Download week of 11-28-16 lesson plans parallel lines and transversals

Trousdale County Schools Focused Lesson Plan 2015-16
Teacher: Gulley
Unit Name:
Unit #:5
Unit Length:
Week:11-28
Week __11-28___ of ______
Subject:
Tennessee State Standard(s) to be taught: (Write the entire standard)
G.A Understand congruence and similarity using physical models, transparencies, or geometry
software.
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8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of
triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle
criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the
sum of the three angles appears to form a line, and give an argument in terms of transversals why this
is so.
8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:
o
8.G.A.1a Lines are taken to lines, and line segments to line segments of the same length.
o
8.G.A.1b Angles are taken to angles of the same measure.
o
8.G.A.1c Parallel lines are taken to parallel lines.
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8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be
obtained from the first by a sequence of rotations, reflections, and translations; given two congruent
figures, describe a sequence that exhibits the congruence between them.
8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on twodimensional figures using coordinates
I Can Statements :
 Students should be able to connect their knowledge of similarity and congruence to angle sums,
exterior angles of triangles and parallel lines cut by a transversal.
 Students should be able to determine if two similar shapes are congruent and explain their
reasoning.
 Students must have a clear understanding of congruence.
 Students should be able to identify and verify geometric transformations and apply them to twodimensional figures.
 Students should be able to verify congruence using lines and angles of two-dimensional figures.
 Students must be able to describe all geometric transformations using language and coordinates.
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 Students should be able to connect their knowledge of similarity and congruence to angle sums,
exterior angles of triangles and parallel lines cut by a transversal.
Accommodations for students, both regular and special populations :
Unit Vocabulary:
Parallel
Transversal
Angle
Supplementary
Complementary
Daily Agenda
Monday
Work with transformations to establish arguments about the
angles and side length of transformed figures
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for citing
text based evidence in conversations and/or writing
Teacher prepared
Tuesday
Begin to work with and find measure of angles within
parallel lines cut by transversals
Teacher prepared
Wednesday
Work with and find measure of angles within parallel lines
cut by transversals
Teacher prepared
Go over Wednesday work
Thursday
Work with and find measure of angles within parallel lines
cut by transversals
Teacher prepared
Friday
Work with and find measure of angles within parallel lines
cut by transversals
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