Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie Carbone

Date
11/12/14
Subject/ Topic/ Theme: Lesson 2- Parallel Lines and Transversals
Grade _8th_
I. Objectives
How does this lesson connect to the unit plan?
-In this Unit on Angles and Triangles: In this lesson, students will use what they remembered and learned about adjacent, vertical, supplementary, and complementary
angles to help determine if lines are parallel. In creating parallel lines, students will be able to define and identify a transversal and the purpose it serves, and will be
able to solve for various angle measures created by the parallel lines and the transversal. This is preparation for students to work with and solve for angle
measurements of triangles.
cognitiveR U Ap An E C*

Learners will be able to:

Define and identify a transversal line.

Define and identify corresponding angles, alternate interior angles, and alternate exterior angles given two lines and a
transversal.
Determine if two lines are parallel using a transversal line and angle measurements.
Measure and solve for the angles created by any two lines and the transversal between them.

physical
development

socioemotional

U
R, U, A
A, E
A, E, C

Common Core standards (or GLCEs if not available in Common Core) addressed:
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.#
#
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

-Students must be able to use a protractor to measure and construct angles, and be able to use a ruler to
construct lines. Students will also need to use what they have learned about adjacent, vertical,
complementary, and supplementary angles so solve for missing angles and to determine parallel lines.
Pre-assessment (for learning):

-Use the homework as a guide, and also base achievement by the problems each student did on their
white boards during the previous lesson.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

- Give students a do now at the beginning of class to see what they remember. (Do Now included
in the introduction of the lesson plan).

What barriers might this

lesson present?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
- Pictures of parallel lines and
transversals will be available on a
powerpoint, the teacher will write
on the board, and will se a
worksheet to determine the
different types of angles.

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Formative (as learning):

-Students will solve problems on their individual white boards and show them to the teacher before
they can continue.
Summative (of learning):
-Homework will be assigned, and a test will be given at the end of this Unit.
Provide Multiple Means of
Action and Expression
Provide options for physical actionincrease options for interaction
-Students will be working with a
partner for some activities.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Students will have the opportunity
to identify real-life parallel lines cut
by a transversal using pictures.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

- Students will use numbers to

label angles, and will use colors
and lines to determine
congruent angles.
Provide options for comprehensionactivate, apply & highlight

-Students will be able to work

on their own white boards, be
able to come up to the board to
work on a problem, and use
their worksheets.

Provide options for expression and

communication- increase medium
of expression

-Again, working with a partner

will allow for collaboration and
discussion.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

-Students will have the chance

to work in pairs, and will also
have the chance to think of their
own real-life parallel lines cut
by a transversal.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-The students will have

individual white boards that the
teacher can check their work,
and also gage what they are
retaining based on their
seatwork and answers they give.

-Students can monitor their

progress by how they are
solving problems on their white
boards and how they are
answering questions.

For the students:

- a protractor, ruler, a graphing white board, dry erase marker, eraser, and a transparency sheet
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

For the teacher:

- Have 10 copies of worksheet (Ch 3.1 Practice) printed that students can start in class and finish for
homework.
- Have 10 copies of angle handout printed that students can use to help differentiate between the angle
types.
- Make sure all the students have access to protractors and rulers.
- Have doc cam and powerpoint set up.
- Teachers edition of the math book to pull out examples.
-The 2-person lab tables will be set up in a U-shape, with all students facing the front/center of the
classroom. The students will need to face the Smart board as I will be using the doc cam and Smart
board.

III. The Plan

Time

Components

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Have students get:
-Students will grab the materials they need.
Whiteboard
Marker and eraser
Transparency sheet
Protractor
Ruler

3 min
Motivation
(opening/
introduction/
engagement)

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-What are parallel lines? Let the students answer

and see what they come up with. Then have them
look for what the following images have in
common, keeping parallel lines in mind.

-Students will think about what parallel lines are,

and use the images to create their own definition of
parallel lines.

-The following images will be projected on the

Smart Board.
Train tracks
2 edges of a cereal box
top and bottom of a wall
opposite sides of a square or rectangle
Twin Towers (NYC)

-Students will answer based on what they observed

as commonalities between the images.

