Lesson Plan

PRE-PLANNING: KNOW, SO, SHOW

OBJECTIVE
What will your students be able to do? / CONNECTION TO THE BIG GOAL.
How does the objective connect to the big goal?
SWBAT identify pairs of angles formed when lines are cut by a transversal (alternate and consecutive, interior and exterior, corresponding). / Big Goal: Students will exceed expectations on the Geometry End-of-Course Test (EOCT).
ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
Students will have completed the “Angles Formed by Transversals” independent practice
KEY POINTS.
What key points will you emphasize?
  • Alternate angles are on opposite sides of the transversal.
  • Consecutive angles are on the same side of the transversal.
  • Interior angles lie between the two lines that are being cut by the transversal.
  • Exterior angles lie outside the two lines that are being cut by the transversal.
  • Vertical angles and linear pairs are also formed by transversals.
  • Corresponding angles are a pair of angles with one on the interior and one on the exterior that “play the same position” at intersection points.

LESSON CYCLE: GO

OPENING. (8 min.)
How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest? / MATERIALS
  • Greet students are the door and direct them to pick up an Angles and Transversals Sheet.
  • Have the objective written on the board.
  • Have directions on the board: — “Please, fill out Objective in your Learning Log.” - “Answer the Do Now question on the Angles and Transversals Sheet.”
  • While students are working on the Do Now, quickly circulate and spot check that they did their homework.
  • “Can someone raise their hand and list all of the pairs of vertical angles in the diagram?” » 4 pairs
  • “Can someone raise their hand and list all of the linear pairs in the diagram?” » 8 pairs
  • “When you worked with linear pairs and vertical angles you dealt with two intersecting lines.
  • Today we will take it to the next level by discussing the 6 types of angle pairs formed when three lines intersect. We’re first going to talk about the important ideas, then we’re going to play a game to practice the skill, and finally you will have a chance to practice on your own. Mastering this skill will bring you one step closer to reaching your goal on the End-of-Course Test.”
/ Learning Log Angles and Transversals Sheet

P-3(1): This part of the introduction to new material aligns with what students will be expected to do by the end of the lesson, the key points and the objective. . (AP)

INTRODUCTION TO NEW MATERIAL.(10 min.)
What key points will you emphasize and reiterate? How will you ensure that students actively take-in information? How will you vary your approach to make information accessible to all students? Which potential misunderstandings will you anticipate? / Materials
  • “Please flip to the next page in your Math Handbook and title the page: ‘Angles formed by Transversals.”
  • Definition: Transversal – a line that intersects two or more coplanar lines at different points » Sketch a transversal of two non-parallel lines “How many angles are formed?”
  • “We are going to name important pairs of angles formed by transversals.”
  • “Each pair has a first name and a last name.”
  • “The first name is either alternate or consecutive. Alternate angles are on different sides of the transversal. Consecutive angles are on the same side of the transversal.” » Illustrate on board and list examples.

  • “The last name is either interior or exterior. Interior angles lie between the two lines that are being cut by the transversal. Consecutive angles lie outside the two lines that are being cut by the transversal.” » Illustrate on the board and list examples.
  • Pick a pair of angles (not linear or vertical) and ask the class the first and last name. Repeat several times.
  • Pick a pair of corresponding angles and let students struggle for a moment to name them.
  • “These angles cannot have a last name like we have discussed. Why?” » One angle is interior and the other is exterior
  • “We call these angles corresponding.”
  • “Corresponding angles ‘play the same position’ at the intersection points.” » Illustrate on the board.

