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.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
• Define and identify a transversal line. U
• Define and identify corresponding angles, alternate interior angles, and alternate exterior angles given two lines and a R, U, A
transversal.
• Determine if two lines are parallel using a transversal line and angle measurements. A, E
• Measure and solve for the angles created by any two lines and the transversal between them. 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.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
-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):
- 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).
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 Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
- Pictures of parallel lines and -Students will be working with a authenticity, minimize threats
transversals will be available on a partner for some activities. -Students will have the opportunity
powerpoint, the teacher will write to identify real-life parallel lines cut
on the board, and will se a by a transversal using pictures.
worksheet to determine the
different types of angles.

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 Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language -Again, working with a partner oriented feedback
- Students will use numbers to will allow for collaboration and -Students will have the chance
label angles, and will use colors discussion. to work in pairs, and will also
and lines to determine have the chance to think of their
congruent angles. own real-life parallel lines cut
by a transversal.
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
-Students will be able to work term goals, monitor progress, and strategies, self-assessment &
on their own white boards, be modify strategies reflection
able to come up to the board to -The students will have -Students can monitor their
work on a problem, and use individual white boards that the progress by how they are
their worksheets. teacher can check their work, solving problems on their white
and also gage what they are boards and how they are
retaining based on their answering questions.
seatwork and answers they give.
For the students:
- a protractor, ruler, a graphing white board, dry erase marker, eraser, and a transparency sheet
Materials-what materials
For the teacher:
(books, handouts, etc) do
- Have 10 copies of worksheet (Ch 3.1 Practice) printed that students can start in class and finish for
you need for this lesson
homework.
and are they ready to
- Have 10 copies of angle handout printed that students can use to help differentiate between the angle
use?
types.
- Make sure all the students have access to protractors and rulers.
- Have doc cam and powerpoint set up.
- Teacher’s 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
How will your classroom classroom. The students will need to face the Smart board as I will be using the doc cam and Smart
be set up for this lesson? board.

III. The Plan

Describe teacher activities AND student activities
Time Components 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
-“What are parallel lines?” Let the students answer -Students will think about what parallel lines are,
Motivation and use the images to create their own definition of
(opening/ and see what they come up with. Then have them
look for what the following images have in parallel lines.
introduction/
engagement) common, keeping parallel lines in mind.

-The following images will be projected on the -Students will answer based on what they observed
Smart Board. as commonalities between the images.
• Train tracks
• 2 edges of a cereal box
• top and bottom of a wall
• opposite sides of a square or rectangle
• Twin Towers (NYC)

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 • The “ll” in parallel
3 min -“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
-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.

-“What is a transversal?”
• “a line that intersects a system of lines” -Students will answer to define a transversal, then
• “Running or lying across” they will work in pairs to think of a real-life
• “A straight line which traverses or example of parallel lines cut by a transversal.
intersects any system of other lines”
3 min -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

-Students will define a perpendicular line and

-“What is a perpendicular line? Can a transversal
determine if a transversal can be perpendicular.
be perpendicular?”
1 min
• Perpendicular lines are created when at
least 2 lines intersect, such that the 4
angles created are congruent, such that
they equal 90 degrees.

-Have the students look at a picture of 2 parallel -Students will draw the image of 2 parallel lines
lines being cut by a transversal on the board. “How being cut by a transversal on their white boards and
2 min many angles are created by these three lines?” label all the angles they can find. They will then
Have the students draw this image on their hold up their whiteboards for the teacher to check.
whiteboards, and label each angle they identify
with a number, starting at 1. There should be 8
angles all together.

-Hand out worksheet distinguishing all of the -Students will highlight the given angles as the
angles. teacher goes over them.

Development
2 min - Still looking at the same parallel lines cut by a -Students will work together in pairs to figure out
(the largest
transversal, ask, “Are any of these angles which angles are congruent. They can use their hint
component or
congruent?” sheet.
main body of
• Remind students to look for vertical and
the lesson)
corresponding angles.

-“What are Corresponding Angles? -Students will try to conclude the definition of
• Corresponding angles-angles that corresponding angles using the examples at the
correspond to each other; they are a board and their transparency sheets to find
translation of one angle. congruent corresponding angles.
7-8 • Have the students trace one angle from
min 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)

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 • 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 -Students will try to conclude the definition of
Exterior Angles?” Give the students a chance to alternate interior angles and alternate exterior
look at the picture and figure out which angles are angles using the examples at the board and their
these. transparency sheets to find congruent angles.
10 • Interior- angles on the inside of 2 parallel
min 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 -Students will reflect on how these angles are
related and share what they recognize with the
exterior angles. “What do we notice about
class.
these angles?” (When a transversal
intersects parallel lines, alternate interior
angles are congruent and alternate exterior
angles are congruent.
-Students will work to find the measurement of an
• In pairs, give the students 2-3 examples of
angle based on the given information.
finding the angle measure of alternate
interior angles and alternate exterior
angles using the other angle measures
given.
-Students will be listening but also engaging with
-“How can we find the measurements of these
the material by answering questions and solving for
angles?”
the angle measure on their white boards.
• 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
7 min
measure of that angle’s 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 -Students will start working on worksheet.
started in class and to completed for homework.

2 min -“Today we learned about parallel lines and how -Students will listen and raise their hands to remind
Closure
we can create angles using a transversal, which cuts the class what each type of angle is.
(conclusion,
across parallel lines. We learned about
culmination,
corresponding angles, alternate interior angles, and
wrap-up)
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 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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