Lidoines Pelaez

Geometry - 50 minutes
Coordinate Planes and Intersecting Lines
Prove Theorems About Lines and Angles- Angle Pairs

Educational Objectives:

● The students will be able to identify the angle pairs of alternate interior and
corresponding angles.

Aligned to the CCSS and NCTM Standards:

● CCSS.MATH.CONTENT.HSG.GPE.B.4
Use coordinates to prove simple geometric theorems algebraically. For example, prove or
disprove that a figure defined by four given points in the coordinate plane is a rectangle

● CCSS.MATH.CONTENT.HSG.CO.C.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 the perpendicular bisector of a line
segment are exactly those equidistant from the segment's endpoints.

Assessment on Learning (list all formative & summative with timeline):

● Exit Slip

Accommodations for students with specific learning needs:

● For students with specific learning needs, there will be time in between section of the
lesson for questions and clarification. Also there will be time allowed at the end of class
for any questions and we will review part of the assessment.

Academic Language
Language Function (select 1):

Analyze Compare/Contrast Construct Describe Evaluate

Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:

The students will be learning to identify angle pairs such as alternate interior and corresponding
angles. The students will be presented with a pair of parallel lines with an intersecting transversal
and will need to be able to identity the type of angles they are. Then they will need to know the
characteristics of the angles pairs to be able to solve for the unknown. They will need to identify
that alternate interior angles are positioned between parallel line s and opposite sides of the
transversal and corresponding angles are in the same position and look like a translation of each
other. Corresponding angles are located on the same site of the transversal. They will also need
to know that both of these angle pairs are congruent.

Additional Language Demands.​ Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use:

Vocabulary:

● Alternate Interior angles: ​angle pairs which are positioned in between parallel lines and
opposite sides of the transversal, these angle angles are also congruent
● Corresponding angles: ​a pair of angles made by parallel lines cut by a transversal and
are located in the same position, congruent, and look like a translations and are on the
same side of the transversal

Materials:

Teacher
● Notes
● Smartboard
● Practice
● Exit Slip
Student
● Notes
● Pencils

Anticipatory Set/ Attention Getter:

Good afternoon class, first I would like you all to start by putting all your things away
except for a pencil. Today we will be taking notes and working individually or with a partner to
do some practice problems. We will be continuing from yesterday’s lesson by introducing some
new angle pairs but first let’s review the angle pair we know so far. Take a few moments to do
the two warm up problems individually.

Questions to Ask

1. What are alternate interior angles? ​Pair of angles which are positioned in between
parallel lines and opposite sides of the transversal
2. What are the properties of alternate interior angles? ​these angle angles are also
congruent
3. What are corresponding angles? ​a pair of angles made by parallel lines cut by a
transversal and are located in the same position
4. What are the properties of corresponding angles? ​they are congruent and look like a
translations and are on the same side of the transversal

Sequence of Events (include time needed):

1. ( 2 mins) Anticipatory Set/Attention Getter and Agenda: The teacher will review what is
expected for the day and the upcoming week. During this time the students will complete
the warm up exercise.
2. ( 5 mins ) ​Warm up:​ The warm will consist of two problems of a review of the angle
pairs introduced the previous class, supplementary and vertical angles. The students will
work on the problems individually and the teacher will go over the two problems.
3. (5 mins) ​Introducing Angle Pairs:​ Then teacher will begin the lesson by introducing the
type of angle pairs formed by two parallel lines and a transversal. The two that the lesson
will be focused are alternate interior angles and corresponding angles. The students will
learn that both of these angle pairs are congruent. They also will learn the positioning of
each angle pair and will need to identify said angle pairs.
4. (10 mins) ​Using Properties of Alternate Interior Angles and Corresponding Angles:
Now the teacher will model problems of how to use the properties of angles pairs. The
students will then have the opportunity to try a set of problems on their own. Once the
students had a chance to do the problems, the teacher will have them present their
answers on the board.
5. (10 mins) ​Practice 1 Problems:​ During this time the students have time to work
individually or with partners to complete some practice problems. The teacher will walk
around answering questions and aiding.
6. (5 mins) ​Review of Practice 1 Problems:​ If time allows and depending on the progress
of the students, the teacher will review the practice problems. If the students were not
able to finish, they will be allowed to finish the problems for homework and turn in it the
following day.
 7. (8 mins) ​Assessment- Exit Slip: ​At the end of the lesson there will be an exit slip
including two problems similar to the exercises done in the practice.
8. (5 mins) Conclusion/Questions

Conclusion/Summary:

Today we reviewed vertical and supplementary angle pairs and learned corresponding
and alternate interior angles. We also were able to apply the properties of the angles pair to solve
for the unknown variable. This will help us to find the angle measures when proving theorems in
the future.