Lesson Plan

Title of your lesson plan: Parallel Lines cut by Transversals: Real-World Applications
Curriculum Framework Content Name, Number and Description:

Learning Objective:
• SWBAT identify angle relationships and apply them to real-life situations.
Learning Activities:
• I would begin class by handing out the graphic organizers and playing the
teacher tube video over parallel lines and transversals. The video first discusses
how to identify parallel lines cut by transversals using a real-world example.
During this part of the video the students should be answering Box 1:
Determining which pictures are examples of parallel lines cut by a transversal.
• The video then describes how to identify angle relationships within parallel lines
and transversal. The students should be filling in the answers for boxes two
through four during this part of the video.
• The video then shows examples of how to apply the angle relationships to find
all the angle measurements and then is when the students should be filling in
box 5 of the graphic organizer.
• The end of the video describes another approach to finding the angle
measurements known as the X and O mindset and so box 6 is used to make sure
students were paying attention to the video while it was discussing this method.
Assessment/Evaluation:
• I am using the graphic organizer to help the students organize their thought
process for a larger project, so once the video was over and the students are
finished filling out their graphic organizers, I would ask the students to turn in
their graphic organizers. I would then inform the students to pair up and hand
them the real-world application assignment with a rubric on the back.
• The assignment would inform the students to come up with their own real-
world example of parallel lines cut by transversals. They would then need to
draw a picture of their real-world example on a poster board and turn in a typed
up written report of the proofs to their example. They must prove why the
angles are the same and how they know they are using prior knowledge about
angle relationships.
• The students would get the first day we would watch the video and fill out the
graphic organizer. After the students turn in their graphic organizer they would
pair up and begin discussing real-world examples and write out the proofs to it.
While the students brain storm ideas I will be quickly grading their organizers so
I can hand them back to them before the end of class.
• They would get a second day to make their poster board and type up their
reports for the presentation.
• On the third day, each pair would present their real-world examples of parallel
lines cut by transversals to the class and myself.