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    Asynchronous Online Learning Plan Template

    Uploaded by

    John Lewis Suguitan
    This asynchronous online learning plan template is for a 9th grade mathematics class on parallelograms and triangle similarities. The unit will cover key concepts such as the conditions for a quadrilateral to be a parallelogram and theorems about different types of parallelograms. For the performance task, students will calculate the height of a tree using geometry and recommend where it can be cut down without hitting any structures.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Asynchronous Online Learning Plan Template

    Uploaded by

    John Lewis Suguitan
    408 views6 pages
    This asynchronous online learning plan template is for a 9th grade mathematics class on parallelograms and triangle similarities. The unit will cover key concepts such as the conditions for a quadrilateral to be a parallelogram and theorems about different types of parallelograms. For the performance task, students will calculate the height of a tree using geometry and recommend where it can be cut down without hitting any structures.

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    OUTPUT-ROOM-8.docx

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    This asynchronous online learning plan template is for a 9th grade mathematics class on parallelograms and triangle similarities. The unit will cover key concepts such as the conditions for a quadrilateral to be a parallelogram and theorems about different types of parallelograms. For the performance task, students will calculate the height of a tree using geometry and recommend where it can be cut down without hitting any structures.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    408 views6 pages

    Asynchronous Online Learning Plan Template

    Uploaded by

    John Lewis Suguitan
    This asynchronous online learning plan template is for a 9th grade mathematics class on parallelograms and triangle similarities. The unit will cover key concepts such as the conditions for a quadrilateral to be a parallelogram and theorems about different types of parallelograms. For the performance task, students will calculate the height of a tree using geometry and recommend where it can be cut down without hitting any structures.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    ASYNCHRONOUS ONLINE LEARNING PLAN TEMPLATE

    SUBJECT: MATHEMATICS GRADE: 9 QUARTER: THIRD QUARTER


    TOPIC: PARALLELOGRAM AND TRIANGLE SIMILARITIES
    TRACK: GEOMETRY
    GROUP MEMBERS:
    ANABELLE NISPEROS DOCTOLERO
    RAFY CACUT
    JAZREEL MAY PERALTA TAMAYO
    NOVY REINA BAJO ORTEZA
    MELANIE PASCUA NAVA

    UNIT STANDARDS AND COMPETENCIES DIAGRAM:


    UNIT INTRODUCTION:
    This unit is about Parallelogram and Triangle Similarities. In this unit, you will learn the key
    concepts of Parallelogram and Triangle Similarities.
    At the end, for your Performance Task, you will accomplish this activity:

    Names _________________________________ ________________________________


    How Tall is the Tree? Your principal and athletic director have enlisted your geometry class to help
    solve an issue with overcrowding in the stands at football games. Since the bleachers are often so
    packed, many students stand around, and security continuously ask them to find seats that are, by and
    large, unavailable. Student Council suggests that a “standing area” for students be created in between
    the arc that links the home and away bleachers. However, there is a spruce tree in this area. If the tree
    is cut down, it may fall and hit surrounding structures. The entrance gate/ticket booth is located 40
    yards north of the tree. The football field fence is 15 yards south of the tree. The field house is 30
    yards east of the tree. The concession stand is located 25 yards west of the tree. Your task is to
    calculate the height of the tree using two different strategies and to determine in which direction(s)
    the tree could be cut without hitting any structure. You may use any of the supplies found in your
    toolbox. Write a letter to your principal with your recommendation. Strategy 1: Give a brief
    description of your strategy. Draw and label a diagram and show your calculations.
    Are your heights from Strategy 1 and Strategy 2 the same? If not, what do you think caused the
    discrepancies?

    EXPLORE:
    SHOW THE GOOGLE FORM OF THE MAP OF CONCEPTUAL CHANGE WITH THE ESSENTIAL
    QUESTION.
    PARALLELOGRAM

    1. What is parallelogram?

    2. What condition makes a


    quadrilateral a parallelogram?

    3. What are the theorems on the


    different kinds of parallelograms?

    Think about the question. Is a rhombus a parallelogram?


    You will go back to this later.

    FIRM UP:
    ACQUISITION COMPETENCY:
     Determines the conditions that make a quadrilateral a parallelogram
     Uses properties to find measures of angles, sides and other quantities involving
    parallelograms
     Solves problems involving parallelograms, trapezoids, and kites.

    SCREENSHOT OF THE ONLINE RESOURCE

    CLICKABLE LINK OF WEBSITE URL:


    https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv
    %3DJIhIWHFnHAQ%26fbclid%3DIwAR0QWzBwh-
    sqJioiglWOnm28mkuu9s9p_tXpfgiYUyWXOHFz9r5LsVQKgZo&h=AT2uKaq4h_iTiTWTBC8c_Nf3w
    VnMsEPSX4QHWXM4sLVw4WyPYibO4vnqXrd6uCUoh1jTHLNh1wKbJOX7C_wnoQ8YmykrOnlwH
    JzHh20oIutiYMwnr31jwrqMHtQf7IynjjNgkA

    ACTIVITY INSTRUCTIONS:
    Click the link and watch the video and take note of the concept being discussed.

    QUESTIONS TO ANSWER USING WEBSITE:


    1. What is parallelogram?
    2. What condition makes a quadrilateral a parallelogram?
    3. What are the theorems on the different kinds of parallelograms?

    INTERACTIVE QUIZ ASSESSING ACQUISITION COMPETENCY:

    Google Forms (accomplish to column proof).

    DEEPEN:
    MAKING MEANING COMPETENCY: ________________________________________________
    INSTRUCTIONS:
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________

    HOLISTIC RUBRIC FOR GUIDED GENERALIZATION:

    MAP OF CONCEPTUAL CHANGE WITH THE ESSENTIAL QUESTION:


    INSTRUCTION: Answer the next part. Compare your answer now with the first one that you
    wrote. What do you realize? After answering, you are ready to do the Performance Task.

    TRANSFER:
    TRANSFER GOAL:
    ________________________________________________________________
    ______________________________________________________________________________

    PERFORMANCE TASK (GRASPS):


    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________

    SCAFFOLD FOR THE USE OF WEB 2.0 APP FOR OUTPUT:


    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________
    ______________________________________________________________________________

    RUBRIC:

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