Date: ​March 11, 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 unknown angle problems and
proofs and how that may be used to write unknown angle proofs. Students demonstrate
conceptual understanding​ of proofs by participating in group discussions, using post reading
strategies, Venn diagrams, summary frames and visual models such as diagrams to represent
proofs. Students demonstrate ​procedural fluency​ by applying deductive reasoning to justify
statements which prove specific conjectures. Students demonstrate ​mathematical reasoning
and problem solving skills​ by discussing, analyzing, and comparing methods to write proofs.

Lesson Title​: Solve for Unknown Angles - Writing Proofs

For unit​, Lesson 4 out of 5​:

Essential Question(s)​: depends on type of lesson/unit; stimulates thinking and inquiry

How can we use the geometric facts we already learned about angle relationships to write
unknown angle proofs? ​How can we use the post reading comprehension strategy of
Summarizing (Paired Summarizing) to help us understand and apply informational text in order
to write unknown angle proofs?

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.9-10.4​. Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 9–10 texts and topics.
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 the
lesson
Students already know how to use a protractor to measure angles, properties of intersecting
and parallel lines, transversal, definition of the following angles: adjacent, supplementary,
vertical, corresponding, alternate interior / exterior, same side interior, interior / exterior angles of
a triangle, exterior-angle theorem.
 Learning Objectives​: describes learning Assessments​: Ways of evaluating each
outcomes to be attained during class that learning objective
are clear and measurable (Use action verbs)
Students will:
-Construct a Venn diagram in order to
compare and contrast unknown angle
problems and proofs. - Venn diagram

- Apply a post reading Summarizing - Sequence Summary Frame:

strategy in order to develop a deeper Paired Summarizing
understanding of the informational text.
- Reflection Paragraph on benefits of using
- Apply deductive reasoning in order to prove summarizing strategies
specific conjectures.
- Proof Writing (CW)
-Analyze diagrams and apply previously
learned geometric facts in order to write
unknown angle proofs based on given - Proof Writing Practice (HW)
information.

