VISION-SETTING

OBJECTIVE. KEY POINTS.

What is your objective?
SWBAT identify pairs of angles formed when two
lines are cut by a transversal (alternate and
consecutive, interior and exterior, corresponding).
What knowledge and skills are embedded in the objective?
• A transversal is a line that intersects two or more
coplanar lines at different points.
• Alternate angles are on opposite sides of the
transversal.
• Consecutive angles are on the same side of the
transversal.
• Interior angles lie between the two lines that are
being cut by the transversal.
• Exterior angles lie outside the two lines that are
being cut by the transversal.
• Vertical angles and linear pairs are also formed
by transversals.
• Corresponding angles are pairs of angles that
have one interior and one exterior angle.

See attached “Key Points” sheet for an illustrated version

of these key points.
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective.
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.
Students will have completed the “Angles Formed by Transversals” independent practice
CONNECTION TO THE BIG GOAL.
How does the objective connect overarching goals?
Big Goal: Students will exceed expectations on the Geometry End-of-Course Test (EOCT).
DETERMINING METHODS

4. OPENING (8 min.) MATERIALS.

How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
• Greet students are the door and direct them to pick up an Angles and Transversals • A&T
Sheet. wksht.
• Have the objective written on the board.
• Have directions on the board: -- “Please, fill out Objective in your Learning Log.” --
“Answer the Do Now question on the Angles and Transversals Sheet.”
• While students are working on the Do Now, quickly circulate and spot check that they
did their homework.
• “Can someone raise their hand and list all of the pairs of vertical angles in the
diagram?” (4 pairs)
• “Can someone raise their hand and list all of the linear pairs in the diagram? (8 pairs)
• “When you worked with linear pairs and vertical angles you dealt with two intersecting
lines.”

• “Today we will take it to the next level by discussing the angles formed when three
lines intersect. We’re first going to talk about the important ideas, then we’re going to
play a game to practice the skill, and finally you will have a chance to practice on your
own. Mastering this skill will bring you one step closer to reaching your goal on the
End-of-Course Test.”
3. INTRODUCTION OF NEW MATERIAL (10 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively
internalize key points?
Which potential misunderstandings do you anticipate? How will you proactively mitigate them? How will students
interact with the material?
How/when will you check for understanding? How will you address misunderstandings?
How will you clearly state and model behavioral expectations? Why will students be engaged?
 • “Please flip to the next page in your Math Handbook and title the page: “Angles formed • Definition
by Transversals.” visuals
• Definition: Transversal – a line that intersects two or more coplanar lines at different • Angle
points. Sketch a transversal of two non-parallel lines. “How many angles are formed?” visuals
• “We are going to name important pairs of angles formed by transversals.”
• “Each pair has a first name and a last name.”
• “The first name is either alternate or consecutive. Alternate angles are on different
sides of the transversal. Consecutive angles are on the same side of the transversal.”
Illustrate on board and list examples.
• “The last name is either interior or exterior. Interior angles lie between two lines that
are being cut by the transversal. Consecutive angles lie outside the two lines that are
being cut by the transversal.” Illustrate on the board and list examples.
• Pick a pair of angles (not linear or vertical) and ask the class the first and last name.
Repeat several times.
• Pick a pair of corresponding angles and let students struggle for a moment to name
them.
• “These angles cannot have a last name like we discussed. Why?”
• “One angle is interior and the other is exterior. We call these angles corresponding.”

• “Corresponding angles ‘play the same position’ at the intersection points.” Illustrate on
the board.
2. GUIDED PRACTICE (20 min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to
internalize the key points?
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard?

How/when will you monitor performance to check for understanding? How will you address misunderstandings?
How will you clearly state and model behavioral expectations? Why will students be engaged?
• Divide the class into heterogeneous groups of three or four. Issue dry-erase boards to • D.E.
each student. boards w/
• Sketch a transversal on the board and label all 8 angles. markers
• Clearly explain the rules: and wipes
• 1) This is not a speed game. I will not call on the first person with their hand in the air. • Example
• 2) Rather, after a set amount of time, I will call on a random person from each group. angles
• 3) Groups or individuals that yell out will be disqualified.
• 4) It is in the interest of the group to make sure everyone knows the answer.
• Ask the name of a pair and allow about 30 seconds to 1 minute wait time. Have the
students write their answers on the dry-erase boards or on paper in big letters.
• Randomly call on one person from each group. Have them show you their answer. If
they get the answer correct then their team gets a point. Ask a new question and
repeat this process until each student has answered once.
• Draw a transversal of three lines on the board and ask round of questions until each
student has answered once.

• Reward the three teams with the highest number of points.

1. INDEPENDENT PRACTICE (17 min.)
How will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they
solidify their internalization of the key points?
How will students independently practice the knowledge and skills required of the objective, such that they solidify their
internalization of the key points prior to the lesson assessment?
When and how would you intervene to support this practice?
How will you provide opportunities for remediation and extension?
How will you clearly state and model behavioral expectations? Why will students be engaged?
• “Now please complete the Independent Practice exercises on the Angles and Transversals • A&T
Sheet.” Wksht.
• Circulate to answer questions, monitor progress, and correct errors.

Lesson Assessment: Once students have had an opportunity to practice independently, how will they attempt
to demonstrate mastery of the knowledge/skills required of the objective?
 I will use the “Angles and Transversals” sheet for this purpose. Students will have a formal
quiz on this objective in two days.
5. CLOSING (10 min.)
How will students summarize and state the significance of what they learned?
Why will students be engaged?
• With approximately 10 minutes left, ask for a volunteer to summarize our learning from
today.
• Then call on students to answer questions on the independent practice. Correct errors
and re-teach if necessary.

• “Congratulations on mastering this important skill. On Monday you’ll see how

mastering this skill helps us with the next objective.”
REINFORCEMENT

HOMEWORK (if appropriate). How will students practice what they learned?
1st Period Week 2 Homework Problem Set #s 9-12