Revised 1/2/2015

Lesson Plan Title

SUBJECT
Geometry High School Grades 9-12
DATE(S)
Fall 2016
GOALS AND OBJECTIVES
Students will be able to explain how the use of previous learned concepts of
vertical angles and linear pairs apply the concepts of parallel and perpendicular
lines.
Students will be able to calculate the measurement of any missing angle formed
by two parallel lines cut by a traversal given one angle measurement.
Student will be able to construct a manipulative that will help discover the angle
relationships formed by two parallel lines cut by a traversal.
CALIFORNIA COMMON CORE STATE STANDARDS IN MATHEMATICS
Content:
CA-CCSSM G-CO 1. Know precise definitions of angle, circle, perpendicular line,
parallel line, and line segment, based on the undefined notion of point, line,
distance along a line, and distance around a circular arc.
CA-CCSSM G-CO 9. Prove theorems about lines and angles. Theorems include:
vertical angles are congruent; when a transversal crosses parallel lines, alternate
interior angles are congruent and corresponding angles are congruent; points on a
perpendicular bisector of a line segment are exactly those equidistant from the
segments endpoints.
CA-CCSSM G-CO 12. Make formal geometric constructions with a variety of tools
and methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting
a segment; bisecting an angle; constructing perpendicular lines, including the
perpendicular bisector of a line segment; and constructing a line parallel to a given
line through a point not on the line.
Standards for Mathematical Practice:
CA CCSS-M MP 2. Reason abstractly and quantitatively.
CA CCSS-M MP 5. Use appropriate tools strategically.
CA CCSS-M MP 8. Look for and express regularity in repeated reasoning.

ELA/ELD STANDARDS:
ELD Standards:
1. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topic.
2. Interacting with others in written English in various communicative forms (print,
communicative technology, and multimedia)
3. 3. Offering and justifying opinions, negotiating with and persuading others in
communicative exchanges
4. Adapting language choices to various contexts (based on task, purpose,
audience, and text type)
LESSON RESOURCES/ TECHNOLOGY INTEGRATION
-Ruler

-Pencil

-Protractor

-Patty Paper

-Internet

-Worksheet

-Computer
LESSON INTRODUCTION
Students will discover the relationship of angles formed by two parallel lines cut by
a traversal.
LESSON ACTIVITIES
Students will be constructing a manipulative where they will measure the 8 angles
that they formed by cutting two parallel lines with a traversal. The students are
two share their results with the group and make hypotheses about the relationship
between corresponding, alternate interior, alternate exterior, and consecutive
interior angles. The students will be able to model after the teacher through a
guided activity video found on the lesson page.
LESSON CLOSURE
After completing the manipulative activity, the teacher will rehash what the
students should have discovered during the activity and will cover the theorems
with the students and students are then giving the task of completing their
worksheet which will test their level of understanding of the concepts.
ASSESSMENT (FORMATIVE AND/OR SUMMATIVE)
Formal assessment The student worksheet which includes the activity data of
their group and their own individual results and the problem set designed to
assessment the lesson objectives. The problems will be assessed on correctness

and the activity will be based on group consistency of hypotheses and

completeness of the activity task. Student will be turning in the patty paper as well
as their worksheet.
ACCOMODATIONS FOR ENGLISH LANGUAGE LEARNERS
Any lesson in the DUP can be converted to the language of the students choice.
-Any page on the website can be translated to a language of the students choice.
-Students will be paired so that ELs would get different levels of English proficient
speakers and will have a student with higher English proficient that speaks the
same primary language.
ACCOMODATIONS FOR STUDENTS WITH SPECIAL NEEDS
-Any accommodations provided in students IEP will be implemented.
-Any visual or audio impairment can be accommodated based on individual need.