Lesson Plan Template rev 1/22/18

Date: 2/27/18 Teacher’s Name: Michael Roman

Subject: Geometry Grade level: 10
Unit: Unknown Angles Length of lesson: 40 minutes

Central Focus: Students must state the algebraic and geometric concepts and reasoning needed
to form a conclusion about a given relationship. Students will continue to use precise language
and relevant vocabulary to provide evidence for their steps in solving for unknown angles and
to construct viable arguments that supports their solving process. Students will prove larger
theorems by using proofs of previous theorems they have already completed.
Lesson Title:
For unit, 6 out of 6:

Essential Question(s): How can we incorporate what we know about the relationships between
angles into proving other relationships between them?

Learning Standards:
CCLS - Math: G.CO.9-Prove theorems about lines and angles. Theorems include: vertical angles
are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent
and corresponding angles are congruent; points on a perpendicular bisector of a line segment
are exactly those equidistant from the segment’s endpoints.
CCSS.ELA-LITERACY.RST.11-12.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 11-12 texts and
topics.

Pre-Assessment: During Initial Phase: Students will demonstrate their knowledge of solving for
unknown angles by correctly completing the Formative Task assessment.

Learning Objectives: Students will apply Assessments:

their knowledge of proofs thus far to prove
theorems already familiar with them (ex.
Sum of the interior angles of a triangle is 180
degrees, Vertical Angles Theorem).
Formative Task: Students will prove interior
angles on the same side of the transversal
that intersects parallel lines sum to 180° by
using the Write and Sketch in Math and
Science formative writing task.
Exit Ticket: Students are given a diagram
and will prove properties about the
measures of the angles.

Differentiation: Students that are ELL will be provided with extra time to complete tasks. I will
also group students who have problems with language and students who can translate together
so ELL students can have someone other than the teacher helping them. I will also provide
teacher-guided notes for students struggling with note-taking and provide extra practice
problems for those struggling with the material. I will provide resources such as websites for
 Lesson Plan Template rev 1/22/18

students to review terms and concepts we covered in class if they are still struggling to
understand.

Academic Language: The Tier 3 words that will be the focus of this lesson are: Interior Angles,
Parallel Lines, Transversal, Vertical Angles, Exterior Angles, and Triangle. The Tier 2 words that
will be the focus of this lesson are: prove, reason, and justify.

Procedure:

Anticipatory Set (hook, motivation, etc. to engage students)

Engage:
1. Being by telling students about Formative Writing and the Write and Sketch in Math
and Science strategy. Tell students that Formative Writing occurs in the classroom
every day and students engage when they share their thoughts about content areas,
discuss their prior experiences, respond to what they are learning, use reading
comprehension strategies, and employ study skills.
2. Tell students that Write and Sketch in Math and Science is when students solve a
given problem on a paper that has been separated vertically. On the left side,
students sketch a picture to show how they solved the problem. On the right side,
students use words to describe how they solved it. The purpose of Write and Sketch
is to create and solve problems.
3. Demonstrate solving a problem using Write and Sketch on the board. Write the
following problem on the board: The exterior angle of a triangle measures 78
degrees. One the opposite interior angles of the triangle measures 42 degrees. Find
the measure of the other opposite interior angle.
4. Begin by creating a vertical line on the board. Talk aloud as you solve the problem.
Draw the triangle below on the left side on the vertical line.

5. Now on the right side of the line write the information given in the problem that led
you to draw the triangle in the way you did.
6. On the left side of the line, fill in measure of angle a as 36 degrees. On the right side,
write “by the Exterior Angle Theorem, the exterior angle of a triangle equals the sum
of the two interior opposite angles.”
7. Make sure students understand that everything done on the left side was justified
on the right side. Here is a sample of the strategy used to complete the problem
Task: The exterior angle of a triangle measures 78 degrees. One the opposite interior
angles of the triangle measures 42 degrees. Find the measure of the other opposite
interior angle.
 Lesson Plan Template rev 1/22/18

Left Column: Right Column:

The exterior angles of the triangle measure
72 degrees. One the opposite interior
angles of the triangle measures 42 degrees.
We need to find the measure of the other
opposite interior angle, which is why it is
labeled as a variable.

m<a + 42° = 78° By the Exterior Angle Theorem, the exterior

angle of a triangle equals the sum of the
two interior opposite angles.
m<a = 36° By algebra, that is subtracting 42° from both
sides.