GUIDED PRACTICE. (20 min.)
How will you clearly state and model behavioral expectations? How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercises from easy to hard? How will you monitor and correct student performance?
  • Divide the class into heterogeneous groups of three or four. Issue dry-erase boards to each student.
  • Sketch a transversal on the board and label all 8 angles.
  • Clearly explain the rules:
  • This is not a speed game. I will not call on the first person with their hand in the air.
  • Rather, after a set amount of time, I will call on a random person from each group.
  • Groups or individuals that yell out will be disqualified.
  • It is in the interest of the group to make sure everyone knows the answer.
  • Ask the name of a pair and allow about 30 seconds to 1 minute wait time. Have the students write their answers on the dry-erase boards or on paper in big letters.
  • Randomly call on one person from each group. Have them show you their answer. If they get the answer correct then their team gets a point. Ask a new question and repeat this process until each student has answered once.
  • Draw a transversal of three lines on the board and ask round of questions until each student has answered once.
  • Reward the three teams with the highest number of points.
/ Individual Dry-Erase Boards (dry erase boards can be made cheaply out of shower board purchased and cut down at a home improvement store) Dry-Erase Markers Paper towels or tissue paper (for erasers)
INDEPENDENT PRACTICE.(17 min.)
How will you clearly state and model behavioral expectations? In what ways will students attempt to demonstrate independent mastery of the objective? How will you provide opportunities for extension? / Materials
  • “Now please complete the Independent Practice exercises on the Angles and Transversals Sheet.”
  • Circulate to answer questions, monitor progress and correct errors.
/ Angles and Transversals Sheet
CLOSING.(10 min.)
How will students summarize what they learned? How will students be asked to state the significance of what they learned? How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective? / Materials
  • With approximately 10 minutes left, ask for a volunteer to summarize our learning from today by drawing a transversal on the board and identifying the six types of angle pairs.
  • Then call on students to answer questions on the independent practice. Correct errors and re-teach if necessary.
  • “Congratulations on mastering this important skill. On Monday you’ll see how mastering this skill helps us with the next objective.”

REINFORCEMENT

HOMEWORK (if appropriate). How will students practice what they learned? / Materials
1st Period Week 2 Homework Problem Set #s 9-12

Name:______

Angles and Transversals:

Identify pairs of angles formed when lines are cut by a transversal (alternate and consecutive, interior and exterior, corresponding)

Mastery Table / Definition / Matching / Identifying
Transversal / n/a
Interior / n/a
Exterior / n/a
Consecutive / n/a / n/a
Alternate Interior
Alternate Exterior
Consecutive Interior
Consecutive Exterior
Corresponding

Do Now

  1. Name all of the pairs of vertical angles in the diagram above.
  2. Name all of the linear pairs in the diagram above.

Independent Practice

1. Define transversal, and label it “a” on the diagram above. (1 pt)

2. Define each of the following, types of angles, and name an example of one each in the diagram above:

  1. Interior
  2. Definition: ______
  3. Example ______
  4. Exterior
  5. Definition: ______
  6. Example ______

3. Define each of the following, types of pairs of angles, and name an example of one each of the following pairs in the diagram above:

  1. Consecutive
  2. Definition: ______
  3. DO NOT WRITE AN EXAMPLE
  4. Alternate Interior
  5. Definition: ______
  6. Example:______
  7. Alternate Exterior
  8. Definition: ______
  9. Example ______
  10. Consecutive Interior
  11. Definition:______
  12. Example:______
  13. Consecutive Exterior
  14. Definition: ______
  15. Example
  16. Corresponding
  17. Definition: ______
  18. Example:

4.Name each of the following pairs of angles in the diagram above:

  1. ∠1 and ∠8
  2. ∠4 and ∠6
  3. ∠3 and ∠7
  4. ∠4 and ∠5
  5. ∠1 and ∠7

5.Name each of the following pairs of angles in the diagram below.:

  1. ∠1 and ∠12
  2. ∠4 and ∠6
  3. ∠3 and ∠8
  4. ∠4 and ∠5
  5. ∠7 and ∠10

Angles and Transversals: Teacher’s Grading Key

Identify pairs of angles formed when two lines are cut by a transversal (alternate and same side, interior and exterior, corresponding).

Name:

Answer Key: Circle the questions that students got correct. Students get one point for each circle.

Defining / Matching / Identifying
Transversal / 1 / 1 / n/a
Interior / 2a1 / 2a2 / n/a
Exterior / 2b1 / 2b2 / n/a
Consecutive / 3a / n/a / n/a
Alternate Interior / 3b1 / 3b2 / 4d, 5c
Alternate Exterior / 3c1 / 3c2 / 4a, 5a
Consecutive Interior / 3d1 / 3d2 / 4b, 5d
Consecutive Exterior / 3e1 / 3e2 / 4e, 5e
Corresponding / 3f1 / 3f2 / 4c, 5b