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

characteristics and special needs of students (ELL, gifted learners, students with disabilities)
ELLs and struggling readers will work in small groups using the summarizing strategy of Sketch
to Sketch which allows them to use sketching to create, represent, and share personal meaning
or understandings of the text. After reading, students think about what the text means to them
and express their thoughts through a visual representation of the problem. Students share and
discuss their sketches. Sketching diagrams helps them understand and visualize what they
need to solve the problem. This after reading strategy allows students to collect important
information from text and express their understanding of the problem through an alternative
mode of response to accommodate their different learning styles.​ ​ELL and struggling readers
may color code statements and reasons separately in order to show that each statement in their
sequential logic is fully substantiated with a justification. These students are also offered
additional supports such as videos and are provided with Guided Notes: Reference chart of
basic properties. (Refer to Instructional Materials) ​Gifted learners may participate in Evaluative
Questioning which provides a format to express ideas and to defend, judge, or justify thinking.
Students work with partners and read text. Both students have an opportunity to generate and
respond to evaluative questions. Students ask questions like “What do you think is the best
method to approach this problem?” This evaluating reading strategy focuses on the highest
level of questioning and encourages students to make judgments about the text​. ​These students
will also be offered more challenging proofs to complete.
Academic Language: ​Provide components of language students need to learn/use in specific
content areas. Teachers need consider: vocabulary, language functions (analyze, interpret,
argue, compare, identify), syntax (sentences, graphs, tables), discourse (oral/written language).
Vocabulary: Proof, deductive reasoning
Language functions: Prove conjectures and apply deductive reasoning
Syntax: Use sequence summary frame to summarize proof process
Discourse: Discuss and summarize partner’s summary
Procedure:
Anticipatory Set ​(hook, motivation, etc. to engage students)
a. Activation of prior knowledge
ENGAGE​ –Students review already learned geometry facts and theorems related to vertical and
supplementary angles, angles formed by a transversal, angles in a triangle and exterior angle
theorem in order to activate prior knowledge of angle relationships. Students will make
connections to what they know in order to discover how to write unknown angle proofs using
these geometric facts.
1. In order to activate background knowledge, students watch a video about Sherlock Holmes
and the method he uses to solve mysteries. Students discuss the definition of deductive
reasoning and how it relates to steps in the proof writing process. Deductive reasoning: process
of drawing a conclusion by justifying each successive step of an argument with a known fact.
Students should understand the relationship between Sherlock Holmes’s process of identifying
the attacker and the deduction used in geometry. Sherlock Holmes - The Master of Deduction
does it again
https://www.youtube.com/watch?v=o30UY_flFgM&feature=youtu.be
2. Discussion: Students review solving for unknown angle problems and how it relates to writing
unknown angle proofs. In order to illustrate the relationship, students construct a Venn diagram
to compare and contrast the similarities and differences.​ ​(Refer to Assessments)
Example: Similarities: Involve the same facts/concepts and identical reasoning. Differences:
Solving unknown angle problems​ - solving for a numeric answer - answer is a​ ​specific
measurement​ ​or number such as d=102 degrees for an unknown angle.
Writing unknown angle proofs​ - justifying a particular relationship - conclusion is a relationship
between angles with unspecified angle measure such as d =180−b degrees where size is not
specified; measurement is represented by a letter ( b degrees).
EXPLORE​ –​Summarizing activity: Teacher explains to students the post reading strategy of
summarizing involves pulling out important information from the text and it will provide them an
opportunity to gather important information about writing proofs.
1. Teacher explains in Paired Summarizing two students work together to express their
understandings and summarize the text. Each student reads part of the text and writes a
summary of what they read. Then they exchange summaries and read their partner’s summary
and summarize it. Next, students compare and contrast their summary with their partner’s
summary. They may share ideas with a small group or the whole class as they discuss their
summaries and clarify what they do not understand and any questions they have.
2. Teacher provides students with a text (Mastering the Formal Geometry Proof) followed by a
completed example proof with statements in one column and reasons in the second column.
Each statement is supported or justified with geometric facts. After reading the text and the
completed proof (Refer to Instructional Materials) students are asked to individually summarize
them by explaining each step of the proof writing process and the deductive reasoning used to
arrive at the conclusion. Next they exchange summaries with their partner and read, reflect and
summarize their summary. Then they compare and contrast their summary with their partner’s
summary and clarify any questions or misunderstandings they may have.
3. Students may use a Sequence Summary Frame to help them organize the sequence of steps
they take to reach the conclusion in a geometric proof. Summary frames highlight important
information to help students develop accurate summaries. Using a sequence summary frame
helps students focus on geometric reasoning and avoid confusion in writing their steps.
(Refer to Assessments)
Initial Phase ​ Instruction​ ​(direct or indirect)
EXPLAIN​ – Through summarizing, students discover how to write unknown angle proofs using
the deductive reasoning process. Students should recognize when they state the hypotheses
and conclusion for the proof, it is similar to creating IF- THEN statements: IF(given), THEN
(prove). They begin with what is observed and end with what is deduced. As a class, students
explain the steps of the proof writing process in their own words to ensure understanding and
avoid misconceptions. Then students write the steps in their notebook.
Proof - a written logical argument. Steps:
1. Given (Start with given information)
2. Prove (State the goal)
3. Diagram (Draw picture and label it with given information)
4. Proof (step by step reasoning) - Must have a reason for every statement.​ ​Reasons include
definitions, postulates, properties and previously proven theorems. “Given” is only a reason if
information in the statement column was stated in the problem.
5. Conclusion (Last statement)

Middle Phase ​ Practice (guided, independent)

EXTEND​ – Students use the new information they learned to work collaboratively with a partner
to write a proof based on a diagram. Teacher reminds students to make a plan as they complete
the Proof Writing worksheet. (Refer to Assessments) 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.

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 reflection paragraph in their notebook explaining how a post reading
summarizing strategy (Paired Summarizing) helped them understand the text and how they may
use this strategy in other content areas.

Follow up: ​What comes next to reinforce the lesson (HW or supplemental instruction)
For homework, students complete the Proof Writing Practice worksheet.(Refer to Assessments)

Materials: ​(items, technology, etc.)

Whiteboard, markers, pencils, notebooks, Venn diagram, Sequence Summary Frame, Proof
Writing CW, Proof Writing Practice HW, Videos and Websites for Extra Review, Guided Notes

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
McLaughlin, M.(2014). Content Area Reading: Teaching and Learning for College and Career
Readiness. New York, NY: Pearson Education, Inc.