Digital Unit Plan Template

Unit Title: Parallel Lines Cut by A Transversal

Name: Min Ji Yi

Content Area: Mathematics/ Geometry

Grade Level: 10-12

CA Content Standard(s)/Common Core Standard(s):

G-CO-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 a perpendicular bisector
of a line segment are exactly those equidistant from the segments endpoints.
Big Ideas/Unit Goals:
STUDENTS SHOULD BE ABLE TO IDENTIFY A LINE SEGMENT CALLED THE TRANSVERSAL, AS IT INTERSECTS TWO PARALLEL LINES. STUDENTS WILL IDENTIFY AND
DETERMINE ANGLES AND ANGLE RELATIONSHIPS FORMED BY THIS INTERSECTION.

Unit Summary:
In this unit, students are introduced to line segments called transversals. As transversals intersect two parallel lines, students
will focus on the formation of angle relationships made in between the parallel lines. This will lead students to identifying the
following types of angles: Vertical Angles, Linear Pair of Angles, Same-Side Interior Angles, Same-Side Exterior Angles, Alternate
Interior Angles, and Alternate Exterior Angles. Students will closely examine the special relationships that these angles have to
one another. Specifically, students will learn to identify which angles are congruent and supplementary.
Assessment Plan:
Entry-Level:
WeberciseStudents prior knowledge and
entry-level content knowledge will help
students to complete the Webercise. Students
navigate to different sources to reemphasize
Transversals, angle types, and special
relationships. This activity will not be graded
by the teacher, but will be peer-corrected.

Formative:
Guided Notesa worksheet that emphasizes
the main ideas of the lecture (transversals,
angle types, angle relationships) will be turned
in, and graded, so that student progress is
monitored.
Graphic Organizera creative activity that
requires students to reiterate what has been
learned of angle types and relationships by
forming a concept map. Students are required
to visually organize different angles and their
details. This will be graded using the rubric
provided.

Summative:
Forming Worksheets-- Students work on a
group assignment that takes the summary of
our lesson concept, and apply it in making a
worksheet for one other group. Students will
be required to be draw transversals as they
cut into parallel lines. Students pick certain
angles they would like to test the other group
in. Students also give a visual representation
that differentiates the relationships of
congruent angles and supplementary angles.

Quizlet-- Students take a short quiz on

Quizlet to monitor their understanding of
main content topics including Transversal line
segments, angle types, angle relationships,
and solving degrees of angles using angle
relationships.

Lesson 1
Student Learning
Objective:

Students will be able to

define & identify
transversal lines and
segment(s) they
intersect.

Acceptable Evidence
(Assessments):
During the guided notes,
students highlight and
write the line segment
that they believe is the
transversal. Students
also highlight the line
segments (parallel lines)
that is being intersected.

Lesson Activities:
-

Teacher provides the lecture on transversals as they intersect line segments (usually
parallel lines).

Before the teacher begins the lecture, students are individually given the guided notes
worksheet. Students are asked to complete the guided notes individually, as they follow
along with the lecture.

Teacher will pause between slides in order to give time for students to complete each
part of the worksheet.

After lecture has finished, teacher allows students a few minutes to discuss answers to
the worksheet before turning it in.

Lesson 2
Student Learning
Objective:
Students will be able to
identify the different of
angles formed at the
intersections of the
transversal lines.

Acceptable Evidence:
Students are asked the
special relationships of
certain angles within the
Webercise. Students are
also asked to identify
specific angle types as
they see a diagram.
Furthermore, students
are asked to draw and
highlight different angle
types in the Interactive
parts of this activity. If

Lesson Activities:
-

Teacher returns the guided notes worksheet to students.

Students are given time to correct any answers that were deemed wrong. Students
may work in groups as they attempt to make their worksheet flawless.

Next, students are given the Webercise worksheet with a Chromebook.

Each student is asked to navigate through the different websites and sources, as they
answer relevant questions.

For the interactives, students are re-grouped into their home groups in order to work
on them together.

students are able to

successfully complete
these tasks, they have
mastered the learning
objectives.
Lesson 3
Student Learning
Objective:

Students will be
able to define the special
relationships of angles
that are formed when
parallel lines are cut by a
transversal.

Unit Resources:

Acceptable Evidence:
Students are asked to
make a concept map
depicting angle types
and relationships. Then,
students are asked to
make a worksheet for
another group. Students
are required to ask
specific questions
regarding angle
relationships (which they
will correct later).
Students are also
required to make a
graphic organizer that
examines the angle
relationships for
congruent and
supplementary angles. If
students are able to
successfully complete
these two parts of the
group assignment,
students will have
mastered the learning
objectives.

Lesson Activities:
-

Teacher directs the class to a video that is included in the new website provided.

After watching the video, students are asked to make a concept map with the main
topic, Angles formed when Parallel Lines are cut by a Transversal. Students are asked
to branch six bubbles from the main topic, labelling each one for each angle. For each
angle, students are instructed to find or draw a picture that shows the angle
relationship. Each angle also needs a special property or definition.

Since this concept map project is not due for a week, students are assigned an in
class assignment. They are asked to draw another graphic organizer that specifically
examines the relationships of congruent and supplementary angles.

Students are given butcher paper in order to draw, color, organize, and write this
information in their groups.

Teacher Lecture-- http://yilesson.weebly.com/lesson-1-teacher-lecture.html

Short YouTube Summary-- https://www.youtube.com/watch?v=iMINKDZk-uM
Flashcards-- https://quizlet.com/14955796/parallel-lines-cut-by-a-transversal-flash-cards/
Interactive Site-- http://www.mathsisfun.com/geometry/parallel-lines.html
Practice Skills-- http://www.mathopolis.com/questions/skills.php?year=G
Common Core Standards-- http://www.corestandards.org/Math/

Useful Websites:
Popplet-- http://www.popplet.com/ -- use this website to create concept map
Educational Games-- http://www.mathgames.com/skill/8.46-transversal-of-parallel-lines -- have fun with this concept! Play some games while
mastering Transversals!