Nance, Andrea 1

CIED 3622 Lesson Plan

Spring 2015
Title of Lesson: Transversals through Parallel Lines
Grade: 8th
Alignment with Oklahoma Academic Standards:
Standard 3: Geometry The student will apply the properties and relationships of plane
geometry in a variety of contexts.
2. Identify and analyze the angle relationships formed by parallel lines cut by a transversal
(e.g.,alternate interior angles, alternate exterior angles, adjacent, and vertical angles).
Learning Objectives:
Students will analyze the angles formed by a transversal through parallel lines.
Students will identify congruent and non-congruent angles based on special angle relationships.
Students will identify alternate interior angles, alternate exterior angles, vertical, supplementary,
and complimentary angles.
Students will determine the measurements of specific angles using their knowledge of angle
relationships.
Prior Academic Knowledge and Conceptions:
Students should be comfortable working with angles and understanding the angle measurements
within certain shapes and with straight lines. Students should also have an understanding of
parallel lines.
The content for this specific lesson builds on the students understanding of angle measurements
within Geometry. Students will take their knowledge of parallel lines and angles and see how a
transversal line works in creating special angle relationships. Students are going to understand
more mathematical relationships and how supplementary and complimentary angles help create
many geometrical shapes.
In order to activate prior knowledge, I am starting the lesson off with a quick four part review of
previous geometric vocabulary terms. These are terms that students should have used before but
are now going to become more comfortable with after the lesson.
Common Errors and Misconceptions
Students may have trouble remembering the different types of angle relationships when first
working with the new material. Also, students may have a misunderstanding of what
supplementary angles are and how they are prominent to parallel and transversal lines.

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I will address those misconceptions and any other misunderstandings by clarifications and
working through confusion with examples. I have given examples of each angle relationship
with a graphic representation that students will put in the Math Notebook and may reference at
a later time.
Launch: 3 minutes
Students will sort four vocabulary terms with the matching definitions and examples.
This is to activate background knowledge and allow students to work with mathematical
vocabulary terms.
Instruction: 25 minutes

I will take the students through each of the angle relationships that form when a
transversal intersects with one set of parallel lines. Each characteristics has its own
diagram on the blank notes provided to the students: this will make referencing easier
and more clear when students may need it in the future.
Students will understand and analyze the angle characteristics and relationships that
are formed whenever a transversal intersects a set of parallel lines. Students must use
their prior knowledge of angle measurement characteristics in order to move onto the
next step in analyzing angle relationships. Students must then take the new
information from this specific lesson and integrate it with their prior knowledge to
successfully complete the assignment and to demonstrate full understanding of the
context.
Students will work through the given examples as a whole group with the class and
teacher. Once those examples are completed, students will work on two given
problems individually, and then come back to a whole class discussion over the
results. Once the lesson has been completed, students will complete a homework
assignment to show their knowledge of the content.
While going through the lesson, students will be actively engaged in our lesson
participating in finding the angle measurements and answering the prompted
questions within the lesson. In order to ensure that students are grasping the context,
I will ask students to explain their deductions with mathematical reasonings so that
they are confident in their mathematical processing. With every angle measurement,
there is at least 1 definite reason for why the angle is the specific measurement I
will prompt students explain their reasoning throughout the lecture using the content
related vocabulary.
Students will work independently during lecture, then are given the opportunity to
work in pairs for the individual homework assignment. Students may collaborate
with other students on their individual work, but must make sure to individually
complete the homework and explain their reasoning.

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Structured Practice and Application: 10 minutes

As a whole class, students and teacher will go through three example problems that
ask questions much like their homework assignment will ask. This will allow
students the opportunity to put their newly mastered content into actual practice.
Students will apply what they have learned by finding angle measurements and using
mathematical strategies and vocabulary terms to describe the students evaluations.
The determination of students mastering the content will be obvious from the
students answers to the teachers prompted questions during the lesson. Students
using content vocabulary and explaining their analysis demonstrates how well the
students understand the given material.

Closure: 3 minutes
Teacher-led discussion over the vocabulary terms will be the closure for the lesson.
Prompt students with questions that facilitate meaningful conversations about angle relationships
and characteristics.
Differentiation/ Planned Support:
In order to provide students access to learning based on individual and group needs I will pay
attention to those students who seem disengaged and inattentive. These specific students I will
bring into the class discussion while we go through the lesson and examples. When a common
error or misunderstanding happens within the lesson, I will have the class come up with a
solution and reasoning. This will promote inventive strategies and mathematical reasoning from
the students. If students are not familiar with the prior background knowledge that is necessary
for this lesson, the launch will act as a refresher for those specific students. For students whom
may need it, I will have printed off copies of the PowerPoint presentation as well as a fill in the
blank sheet for those students to complete during the lesson.
Materials:
SmartBoard + Smart Notebook Software
Math Notebook
Angle Foldable
Academic Language:

Complementary & supplementary angles

Vertical, alternate interior, & alternate exterior angles
o These specific angles will be introduced to students in the form of a diagram
and example, simply explaining when these types of angles occur and their
characteristic of measurements.

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The students will have the opportunity to use this new academic vocabulary orally
and written on paper. Orally, students will be actively involved in the lesson and
using the vocabulary as explanations. When students work individually, they will
label specific angles using the new academic language.
The language function of compare and contract, describe, and model are to be used
within this lesson to facilitate student learning. Students will compare and contract
specific angle relationships based upon their measurements and characteristics.
Students will describe the measurement of the angle based on their understanding of
the academic language.

Assessment:

Informal Assessment: Homework assigned at end of lesson

o Students will complete approximately 5 questions found in the textbook at the
conclusion of the lesson to show their understanding or confusions over the
presented material.
Formal Assessment: End of Unit examination
o Students will participate in an end of unit examination where the covered
information will be tested.