Lesson Plan - Thursday TOPIC: Geometric Reasoning GRADE: 7C DATE: 22/5/13 TIME: 70 mins

CURRICULUM OUTCOME:
Identify corresponding, alternate & co-interior angles when two parallel straight lines are crossed by a transversal Investigate conditions for two lines to be parallel & solve simple numerical problems using reasoning

WALT: How to use corresponding and alternate angle relationships to find unknown angles. WILT: Can you: identify co-interior angles? Prove lines are parallel using angle relationships?

INTRODUCTION / CONNECT TO EXISTING KNOWLEDGE:

Have 2 questions on the board for students to get straight on with (preferably) in books. Draw the following shapes

1. Find an F-shape in each diagram? Colour them using red pen/pencil. 2. Find a Z-shape in each diagram? Colour them using blue pen/pencil. While students are working check plan of the classroom on the back wall - ask for answers to questions on board and then check for any seat changes! Check for understanding Ask what the F represents? (corresponding angles) Ask what the A represents? (alternate angles)

MAIN CONTENT: Investigate conditions for two lines to be parallel Demonstrate how straight lines can be proven to be parallel when the corresponding or alternate angles are equal. If the corresponding or alternate angles are not equal, then the lines are not parallel.

Lesson Plan - Thursday MAIN CONTENT cont: Using a board compass, demonstrate how to construct parallel lines using a compass and ruler. Discuss the properties of parallel lines used to do this construction. Construct a parallelogram. Students practise constructing parallel lines.

Explore co-interior angles Draw on the board quadrilaterals (parallelograms) with include angles. For example:
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Ask students to draw one of the quadrilaterals in their book and then cover two (adjacent) angles with a (single) hand. Add up the remaining two angles. Repeat the process, this time covering two different angles. Continue until all four combinations of each quadrilateral are looked at.

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What do you know about the angles in a quadrilateral? (they add to 360 ) What did you notice about the sum of two adjoining angles in a parallelogram? (they add to 180 ) Is this consistent with all quadrilaterals? (No, it only occurs between parallel lines) Draw example..

Lesson Plan - Thursday CONSOLIDATE: Students fold a blank paper to create two parallel lines, and then trace the lines with a ruler and pencil (make parallel lines approximately 10 cm apart). They then draw a diagonal line, called a transversal, that crosses the parallel lines at an angle (not 90). Students measure and compare all angles and compile a list of all angle patterns they discover. They verify their results by making two parallel lines on a geoboard with a transversal and repeating their angle measurements.

FINISH: Use a diagram of two parallel lines intersected by a transversal at 45 to initiate discussion. Discuss and record student findings. Ask: What do you notice? How can this angle property (F pattern or Z pattern) be used to construct a third parallel line? (I know that the transversal cuts both parallel lines at 45, so I could draw a third parallel line that intersects with the diagonal at 45. This new line is now parallel to the original two parallel lines.)

EARLY FINISHERS: http://www.mangahigh.com/myschool/pimpamastatesecondarycollege

HOMEWORK: Matheletics

CHECK FOR UNDERSTANDING: Observation and check ins during consolidation, discussion at the finish stage.