Lesson Plan Template

Date: March 26, 2018 Teacher’s Name: Ms. Salvatore

Subject: Geometry Grade level: 10th
Unit: Introduction to Proofs (Unknown Angle Proofs) Length of lesson: 45 minutes

Central Focus: The purpose of this learning segment is to build upon the student’s previous
knowledge about lines and angles and to introduce students to mathematical proofs. The
students will learn what a mathematical proof is and display that they can successfully prove a
theorem about lines and angles. This learning segment will serve as building block for future
Geometry lessons on different types of proofs as well as real-life uses. Justifying claims with
clear, accurate, and appropriate reasons is a life skill that students will need to apply in a variety
of contexts.
Lesson Title: Unknown Angle Problems Continued
For unit, 2 out of 5:

Essential Question(s): When is a pair of lines cut by a transversal parallel? What is an auxiliary
line?

Learning Standards:
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; points on a perpendicular bisector of a line segment are exactly those
equidistant from the segment's endpoints.

CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.

CCSS.ELA-Literacy.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level.

Pre-Assessment: In the previous lesson, students also solved unknown angle problems and
gave geometric justifications to justify their calculations. Students will continue doing this to
prepare to begin writing proofs.

Learning Objectives: Assessments:

Students will identify characteristics of
angles in order to solve for unknown angle
measurements.
-Packet- students will be completing
unknown angle problems and justifying
their calculations
-Group Work- groups will demonstrate their
ability to complete unknown angle
 Students will solve linear equations in order problems and justify their calculations using
to find the measures of unknown angles. the Write and Sketch method in Math and
Science
Students will write geometric justifications to -Exit Ticket- students will demonstrate their
justify calculations. ability to use the write and sketch method
-Homework- more practice with the write
and sketch method on unknown angle
problems

Differentiation:
-Students will work with the peers at their table which are heterogeneous groups in the Explore
and Extend section. Groups are teacher determined.
-The visual diagrams that are provided for students throughout their packets will help ELL
students and are available for all students. Also when going over questions together as a class
diagrams will be drawn on the board to highlight the different types of angles for students to
see visually.
-Students are encouraged for homework to try the questions on the “Problem Set” page for
extra credit. This will give gifted students more challenging questions to try, but is available for
all students to try for extra credit.

Academic Language: vocabulary (corresponding, alternate interior and same side interior
angles, auxiliary line) and discourse (written language- Write and Sketch method).

Procedure:

Anticipatory Set

Engage
1. As students enter the classroom, direct them to get a packet (in “Assessments”
folder).
2. Students complete the “Opening Exercise” on the first page of the packet. This is a
three part question asking students to solve for unknown variables in the diagram
provided, name a pair of vertical angles, and find the measure of a specific angle and
justify their calculations.
3. Go over this question together as a class. Draw diagram on the board highlighting
vertical angles to help visual learners.

Initial Phase

Explore
1. Ask students the question, “When is a pair of lines cut by a transversal parallel?”.
Have students take a minute to discuss this question with the peers at their table. In
grade 8, students learned that for two lines cut by a transversal, the measure of
 corresponding angles are equal if and only if the lines are parallel. Students should
be discussing this fact and other previously learned facts about alternate interior
and same side angles in relation to parallel lines.
2. Have students complete the “Discussion” section in their packets. In this part of the
packet students are reminded of the previously learned geometry facts learned in
grade 8. Students must identify in this section corresponding angles, alternate
interior angles, and same side interior angles.
3. Make sure students are seeing the difference between corresponding, alternate
interior, and same side interior angles. Have quick class discussion or with groups
individually on this.
4. Have students complete the “Examples” section in their packets which is to find the
measure of unknown angles. They may work with the groups at their table which
are teacher selected groups. Students will need to use the facts reviewed previously
about the 3 types of angles and parallel lines. The final question in this section is a
fill in the blank. The missing word is auxiliary line. This is also a review term for
students. The provided diagram should help students remember the word to fill in
the blank.

Explain

5. Go over the five questions in the “Example” section. In the first four questions,
students will have to explain how they found the measure of the unknown angle.
This will involve students saying what type of angles these are (corresponding,
alternate interior, or same side interior) and how this fact makes the lines parallel.
6. Discuss what an auxiliary line is and answers to number 5 in the “Example” section.

Middle Phase

Extend
1. Introduce to students a method called “Write and Sketch”. Explain that the purpose
of using this method to solve problems is to see how well you can use writing to
solve problems and justify your work. This will be a good strategy to prepare for
writing proofs.
2. Explain to students that when told to use this method to complete work, they are to
divide their paper vertically and on the left side solve the problem using a sketch
and/or calculations depending on the problem and on the right side describe in
words how they solved or completed the problem (justify their calculations with
clear, accurate, and appropriate geometric facts). Explain to students that this is a
writing strategy to help them in mathematics, but could also be used in other
classes.
 3. Demonstrate what this would look like on the board for students by completing
number 2 in the “Exercise” section of the packet together as a class using the Write
and Sketch method.
4. Hand out the evaluative criteria for when we use this method. Go over this with
students.
5. Tell students to complete the odd numbers in the “Exercise” section of their packet.
Students are to use the Write and Sketch method. On the left side they must solve
for the unknown angle and on the right side they must justify their calculations in
words using geometric facts.
6. Students will present work on the board after they have completed the problems.
Students are to include diagrams, and the left and right side of the Write and Sketch
method. We will go over the answers together as a class based on student’s work.
7. Answer any questions students have on the “Write and Sketch” method. Ask the
students if they liked using this strategy to do writing.
Concluding Phase

1. Hand out exit ticket (in “Assessments” folder). Tell students on this exit ticket they are
to use the Write and Sketch method and will be evaluated according to the evaluative
criteria discussed. In this exit ticket students have to solve an unknown angle problem
and justify their calculations.

Follow up: HW – do the remaining problems (even problems) in the “Exercise” section of their
packets using the Write and Sketch method. Try questions in the “Problem Set” section of the
packet for extra credit (more challenging unknown angle problems).

Materials: white board, dry erase markers, packet, evaluative criteria, pencil, pen

References and Resources:

Engage NY, Geometry Module 1, Topic B, Lesson 7. Retrieved March 26, 2018, from
https://www.engageny.org/resource/geometry-module-1-topic-b-lesson-7
 Evaluative Criteria for the Write and Sketch Method
3 points out of 3
Student divided the paper
vertically and on the:
Left side: provided sketches
and/or calculations that are
clear, accurate, and
appropriate to the question
and got the correct answer.
Right side: provided clear,
accurate, and appropriate
geometric
justifications/facts to justify
their sketches and/or
calculations.
2 points out of 3
Student divided the paper
vertically and on the:
Left side: provided sketches
and/or calculations that are
not all clear, accurate, and
appropriate (missing 1-2
steps). Student did not get
the correct answer.
Ride side: Not all geometric
justifications/facts
provided to justify their
calculations were
appropriate or accurate for
the question.
1 point out of 3
Student divided the paper
vertically and on the:
Left side: provided
inaccurate and
inappropriate calculations
and sketches (missing more
than 2 steps in the process).
Student did not get the
correct answer.
Right side: Geometric
justifications/facts
provided to justify their
calculations were not
provided at all or were not
appropriate, accurate or
clear.