Unit Plan Overview

Teacher: Katie Carbone

Unit: Angles and Triangles
Date: 10/12/14
Sources: Larson, Ron, and Laurie Boswell. Big Ideas Math: A Common Core Curriculum. Teaching ed. Erie, PA: Big Ideas Learning, 2012. Print.
Stage 1- Desired Results
Connections to Context:
Students will have learned
expressions and equations prior to
learning about angles and triangles.
The teacher will not move forward
until the students have shown that
they have learned the material, so
the students will be well prepared
to learn about angles and triangles.
Students use inquiry based
learning in math; I hope to use this
method but also incorporate more
hands-on activities
The school strives to set its
standards high and push their
students to learn for their benefit,
and not teach to the standardized
tests
Students will use 2-step variable
problems to solve for missing angle
measures of a triangle.

(How does this fit with students experiences,

the school goals, and the larger societal issues?)

Established Goals
Classify and determine the
measure of angles created when
parallel lines are cut by a
transversal.
Demonstrate that the sum of the
interior angle measures of a
triangle is 180 degrees and apply
this fact to find the unknown

Transfer
Students will be able to independently use their learning to
CCSS 7.G.5: Use facts about supplementary, complimentary, vertical, and adjacent angles in a multi-step problem to
write and solve simple equations for an unknown angle in a figure.
CCSS.MATH.CONTENT.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.
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Lesson 1: Vertical, Adjacent, Complimentary, and
Lesson 1: Vertical, Adjacent, Complimentary, and
Supplementary Angles
Supplementary Angles
The relationship between adjacent and vertical angles How are corresponding angles different from vertical
angles? Could you find the measure of a corresponding
The relationship between complimentary and
angle using a vertical angle?
supplementary angles
Lesson 2: Parallel lines and Transversals
A transversal is a line that intersects 2 or more lines
Identify corresponding angles, alternate interior
angles, and alternate exterior angles
If two parallel lines are given and they are cut by a
transversal, then their corresponding angles are
congruent
Figure out the angle measures of missing angles using
what they know about different types of congruent
angles.

Lesson 2: Parallel lines and Transversals

Can a transversal be perpendicular to parallel lines?
Can a transversal be perpendicular to non-parallel lines?
What does this tell us about our corresponding angles?
Vertical angles?

Lesson 3: Angles of Triangles

The relationship between the angles of a triangle
Constructing a triangle using parallel lines and
noticing the relationships between the interior and
the exterior angles of a triangle
They can solve for the missing interior or exterior

Lesson 4: Angles of Polygons

How else can you find the measure of an exterior angle
of a polygon?
How might this be helpful to know?

Lesson 3: Angles of Triangles

What does congruent mean? How could we construct a
congruent triangle?
Why is the an

Lesson 5: Using Similar Triangles

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

measures of angles and the sum of

the angles of polygons.
Use similar triangles to solve
problems that include height and
distance.

(What content standards and program- or

mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)

angle measure of a triangle using 2-step variable

problems.
Lesson 4: Angles of Polygons
Measure the interior and exterior angles of different
polygons
Using equations to solve for the sum of the interior
angles of a triangle
Find the measurement of an interior and exterior
angle of a polygon.
Recognize the relationship between interior and
exterior angles, and corresponding angles.

How are similar triangles different from congruent

triangles?
General
How can measuring angles be helpful in everyday life?
Where do you see angles throughout your day?
What do you think angle measurements affect?
(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

Lesson 5: Using Similar Triangles

Construct similar triangles using paper, pencil, and
protractor.
Identify similar triangles and explain why these
triangles are similar.
Solve real-life application problems using triangles.

(What specically do you want students to understand?

What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Students will know
Students will be skilled at
Students will exhibit
How to identify parallel lines using Basic addition, subtraction,
Students will need to exhibit
a transversal and the
multiplication, and division to
patience in learning a new concept
measurements of the resulting
solve for angle measurements
and working to solve for angle
angles.
measurements.
Measuring angles using a
The total measure of the interior
protractor
Students will see the concreteness
angles of a tringle, and how to
of math in how similar triangles
Solving for an angle measurement
solve for a missing angle.
cannot be congruent.
using the measurements of the
The use of 2-step variable
surrounding angles
Students will be committed to
problems to find the measurement Determining parallel lines based
learning the content without
of a missing angle.
complaining or slacking off, as the
on angle measure and the
school has taught them.
transversal
How to find the sum of the interior
angles of any polygon.
How to solve for the interior and
exterior angle measurements of a
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

polygon.
To construct tringles using a
protractor, pencil, and paper, and
be able to identify similar triangles
by their angle measure.

(What discrete skills and processes should

students be able to use?)

(What values and commitments and

attitudes should students acquire or
wrestle with?)

(What facts and basic concepts should

students know and be
able to recall?)

Evaluative Criteria

Did the student complete the

assignment?
Did the students show their work
that leads to an answer?
Is the answer correct with proper
supporting written work?
Are students able to apply what
they know to a real-life situation?

(What criteria will be used in each assessment to

evaluate attainment of the desired results?)
(Regardless of the format of the assessment,
what qualities are most important?)

It is most important that students are

able to show they understand the
material by doing practice problems
and hypothesizing how they can apply
this to real life.

Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Students will have daily informal formative assessments. Most of these assessments will be students practicing math
problems on their whiteboards. Students will apply what they have just learned as they work through problems on
their whiteboards. The teacher can walk around the room and assist students, but can also gauge how well the
students are learning and understanding the material.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

OTHER EVIDENCE:
I will give out homework after every lesson so students can practice what they have just learned. This will also serve
as an indicator of how each student understands the material.
Students will have the opportunity to start worksheets in class and work on them with a partner. This way they can
ask each other questions, but the teacher can observe and step in when necessary.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan

Pre-assessment- due 11/7/14
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)

Learning Events
Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events

Students need to participate in the hands-on activities in order to transfer their

observations to the material they are learning. Students need to participate and
engage with the material, otherwise they will not be able to understand the
mathematical concepts and processes.
This Unit allows students to use hands-on activities, individual practice, and
collaborative work to learn. These methods are reflected throughout each of these
lessons.
This Unit allows the teacher to appropriately assess their students in determining
if each student is able to meet the goals of each lesson and are able to benefit from
the assessments given.

Progress Monitoring
(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)

- During each lesson, the teacher will be

asking students what they know and
will try to stretch what they know in
order to help them understand what
is being taught in the lesson. In
addition, students will have the
opportunity to solve problems on
their own whiteboards

(How will students monitor their

own progress toward acquisition,
meaning, and transfer?)

- Students can monitor their own progress by

seeing their correct answers but also mistakes
as they do problems on their whiteboards. In
addition, students might be able to determine
how much they learned in class by using that
knew knowledge to complete their homework.

(What are potential rough spots and

student misunderstandings?)

(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

- Potential rough spots in the lessons

are the hands on activities and
transferring the observations made
there into the lesson and the content
the students need to learn.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

 (How will students get the feedback they

need?)

- Students can check their homework

grades and students will get immediate
feedback as they do practice problems on
their whiteboards.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum