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Lesson Plan Chapter 3 Section 1

Objective: I can identify angles formed by two lines and a transversal. I can prove and use properties of parallel lines.
Pre-Lesson:
Activity: (Chapter Kick-off) Students are asked what they know about parallel lines and perpendicular lines. They are asked to discuss with
their table partners what they might know about the angle relationships found when parallel lines are crossed by a line. They are asked if this
might cause any relationships between angles.
*See if any students come up with angle relationships or if they have any ideas what these relationships might be.
Materials: Notes pages (created by me), Book pages , StarBoard
Main Lesson:
Activity: Together we cover the notes pages for this first section of chapter. The notes cover angle relationships of the angles formed by
parallel lines being cut by the transversal. Students are also introduced to two column proofs and the structure of them.
*Be sure to alternate between notes and examples. Once students are shown one example, have them work independently or with table
partners to complete examples on their own.
Materials: Notes pages (created by me), Book pages , StarBoard
Post Lesson:
Activity: Ask students what they now know about the angle relationships formed from a transversal intersecting a set of parallel lines.
Students should be able to describe these relationships to their table partners. They should demonstrate their knowledge by completing the
exit ticket asking to find a pair of each type of angles.
Materials: Exit ticket questions
Evaluation:
Activity: Students are to complete the homework assignment handed out at the end of the lesson. They are given time to do so at the end of
class in case there are any questions on the assignment.
Materials: Book pages , Homework assignment page

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Lesson Plan Chapter 3 Section 1 Proofs


Objectives: I can apply my knowledge of parallel line properties to construct proofs.
Pre-Lesson:
Activity: Students are asked to speak with their table partners about the lesson from the day before and what the angle relationships they
know are. They are also asked to discuss what it means to write a two column proof. Together we cover the answers to the homework
assignment and answer any questions students had on it.
Materials: Notes pages (created by me), Book pages , Homework assignment, StarBoard
Main Lesson:
Activity: Together we discuss the activity for the day. Student will work on writing two column proofs.
*Since its the first time theyve seen these be sure to explain to them the more practice they get the easier the material will be
Students may work with partners to complete the in class assignment. They are to complete the first page along with the first three problems
on the second page. The rest of the class time is spent working on the packet. Students are encouraged to ask questions.
*Any questions that become common questions should be covered as a whole class to be sure to clarify any misconceptions.
Materials: Notes pages (created by me), Book pages , Proof packet, StarBoard
Post Lesson:
Activity: Students are asked what theyve learned about parallel lines, transversals, and two column proofs by working through the packet.
Any misconceptions they have should be covered before the end of class so students can complete the packet pages by the following day. If
students are struggling be sure to adjust the homework assignment for the night.
Materials: Proof packet, notes pages (created by me), Whiteboard/ StarBoard
Evaluation:
Activity: *Students struggled with the proofs so instead of assigning the whole packet they were just asked to complete the first page as well
as the first four problems on the second page. Students are to complete the homework assignment handed out at the end of the lesson by the
next day.
Materials: Proof packet, notes pages (created by me)

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Lesson Plan Chapter 3 Section 2


Objectives: I can use a transversal to prove lines are parallel.
Pre-Lesson:
Activity: Students are asked to speak with their table partners about the proof packet from the day before. Together we cover the answers to
the packet as well as any questions students have on the packet.
Materials: Notes pages (created by me), Proof packet, StarBoard
Main Lesson:
Activity: Students are asked to review their knowledge of parallel lines and the angle relationships formed. Theyre asked to brainstorm what
it might mean to have the angle relationships before having the fact that the lines are parallel. After discussing as a class what this might
mean in proofs. They are then introduced to the lesson dealing with the converse of the theorems we got in the previous section. Alternate
between completing the examples as a group and students working together with their table partners to complete them.
*Be sure to walk around the room while student are working and correct any misconceptions. If there are common misconceptions cover
them as a whole group.
*Be sure to make connections to previous sections and converse statements and the meaning of them. Make connections to how this can
now be used in proofs.
Materials: Notes pages (created by me), Book pages , StarBoard
Post Lesson:
Activity: At the end of the lesson bring the group back together to cover any misconceptions. Ask students to summarize what theyve learned
to their table partners. Listen to students explanations to be sure to make any corrections.
Materials: Homework page, notes pages (created by me), Whiteboard/ StarBoard
Evaluation:
Activity: Students are to complete the homework assignment handed out at the end of the lesson. They are given time to do so at the end of
class in case there are any questions on the assignment.
Materials: Homework page, notes pages (created by me)

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Lesson Plan Chapter 3 Section 3


Objective: I can relate parallel and perpendicular lines.
Pre-Lesson:
Activity: Students are asked to speak with their table partners about how to prove that two lines are parallel using the converse of our angle
relationship theorems. Together we correct the homework assignment from the previous section.
*First students are asked to talk with their table partners about any questions they had about the assignment after correcting it.
*Then as a class we cover any unanswered questions before moving on to the lesson.
Materials: Notes pages (created by me), Homework assignment, homework answer key, StarBoard
Main Lesson:
Activity: Students discuss what they know about parallel and perpendicular lines. Then together we discuss what you might expect when you
have two lines parallel to the same line, two lines perpendicular to the same line, or a line perpendicular to one parallel line. Based off of
students conclusions we can fill in the notes. Depending on the period students might fill in the note more quickly than others.
*Be sure students understand the new theorems and the use they have in our proofs.
Cover the examples with students, being sure that theyre able to problem solve on their own and explain their thinking.
Materials: Notes pages (created by me), Book pages , StarBoard
Post Lesson:
Activity: At the end of the lesson bring the group back together to cover any misconceptions. Ask students to summarize what theyve learned
to their table partners. Listen to students explanations to be sure to make any corrections. As an exit ticket students should write an
explanation of how to use these new theorems in a proof.
Materials: Homework page, notes pages (created by me), Whiteboard/ StarBoard
Evaluation:
Activity: Students are to complete the homework assignment handed out at the end of the lesson. They are given time to do so at the end of
class in case there are any questions on the assignment. Looking over students exit tickets will give me an idea of how well they understand
the concepts and what misunderstandings they have.
Materials: Homework page, notes pages (created by me), exit tickets

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Lesson Plan Chapter 3 Proof Activity Cards


Objective: I can demonstrate my knowledge of the various properties of parallel lines, proving lines parallel, and relate parallel and
perpendicular lines in two column proofs. I can explain how to use these properties in proofs.
Pre-Lesson:
Activity: Students are asked to talk with their table partners about the theorems covered the previous day. Together we correct the
homework assignment from the previous section.
*First students are asked to talk with their table partners about any questions they had about the assignment after correcting it.
*Then as a class we cover any unanswered questions before moving on to the lesson.
Materials: Notes pages (created by me), Homework assignment, homework answer key, StarBoard
Main Lesson:
Activity: With their table partners theyre asked to discuss everything weve covered thus far in the chapter. After everyone is on the same
page about what topics have been covered, introduce the activity for the day. Students are given envelopes with proof cards in them the
cards contain various proofs for them to solve along with all of the possible statements and reasons they could use to create the two column
proofs. They are asked to work with partners to complete as many proofs as possible during the class period by moving the various
reasonings and statement cards around to complete the proofs. By the end of the period they must turn in the work for the proofs they
completed.
Materials: Notes pages (created by me), Book pages , Proof cards, StarBoard
Post Lesson:
Activity: At the end of the lesson bring the group back together to cover any misconceptions. Ask students to summarize what theyve learned
to their table partners. Listen to students explanations to be sure to make any corrections. See if students can find any patterns in the two
column proofs and be sure to cover these with the class.
*Throughout the activity notice how students begin the activity with little confidence and end with much more confidence
Materials: Proof activity cards, notes pages (created by me), Whiteboard/ StarBoard, student work
Evaluation:
Activity: Students are asked to turn in the work they have from the activity. I will look this over before the quiz the following day and be sure
to cover any misconceptions before giving the quiz.
Materials: Proof activity cards, notes pages (created by me), student work
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Lesson Plan Chapter 3 Section 4


Objectives: I can classify triangles and find the measures of their angles. I can use exterior angles of triangles.
Pre-Lesson:
Activity: Students are asked to speak with their table partners about what they know about the various types of triangles. Explain to students
the lesson for the day deals with them discovering the various properties of triangles on their own. They will be using two online resources to
do this.
*Be sure to show students what the websites look like and how to use them to fill in their notes before dismissing them to go to the computer
lab.
Materials: Notes pages (created by me), web addresses, computers
Main Lesson:
Activity: Students work by themselves to manipulate the online program to discover the various properties that hold true for different types
of triangles. They should look at the various triangles the program gives them to decide which properties hold true for each type of triangle.
After completing the first portion of various triangle types students should move on to discover how to find the exterior angle measure of a
triangle. By manipulating the triangle they should be able to find a relationship between the two opposite interior angles of a triangle and the
measure of the exterior angle.
*By the end of the lesson students should be able to describe what each type of triangle is. They should be able to draw an example of each.
*By the end of the lesson students should be able to find the exterior angle measure of a given triangle.
Materials: Notes pages (created by me), web addresses, computers
Post Lesson:
Activity: At the end of the lesson bring the group back together to cover what students should have discovered about various triangle types
and the exterior angle measure of a triangle. Ask students to summarize what theyve learned to their table partners. Listen to students
explanations to be sure to make any corrections. Students should complete the final examples in their notes to show their understanding of
the topics explored today.
*Be sure to walk around and check student work and cover any misconceptions or questions students have.
Materials: Notes pages (created by me), web addresses, computers
Evaluation:
Activity: Students are to complete the homework assignment handed out at the end of the lesson. They are given time to do so at the end of
class in case there are any questions on the assignment. Looking over the final examples students finish in their notes at the end of class will
give me an idea of whether or not students were able to achieve the learning targets I set out for them to achieve and if I need to cover
anything before assigning homework.
Materials: Homework page, notes pages (created by me)

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Lesson Plan Chapter 3 Section 5


Objectives: I can classify polygons. I can find the sum of the measures of the interior and exterior angles of polygons.
Pre-Lesson:
Activity: After students correct homework from the previous night, together well cover any questions they had before moving on to the next
lesson. Start the lesson by asking students what they know about polygons and what it means for a shape to be a polygon. Students should fill
in any of the names they know for polygons with various side numbers. Then with their table partners theyll compare answers and discuss
what it means for a polygon to be convex or concave.
Materials: Notes pages (created by me), Homework assignment, homework answer key, StarBoard
Main Lesson:
Activity: Together cover the names of the various types of polygons and the number of sides they have. Be sure to come up with a class
definition of what it means to be a polygon along with convex and concave. Hand out activity for students to discover the formula to find the
interior angle sum of regular polygons.
*Be sure to give little guidance and let students notice patterns themselves and come up with what they think the formula would be.
After students see the pattern and come up with a formula cover as a class what the formula is and why.
Materials: Notes pages (created by me), Book pages , StarBoard
Post Lesson:
Activity: Have students work on the examples with their table partner after all notes have been given. After walking around and observing
student work be sure to bring the class back together and cover the solutions for the examples. Ask students to give the steps for solving each
example and cover any questions they have as well as misconceptions.
Materials: Notes pages (created by me), Whiteboard/ StarBoard
Evaluation:
Activity: Students are to complete the homework assignment handed out at the end of the lesson. They are given time to do so at the end of
class in case there are any questions on the assignment.
*Working through the examples with students as well as observing students while theyre working on the problems will give me immediate
feedback on whether or not students are ready for the homework and any topics that should be covered before passing out the assignment.
Materials: Homework page, notes pages (created by me)

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