 The ll in parallel
-So, how can we define parallel lines?
-What real-life things can we think about that
have 2 lines right next to each other, and neither of
these lines meet?
Have the kids think of their own set of
parallel lines

3 min

-What is a transversal?
a line that intersects a system of lines
Running or lying across
A straight line which traverses or
intersects any system of other lines
-The following images will be projected on the
Smart Board:
intersection of train tracks and a road
Bridge railings
-Ask the class to come up with their own example
of parallel lines cut by a transversal

3 min

-What is a perpendicular line? Can a transversal

be perpendicular?
Perpendicular lines are created when at
least 2 lines intersect, such that the 4
angles created are congruent, such that
they equal 90 degrees.

1 min

2 min

2 min

Development
(the largest
component or
main body of
the lesson)

7-8
min

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-Have students take a guess at what they think

parallel lines are. Then the students will again try
to recognize the similarities between the images in
the powerpoint presentation. Then, in pairs, they
will think of their own real-life examples of
parallel lines.

-Students will answer to define a transversal, then

they will work in pairs to think of a real-life
example of parallel lines cut by a transversal.

-Students will define a perpendicular line and

determine if a transversal can be perpendicular.

-Have the students look at a picture of 2 parallel

lines being cut by a transversal on the board. How
many angles are created by these three lines?
Have the students draw this image on their
whiteboards, and label each angle they identify
with a number, starting at 1. There should be 8
angles all together.

-Students will draw the image of 2 parallel lines

being cut by a transversal on their white boards and
label all the angles they can find. They will then
hold up their whiteboards for the teacher to check.

-Hand out worksheet distinguishing all of the

angles.

-Students will highlight the given angles as the

teacher goes over them.

- Still looking at the same parallel lines cut by a

transversal, ask, Are any of these angles
congruent?
Remind students to look for vertical and
corresponding angles.

-Students will work together in pairs to figure out

which angles are congruent. They can use their hint
sheet.

-What are Corresponding Angles?

Corresponding angles-angles that
correspond to each other; they are a
translation of one angle.
Have the students trace one angle from
their white board on a sheet of
transparency paper, then slide the traced
angle to one of its congruent angles. (They
should notice the relationship between
corresponding and vertical angles)

-Students will try to conclude the definition of

corresponding angles using the examples at the
board and their transparency sheets to find
congruent corresponding angles.

Ask students to define corresponding

angles.
Give 2-3 examples by having the students
find the measure of an angle given the
measure of its corresponding angle.
Give students a word problem.

-What are Alternate Interior and Alternate

Exterior Angles? Give the students a chance to
look at the picture and figure out which angles are
these.
Interior- angles on the inside of 2 parallel
lines cut by a transversal
Exterior-angles on the outside of 2 parallel
lines cut by a transversal
What does alternate mean?-Every other
position
Ask students to identify a pair of alternate
interior angles and a pair of alternate
exterior angles. What do we notice about
these angles? (When a transversal
intersects parallel lines, alternate interior
angles are congruent and alternate exterior
angles are congruent.
In pairs, give the students 2-3 examples of
finding the angle measure of alternate
interior angles and alternate exterior
angles using the other angle measures
given.

10
min

-Students will try to conclude the definition of

alternate interior angles and alternate exterior
angles using the examples at the board and their
transparency sheets to find congruent angles.

-Students will reflect on how these angles are

related and share what they recognize with the
class.

-Students will work to find the measurement of an

angle based on the given information.

-Students will be listening but also engaging with

the material by answering questions and solving for
the angle measure on their white boards.

7 min

-How can we find the measurements of these

angles?
We can use protractors
We can use what we know about these
angles (straight line = 180 degrees)
Give 2 examples by having the students
find the measure of an angle given the
measure of that angles supplement.
Give 2 examples by having the students
find the measure of an angle given the
measure of its vertical angle.
Give 2 examples by having the students
find the measure of an angle given the
measure of its adjacent angle.

1 min

-Hand out angles worksheet(Practice Ch 3.1) to be

started in class and to completed for homework.

-Students will start working on worksheet.

-Today we learned about parallel lines and how

we can create angles using a transversal, which cuts
across parallel lines. We learned about
corresponding angles, alternate interior angles, and
alternate exterior angles, and how to find the
measure of these angles. Ask for volunteers to
remind the class what each of these angles are.

-Students will listen and raise their hands to remind

the class what each type of angle is.

2 min

Closure
(conclusion,
culmination,
wrap-up)

-Students will put their extra materials away.

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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The reflection of this lesson is included in a separate document following this lesson plan.

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