Date: ​February 25, 2018 Teacher’s Name: ​Cassandra Rubino

Subject: ​Geometry Grade level: ​10th

Unit: ​Unknown Angles Length of lesson: ​45 minutes
Central Focus: ​Students explore the relationship between angles formed by parallel lines cut
by a transversal and how that may be used to solve for unknown angles. Students demonstrate
conceptual understanding​ of angles by participating in group discussions, using pre-reading
strategies, and using graphic organizers and visual models such as diagrams and drawings to
represent angles. Students demonstrate ​procedural fluency​ by using protractors to measure
angles, analyzing angle relationships, and applying strategies to find unknown angles. Students
demonstrate ​mathematical reasoning and problem solving skills​ by discussing, analyzing, and
comparing methods to solve for unknown angles. Students represent angle diagrams
symbolically by writing equations with variables and solving for unknown angles.
Lesson Title​: Solve for Unknown Angles-​ ​Transversals
For unit​,​ ​Lesson 2 out of 5:
Essential Question(s)​: depends on type of lesson/unit; stimulates thinking and inquiry
How can we use angle relationships to solve for unknown angles formed by parallel lines cut by
a transversal? ​ ​How can we use the pre-reading comprehension strategy of previewing
(Anticipation/Reaction Guide) to help us understand and apply informational text in order to
solve for unknown angle problems?
Learning Standards: ​NYS content standards, professional standards (CEC, NCSS etc.)
Common Core Standards​: 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 segment’s endpoints.
Literacy Standards​:
CCSS.ELA-LITERACY.RST.9-10.5​. Analyze the structure of the relationships among concepts
in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-LITERACY.RST.9-10.7.​ Translate quantitative or technical information expressed in
words in a text into visual form (e.g., a table or chart) and translate information expressed
visually or mathematically (e.g., in an equation) into words
Pre-Assessment: ​Determines prerequisite skills and knowledge students have about lesson
Students already know how to use a protractor to measure angles, properties of intersecting
and parallel lines, definition of adjacent angles, supplementary angles, and vertical angles.
 Learning Objectives​: describes Assessments​: Ways of evaluating each
appropriate learning outcomes attained learning objective
during class that are clear and measurable
(Use action verbs)
Students will: -Teacher observation of angle constructions
-Draw parallel lines cut by a transversal in and protractor use
order to discover and measure angles using
a protractor.
- Apply a pre-reading comprehension - Anticipation / Reaction Guide
previewing strategy in order to develop a
deeper understanding of the informational -Practice Problems
text.
-Analyze the relationships among concepts -Graphic organizers of concepts with
in the informational text in order to​ ​solve for examples and diagrams
unknown angles formed by parallel lines cut
by transversals. -Reflection Paragraph on advantages of
-Create and use graphic organizers using previewing strategies.
in order to demonstrate understanding of
geometric concepts

Differentiation: ​Adapt or modify instruction, materials, and/or environment to meet specific

