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period
Name:
Geometry – Unit 1 – Activity 7 - Springboard
Topic:
Parallel Lines & Angle Relationships
Learning Goals for this Lesson
Standards:
Students will know
Students will do
* Basic vocabulary involving parallel lines including:
alternate interior, alternate exterior, corresponding, same
side interior, same side exterior, transversal
* Classify angle pairs based on their location along a transversal
* Determine missing values when presented with parallel lines and
transversal angle pairs
* Prove that two lines are parallel when presented with information about
angle pairs
HSG-CO.C.9 & G.CO.10: Prove theorems about lines and angles
Mathematical Practice Standards:
Attend to Precision
Reason Abstractly
Construct Viable Arguments
Lesson Essential Question
What angle relationships are formed when a transversal intersects parallel lines?
Activating Strategy–
Students will be shown a variety of images containing parallel lines in the real world. They will be asked to write down observations
without discussion and without using the word parallel. The objective is for students to see that parallel lines are never intersect, cross a
third line in the same measure, create vertical angles, and angles that look alike on each side
Key vocabulary to preview and vocabulary strategy
Students should be asked to review their understanding of the terms alternate, same-side, interior, exterior, and corresponding as related
to a nonmathematical scenario. For example people located in different areas of a house. Who is interior? Who is exterior? Who are on
the same-side of the hallway who are on alternate sides? Etc.
Lesson Instruction
Learning Activity 1:
Graphic Organizer
Interactive lecture following the SB text from 7-1.
Students will be using a protractor to measure various angles seen on a blueprint
for a patio containing pavers in parallel rows (guided on SMART Board). They will
take notes on the definition of same-side interior, alternate interior, and
corresponding angles and will be asked to identify a few angle pairs from the
original problem. Using their measurements and observations they will formulate a
conjecture about each type of angle pair when formed by parallel lines and a
transversal. They will share those conjectures the write them as conditional
statements once a consensus has been made. Finally they will prove the Alternate
Interior Angles Theorem and the Corresponding Angles Theorem.
Pair of parallel lines cut by a transversal so
students may label the angle pairs for their own
memory.
Assessment Prompt for LA 1:
Create a definition for the following two terms: Alternate Exterior Angles and
Same-Side Exterior Angles DOK 1
Learning Activity 2
Students will complete the SB text from 7-2.
Students will revisit the patio blueprint and will create parallel lines using
characteristics of angle pairs, thus proving the converses of the theorems from
LA1. For example, they will create a line, parallel to the one provided, by creating
a corresponding angle of the same measure, thus proving the corresponding
angles theorem. They will practice with problems already drawn out for them
where they need to solve an equation to determine the variable that would result
in the lines shown being parallel in nature.
Assessment Prompt for LA 2:
Describe how a stadium worker can determine whether two yard lines painted on
a football field are parallel. Assume that the worker has a protractor, string, and
two stakes. DOK 2
Assignment
Parallel City Project
Completed in class individually and finished at
home if more time is needed.
Summarizing Strategy
Compare/Contrast the three types of angle pairs:
Must be in complete sentences.
-
Same-side interior
Alternate exterior
- Corresponding