8. Now give students problem to try on their own using the Write and Sketch method.
The task will be: Lines AB and CD are parallel, and EF is a transversal that cuts
through both lines, with AB being higher than CD, and EF intersecting AB at G, and
CD intersecting EF at H. Given the measure of angle EGB is 40 degrees, find the
measures of angles BGH and DHG.
9. Students should understand this task is to be done individually and they will receive
feedback based on the evaluative criteria. Now give students the evaluative criteria,
which is attached at the end of this lesson plan.
10. Once students have been given sufficient time, collect their work. At a later time,
use the evaluative criteria to assess student’s learning and return the work to them
with feedback.

Initial Phase
Explore: Students will use their knowledge and what they have learned throughout the
learning segment to construct the proof of the following fact on their own: “Interior
angles on the same side of the transversal that intersects parallel lines sum to 180°.”
1. Give students a diagram of angles like the one below, where AB and CD are parallel
lines, but by transversal EF.
 Lesson Plan Template rev 1/22/18

2. Tell students that they will prove a fact they have previously learned about the
angles in the diagram, this being: “Interior angles on the same side of the transversal
that intersects parallel lines sum to 180°.”
3. Some questions students should keep in mind are:
a. “What are the similarities in relationships between the angles in this
diagram and angles in similar diagram?”
b. “Will this relationship be true for all diagrams?”
c. “What have I previously proven about the relationships of angles?”
4. Ask students, “how could we show this fact holds for all angles in a similar diagram
to this one?” Students should remember from previous lessons in the learning
segment the concept of using letters as arbitrary angle measures to prove this fact
holds for all angles in parallel lines by a transversal. If students are struggling to
remember this, ask them to recall proofs they have done in the previous lessons.
5. Now that students recall and understand why we are using variables to represent
angles measures, ask students, “Can we prove m∠BGH+m∠DHG=180°?”
6. Prove the property as a class, but make sure students are the ones constructing each
line of the proof. Here is an example of a possible proof that students would
provide.
a. Proof: From the hypothesis, AB ∥CD (Given).
b. m∠BGH+m∠AGH=180° (Linear pairs form supplementary angles).
c. m∠AGH=m∠DHG (If parallel lines are cut by a transversal, then alternate
interior angles are equal in measure.)
d. m∠BGH+m∠DHG=180° (Substitution property of equality).
7. If students are struggling to from any of the above conclusions, you can ask them
the following guiding questions:
a. “What is the sum of a linear pair and which angles form linear pairs?”
b. “If parallel lines are cut by a transversal, then what do we know about the
alternate interior angles?”
c. “What is the substitution property of equality and how can we apply it
here?”
8. Make sure students understand that each step in the proof was justified by a
previously known or demonstrated fact. It is important for students to understand
they must provide reasoning for all their explanations.

Middle Phase
Explain:
1. Give students the opportunity to explain their exploration. Ask them to share what
they learned.
2. Students should say something along the lines of “We proved interior angles on the
same side of the transversal that intersects parallel lines sum to 180° using the
 Lesson Plan Template rev 1/22/18

definition of a linear pair, the Alternate Interior Angle Theorem and the Substitution
Property of Equality.”
3. If students are unclear on any aspect of their conclusion, make sure to clarify their
questions.
4. Give students more practice problems to complete during guided practice so
students see the variety of theorems and facts they can be asked to prove
(Materials file). Make sure students provide evidence for their statements.
5. When students complete the additional problems, have them share their responses
with the class.
Concluding Phase
Extend:
1. Exit Ticket (Assessments file: Exit Ticket: Students are given a diagram and will prove
properties about the measures of the angles.
2. Ask students if they know a strategy that will help them visualize the problem and
give explanations. Students should recall the Write and Sketch strategy from the
beginning of class. Have students experiment using Write and Sketch to help with
the practice problems they did earlier. Tell students that they can also use this
strategy for completing their homework.

Follow up: Homework Sheet (Materials file): Students will be given a set of problems involving
proving geometric theorems similar to those done in class.

Materials: (items, technology, etc.)

1. Whiteboard
2. Markers
3. Exit Ticket
4. Practice Problems
5. Homework Sheet

References and Resources: Cite (APA style) sources, texts, lesson plans used
Lesson Plan Used: https://www.engageny.org/resource/geometry-module-1-topic-b-lesson-11

Evaluative Criteria for Formative Task:

3: Got it 2: Approaching 1: Not getting it
Students correctly solve the Students correctly solve the Students do not correctly
problem using the Write and problem, but only correctly solve the problem and do not
Sketch strategy, and both the uses one of the Write and properly use the Write and
sketch column and the Sketch strategy columns. Sketch strategy.
writing column are correct.