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Download February 17, 2000 - Haverhill Public Schools
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HAVERHILL PUBLIC SCHOOLS Mathematics … Lesson Plan Template TITLE: Parallel Lines Cut By A Transversal (adapted from Geometry Activities, Geometer’s Sketchpad) TYPE OF LESSON: □ transitional X exploratory □ review □ developmental □ enrichment/extension STANDARD(s): MA State 7.G.3 Demonstrate an understanding of the relationships of angles formed by intersecting lines, including parallel lines cut by a transversal. CCS 7.G.5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. LESSON OBJECTIVE(s) When parallel lines are intersected by a third line, called a transversal, there are certain relationships among the angles formed. Use Sketchpad to explore these relationships. MATERIALS: General Resources Technology - Geometry Activities for Middle School Students book (pages 42-43, 46 and 52-53). (each student will need a copy of pages 42-43) - protractor, paper, pencil - The Missing Angle paper for homework. - ELMO and/or projector - Computer - Geometer’s SketchPad with Geometry Activities for Middle School Students supplement (Parallel.gsp file) - Websites http://www.shodor.org/ineractivate/activities/Angles/ PRIOR KNOWLEDGE: Teachers should have basic knowledge of the freehand tools in Sketchpad. They may use the Points, Lines, and Angles Quick Reference Guide found on pages 52-53 in the Geometry Activities for Middle School Students book. Students will have previously learned about parallel lines, identifying, naming, and measuring angles, angle types (acute, obtuse, right), and angle relationships (complementary and supplementary). HAVERHILL PUBLIC SCHOOLS Mathematics … Lesson Plan Template PROCEDURE/ITINERARY Activator 1. Discuss the angles formed by a transversal intersecting two lines. Present the following concepts using “PLA Demo 4” page of the sketch PLA Demos.gsp: transversal, corresponding angles, alternate interior angles, and alternate exterior angles. 2. Discuss the relationship between the various angles formed using the “PLA Demo 4” page of the sketch PLA Demos.gsp. - Developer Closer Teacher will now use the Exploring Angles Formed by Parallel Lines and a Transversal lesson in the Geometry Activities for Middle School Students book (pages 4243). Teacher will need the Parallel.gsp file and each student will need a copy of pages 42-43. Students will create their own sketch of parallel lines cut by a transversal. They will measure the eight angles formed and name all vertical, supplementary, alternate interior and alternate exterior angles. For homework, students will complete the Missing Angle. - measure some of the angles within the figure. - demonstrate how the orientation of the lines and the measures of the angles change as you drag A, B, or D. - demonstrate how the orientation of the transversal and the measures of the angles change as you drag point N. SUGGESTIONS FOR DIFFERENTIATION Adaptations Extensions ELL - Help students use language to connect terms to one another. For example, ask them to state the relationship between vertical angles and congruent angles. Vertical angels are congruent, but not all congruent angles are vertical. Students in more knowledgeable groups, can take the Angle Puzzle challenge on page 46 of the Geometry Activities for Middle School Students book. This should be done in cooperative groups, since students working alone may get frustrated with it. Tactile - Students can draw and measure the angles using a protractor. Students can play interactive games at the following website: http://www.shodor.org/ineractivate/activities/Angles/ FORMATIVE ASSESSMENT: As the teacher is using the Parallel.gsp file, students are following along using pages 42 and 43 in the Geometry Activities for Middle School Students book. This will be passed in by all students. Students will complete the Missing Angle paper for homework. Submitted: Tiffany Corcoran Name _________________________________________________________________ The Missing Angle Look at this figure. Given that angle 1 measures 72 degrees, what is the measure of angle 2? Justify your answer. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Given that angle 1 measures 72 degrees, what is the measure of angle 7? Justify your answer. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Given that angle 1 measures 72 degrees, what is the measure of angle 6? Justify your answer. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ What do you still need to know about angles to help you find missing measurements? Write your response on the back of this paper.
