Lesson Plan Template rev 1/22/18

Date: 2/16/18 Teacher’s Name: Michael Roman

Subject: Geometry Grade level: 10
Unit: Unknown Angles Length of lesson: 40 minutes
Central Focus: Students will no longer be focusing on the computational steps needed to solve
for an unknown angle. Rather, students must state the algebraic and geometric concepts and
reasoning needed to form a conclusion about a given relationship. Students will continue to use
precise language and relevant vocabulary to provide evidence for their steps in solving for
unknown angles and to construct viable arguments that supports their solving process.
Lesson Title:
For unit, 4 out of 6:
Essential Question(s): How do we provide reasoning and evidence for proving properties and
relationships between angles?
Learning Standards: CCLS - Math: 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 segment’s
endpoints.
CCSS.ELA-LITERACY.RST.11-12.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context relevant to grades 11-12 texts and
topics.
Pre-Assessment: Discussion during Initial Phase: Students will demonstrate their knowledge of
solving unknown angles problems (which is what has been covered previously in the learning
segment) by explaining the problem-solving process.

Learning Objectives: Students will apply Assessments:

properties of unknown angles in triangles to
solve unknown angles in a variety of
diagrams.
Students will implement solving unknown
angle problems into solving unknown angle
proofs. Students will support each step or
decision in the proof-writing process of
unknown angle solutions.
-Exit Ticket: Students will prove that the
sum of given angles is 180 degrees.
-Discussion: Students will demonstrate their
knowledge of the differences between
solving unknown angle problems and
unknown angles proofs by contributing
correct information to a class discussion.

Differentiation: Students that are ELL will be provided with extra time to complete tasks. I will
also group students who have problems with language and students who can translate together
so ELL students can have someone other than the teacher helping them.

Academic Language: The academic language that will be concentrated on in this lesson are Tier
2 vocabulary words: “Reasoning” and “Proof.”
Procedure:

Anticipatory Set (hook, motivation, etc. to engage students)

 Lesson Plan Template rev 1/22/18

Engage:
1. Tell students that one of the main goals in studying geometry is to develop their
ability to reason critically, to draw valid conclusions based upon observations and
proven facts.
2. Show video of Sherlock Holmes: https://www.youtube.com/watch?v=Feb_ufxhwXE
3. Tell students that based on the video watched, we will develop our understanding of
Tier 2 Vocabulary Words “Deductive Reasoning” and “Proof” using the Semantic
Question Map.
4. Begin by explaining that Previewing is a comprehension strategy that includes
activating prior knowledge, setting purposes for reading, and predicting what will
come next based on what we have read.
5. Then describe how to use the Semantic Question Map. Tell them that completing
the map involves brainstorming responses to three or four questions about a
selected topic. Tell them we use the Semantic Question Map before reading and
revisit the map to verify our responses after reading.
6. Demonstrate a Semantic Question Map on the whiteboard. Write the focus word
“Proof” and draw an oval around it. Tell students that now that we have the focus
word, we need to think of three or four questions about the word “Proof.”
7. Then tell students that you want the questions to relate to the definition,
mathematical applications, and real-world applications. Therefore, the questions
that will be added to this map are: What is the definition? How can we use proofs in
mathematics? How do we use proofs in everyday life?.
8. Write the questions on the map and use lines to attach the questions to the focus
word.
9. Have students brainstorm possible answers to the definition of “What is the
definition of proof?” and write the answers underneath the Question 1.
10. Guide students to work with partners to respond to Questions 2 and 3. Then discuss
the answers with the students. Verify that the Sherlock Holmes video verifies the
responses.
11. Finally, have students complete the Semantic Question Map for the focus being
“Deductive Reasoning” individually. Provide them with a Semantic Question Map
template (Materials File). Give them ample time and have them discuss their
answers with the class.

