Elizabeth Rodriguez

Title: Two-Column Proof Activity

Subject: Geometry

Common Core:
• 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;
Educational Objectives:
• The students will be able to create two column proofs for the problems given
• The students will be able to collaborate with their peers and explain their reasoning for
their proofs
Assessment on Learning:
• The activity provides the students with a blank sheet for them to fill out by the end of the
class period
Central Focus
• The central focus will be on the students’ ability to give reason for their proofs.
Academic Language
• Transversal – a line that intersects two or more coplanar lines at distinct points.
• Alternate interior angles – nonadjacent interior angles that lie on opposite sides of the
transversal.
• Same-side interior angles – interior angles that lie on the same side of the transversal
• Corresponding angles – lie on the same side of the transversal and in corresponding
positions.
• Alternate exterior angles – nonadjacent exterior angles that lie on opposite sides of the
transversal.
• Parallel lines – coplanar lines that do not intersect
Materials Required for the lesson:
Teacher: Students:
• White Board • White boards
• Markers • Markers
• Dry eraser

Anticipatory Set/ Attention Getter:

Begin with Prayer.
Explain rules of activity. For today’s class, we are going to play an activity to review for an
upcoming test! The activity is similar to that of speed dating. So, we will need to rearrange the
room to create an inside circle and an outside circle, facing each other, with half of the class in
each circle. I will pass around a paper with 10 numbered (number of students) blank two-column
proofs as everyone gets seated, and the rules are as follows:
1. Label one circle the inside circle and the other the outside circle
2. Each student gets their own notecard with a problem and its number.
3. Each student must solve their own problem in the corresponding blank two-column proof
 4. Once you and your partner across from you are finished, you are then to teach the other
person how to solve your problem. They are then to write it in their own paper.
5. The inside circle rotates students clockwise, while the outside circle rotates notecards
counterclockwise.
6. Repeat 2-5 until the whole class finishes each problem or until bell rings if the class size
is big

Sequence of Events:
The problems are as follows:

Given: 𝑙 // 𝑚 Given: ∠1 𝑎𝑛𝑑 ∠3 are supplementary

Prove: ∠3 𝑎𝑛𝑑 ∠5 are supplementary Prove: 𝑙 // 𝑚

𝑙 1 2
𝑙 1 4
2 3

𝑚 3
7 5
𝑚
6 8

𝑛
𝑛

Given: 𝑙 // 𝑚, 𝑘 // 𝑛 Given: 𝑙 // 𝑚, ∠1 ≅ ∠9
Prove: ∠3 𝑎𝑛𝑑 ∠5 are supplementary Prove: 𝑚 // 𝑛

16 14 𝑙
15 13 9 10 1 12
11 12 𝑘 2 11
𝑚
3 10
7 8
4 3 4 9
6 5
1 2 𝑛 𝑛
5 8
6 7
𝑙 𝑚

𝑘
Given: 𝑙 // 𝑚, 𝑘 // 𝑛 Given: 𝑙 // 𝑚, 𝑛 // 𝑘
rove: ∠3 𝑎𝑛𝑑 ∠12 are supplementary Prove: ∠6 ≅ ∠11

2 1 6
5 6 5 8
3 4 7
8 7 𝑘 2
4 14
𝑙 3
13 14 13 16
10 9 10 15
16 15 9
11 12 𝑛 12 𝑘
11
𝑚
𝑙 𝑚 𝑛

Given: 𝑎𝑏𝑐𝑑 is a parallelogram Given: 𝑙 // 𝑚, 𝑛 // 𝑘

rove: ∠5 ≅ ∠6 Prove: ∠6 ≅ ∠11

A
1
56
8
5 B 2 7
3
D 2 6 4
3 14
𝑙
13 16
4
10 15
C 9 12
11 𝑘
𝑚
𝑛

Given: 𝑙 // 𝑚 Given: 𝑙 // 𝑚
Prove: ∠1 ≅ ∠3 Prove: ∠2 𝑎𝑛𝑑 ∠8 are supplementary

1
6
𝑙 2 5 8
7
2
1 4
3 3
𝑚 𝑚
𝑛 𝑛
𝑙
Questions to Ask
• What different angle relationships are created with a transversal? – knowledge
• What common errors/questions do we see being done by our partners? – analysis

Conclusion/Summary:
Alright class! I hope we are all now well acquainted with two-column proofs and its format.
Remember all the different theorems and postulates for tomorrow’s test.