, where they know the radius and height of a can, and is shown work determining the volume. With the use of argumentation language, students are asked to use a sentence starter to critique the work, create a claim, provide evidence and warrants.

Microsoft Word version: 912Geometry_GMD_Volume_Worksheet_ConstructCritique_FiringonallCylinders

This task is geared towards geometry students with knowledge of the pythagorean theorem and an understanding of simplifying radicals. Students are asked to critique student interpretations of a problem. Ultimately, the task assesses the student’s ability to simplify radicals and recognize equivalence between different radical expressions. Students are asked to construct an argument by stating a claim and providing supporting evidence.