Initial Phase
Explore:
a. Instruction (direct or indirect)
1. Now that students have a good understanding of the concepts “Deductive
Reasoning” and “Proof,” we will have a class discussion on the differences between
Unknown Angle Problems and Unknown Angle Proofs. Tell them that, in geometry,
 Lesson Plan Template rev 1/22/18

we follow a similar deductive thought process (much like Holmes uses) to prove
geometric claims.
2. In the last lesson, students constructed the Exterior Angle Theorem. In this lesson,
students will construct the proof of the Exterior Angle Theorem.
3. Explain to students that previously in Unknown Angles problems such as this one,
they needed to figure out the measure of 𝒂 and used the “fact” that an exterior
angle of a triangle equals the sum of the measures of the opposite interior angles.
The measure of 𝒂 must, therefore, be 𝟑𝟔°.

4. Now tell the students that this only satisfies one specific triangle with angle
measures 42, 36, and 102 degrees. Ask students “how could we show the Exterior
Angle Theorem holds for all triangles?”
5. Students should conclude that we can use letters as arbitrary angle measures to
prove the Exterior Angle Theorem holds for any triangles. If students are struggling
to get to this conclusion, relate this theorem to a theorem they are familiar with
such as the Pythagorean Theorem. Ask them questions such as:
a. Do you know of any other theorems/proofs?
b. Can you relate the Pythagorean Theorem to the Exterior Angle Theorem?
c. Why does the Pythagorean Theorem satisfy all right triangles?
6. Now we can rearrange the diagram. Instead of using numbers, we will use variables
to represent arbitrary angle measures. Given the labeled diagram, ask students “Can
we prove that 𝒙 + 𝒚 = 𝒛?”

7. Prove the property as class and ask students for suggestions. Make sure students
give their reasoning for each step. Here is an example of a possible proof that
students would provide.
a. PROOF: Label ∠𝒘, the remaining interior angle.
b. 𝒎∠𝒙 + 𝒎∠𝒚 + 𝒎∠𝒘 = 𝟏𝟖𝟎° because the sum of the angle measures in a
triangle is 𝟏𝟖𝟎°.
c. 𝒎∠𝒘 + 𝒎∠𝒛 = 𝟏𝟖𝟎° because linear pairs form supplementary angles.
d. 𝒎∠𝒙 + 𝒎∠𝒚 + 𝒎∠𝒘 = 𝒎∠𝒘 + 𝒎∠𝒛 by the substitution property of equality.
e. Therefore, 𝒎∠𝒙 + 𝒎∠𝒚 = 𝒎∠𝒛 by the subtraction property of equality
If students are struggling to form any of the above conclusions, ask them some of
the following guiding questions:
 Lesson Plan Template rev 1/22/18

a. What is the sum of the angles measures in a triangle?

b. Which angle are linear pairs and what is the sum of their angles measures?
c. What is the subtraction property of equality and how can we apply it to this
triangle?
8. Make sure students understand that each step in the proof was justified by a
previously known or demonstrated fact. This ability to identify the steps used to
reach a conclusion based on known facts is deductive reasoning.

Middle Phase
Explain:
1. Briefly, provide students with and explain the complete proof of the Exterior Angle
Theorem (written above). Make sure to explain the reasoning behind each step as
well.
2. Tell students that there are many other properties and theorems regarding angles
we can prove. Give students practice problems during guided practice so they see
the various ways to prove unknown angles properties and theorems in a variety of
diagrams. (Materials file). Make sure students are providing evidence for their
statements.
3. When students complete the additional problems, have them share their answers
with the class.
Concluding Phase
Extend
1. Exit Ticket: In a diagram, students will prove that the sum of the labeled angles is
180°.
2. As students are leaving, ask them what alterations we can make to problem if we do
not see diagrams we are familiar with. For example, incorporating the use of
constructions to solve problems and complete proofs.
Follow up: Homework sheet (Materials file): Students will be given a set of problems involving
solving unknown angles in diagrams like those in class.

Materials: (items, technology, etc.)

1. Semantic Question Map Template
2. Whiteboard
3. Markers
4. Exit Ticket
5. Practice Problems
6. Homework Sheet
References and Resources: Cite (APA style) sources, texts, lesson plans used
Lesson Plan Used: https://www.engageny.org/resource/geometry-module-1-topic-b-lesson-9
Video: https://www.youtube.com/watch?v=Feb_ufxhwXE
Semantic Question Map Template: https://studenthandouts.com/graphic-
organizers/hierarchies/semantic-map-printables.html