characteristics and special needs of students ( ELL, gifted learners, students with disabilities)
Pre-teach struggling readers so they have background knowledge. Offer alternative modes of
response like sketching to accommodate different learning styles. Provide English learners
more support and assistance: supply text in audio format, pre-teach skills, strategies, content,
simplify graphic organizers or number/ highlight each part. ELLs and struggling readers will
benefit from using a pre-reading strategy​. Offer gifted learners challenging problems using an
interactive app such as Geogebra online graphing calculator. (Refer to Materials - Guided
Notes,
Videos and Websites for Extra Review)
Academic Language: ​Provide components of language students need to learn / use in specific
content areas. Teachers need to consider: vocabulary, language functions (analyze, interpret,
argue, compare, identify), syntax (sentences, graphs, tables), discourse (oral/ written language).
-Vocabulary: parallel lines, transversal, angles formed by a transversal (corresponding, alternate
interior / exterior, same side interior)
-Language functions: compare angle measurements and analyze relationships between angles
-Discourse:​ ​interpret the meaning and application of concepts/diagrams in informational text
-Syntax: Break down sentences in word problem
Procedure:
Anticipatory Set ​(hook, motivation, etc. to engage students)
a. Activation of prior knowledge
ENGAGE ​-
Discussion: Students will review and make connections to their background knowledge of
supplementary and vertical angles formed by intersecting lines in order to activate prior
knowledge of angle relationships. This will help students make connections to new information
in the text. Teacher will explain to students they are reading the geometry textbook for the
purpose of obtaining information. Students need to know text structure or overall organization to
help them learn to read, understand and remember content-area texts. Teacher explains this
text structure follows a description pattern which explains topics in detail by listing features,
characteristics, facts, examples related to the topic. The text is divided into sections providing a
main idea and details for each topic. Definitions and theorems are followed by examples and
diagrams. The text also follows a problem solution pattern by providing problems and examples
of how to solve them. Students need to know text features like headings, subheadings, and
guides like tables of contents, indexes, illustrations. graphics, diagrams that highlight key points.
After reviewing text structure and text features, teacher will explain pre-reading comprehension
strategy of previewing includes activating prior knowledge,​ ​setting purposes for reading,
predicting and inferring. In their notebooks, students will write the following questions to keep in
mind: What do I already know about this topic? I will read this text to learn . . . or Why am I
reading this text? Based on what I already know, what can I hypothesize or what do I think will
happen in this text and what I am able to assume from the text?
Teacher will provide students with an ​Anticipation / Reaction Guide​ as a previewing strategy to
help them read text. Before reading, students work with a partner to make predictions about the
text and fill out the guide. They will be given several statements about angles formed by parallel
lines cut by a transversal. Students will use their background knowledge of geometry terms they
have already learned and the vocabulary strategy of structural analysis to determine the
meaning of the concepts and decide if the statements are true or false. After reading the
informational text (Amsco Geometry Textbook Chapter 9 Parallel Lines, page 328-341) students
will revisit their responses to the statements and either confirm their prediction or change it to
the correct response, making any necessary changes with reasons and explanations. This
activity will help students view reading as a thinking process. This strategy will improve student
understanding of the relationship among concepts.​ ​ (Refer to Assessments - Anticipation /
Reaction Guide)
EXPLORE​ -​ Students work with partners to explore the relationship between angles formed by
two parallel lines cut by a transversal. In their notebooks, students draw two parallel lines and a
third line that intersects the parallel lines. How many intersections do students notice? Students
label the two points of intersection. How many angles are formed by the two parallel lines
intersected by the third line?
Students identify the angles: “Interior “means angles inside the parallel lines. ​“​Exterior” means
angles outside the parallel lines. "Alternate" means angles on different or opposite sides of the
transversal. Same-side means angles on the same side of the transversal. Corresponding
means angles in the same relative position in the intersections.
Students make predictions by creating IF- THEN statements:
If two lines are parallel and intersected by a transversal, then the same side interior angles are
supplementary (= 180 degrees).
If two lines are parallel and intersected by a transversal, then the corresponding, alternate
interior and exterior angles are equal.
Next students label and record the measure of the eight angles formed by the three lines using
a protractor. What do students observe about the relationship among the angles? After that,
students draw two non-parallel lines intersected by a third line and label the two points of
intersection. Then students label and record the measure of the eight angles using a protractor.
Is the relationship among the angles the same when the two lines cut by a transversal are not
parallel? Students realize that for two lines to be parallel, the corresponding, alternate interior
and exterior angles must be equal and same side interior angles must be supplementary or
equal 180 degrees. Through investigation, students have discovered​ ​the theorems. As a class,
they explain theorems in their own words to ensure understanding and avoid misconceptions.
Initial Phase
a. Instruction​ ​(direct or indirect)
EXPLAIN​ - ​After the teacher explains the theorems, students write them in their notebooks.
Theorems for angles formed by a transversal:
-If parallel lines are cut by a transversal, then​ corresponding angles are equal​ in measure.
-If two lines are cut by a transversal such that a pair of corresponding angles are equal in
measure, then the lines are parallel.
-If parallel lines are cut by a transversal, then ​interior angles on the same side are
supplementary.
-If two lines are cut by a transversal such that a pair of interior angles on the same side are
supplementary, then the lines are parallel.
-If parallel lines are cut by a transversal, then​ alternate interior angles are equal ​in measure.
-If two lines are cut by a transversal such that a pair of alternate interior angles are equal in
measure, then the lines are parallel.

Then students watch a video to reinforce concepts they learned in the lesson.
Missing angles with a transversal (2:15 min)
https://www.khanacademy.org/math/basic-geo/basic-geo-angle/angles-between-lines/v/figuring-
out-angles-between-transversal-and-parallel-lines
Middle Phase
a. Practice (guided, independent)
EXTEND​ ​- Students use the new information they learned to work on problems collaboratively
with a partner to find unknown angle measures. Students exchange their work with other groups
to compare and contrast their steps and solutions with each other. Students discuss their work
as a class to clarify any misconceptions. (Refer to Assessments - Practice Problems)
Concluding Phase
a. Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
Teacher will conclude with a reference to the next day’s lesson so students know what to
expect. ​Then students will write a one paragraph reflection in their notebook describing how a
pre-reading comprehension previewing strategy (Anticipation/Reaction Guide) helped them
understand and remember the informational text. Then they will explain how they can use this
strategy in other classes or outside the classroom in other areas of their life.
Follow up: ​What comes next to reinforce the lesson (HW or supplemental instruction)
For homework, students will create graphic organizers of concepts using examples and
diagrams to help them study for the unit test. (Refer to Assessments - Graphic Organizer)
Materials: ​(items, technology, etc.)
Protractors, whiteboard, markers, pencils, notebooks, Anticipation / Reaction Guide, Practice
Problems, Graphic Organizer, Guided Notes, Videos and Websites for Extra Review
References and Resources: ​Cite (APA style) sources, texts, lesson plans used
EngageNY.org. NYS Education Department. Geometry Module 1 Topic B: Unknown Angles
https://www.engageny.org/resource/geometry-module-1-topic-b-overview
Gantert, Ann Xavier. (2008). ​Amsco’s Geometry​. New York: Amsco School Publications, Inc.
https://www.hicksvillepublicschools.org/cms/lib2/NY01001760/Centricity/domain/58/textb
ooks/Geometry%20Amsco.pdf
McLaughlin, M.(2014). Content Area Reading: Teaching and Learning for College and Career
Readiness. New York, NY: Pearson Education, Inc.