Lesson Plan

Exterior/Interior Angles within a triangle

Objective
SWBAT prove that parallel lines cut by a transversal can form angles with specific properties.
Recognize angle values as they apply to geometric theorems.

● Construct parallel and perpendicular lines manually and through a point that is
perpendicular or parallel to a given line.
● Write equations for lines parallel and perpendicular to a given line.
● Prove theorems about triangle angle measures

Main Aim
Comparing corresponding parts of two triangles can establish whether or not the triangles are
congruent.

Lesson motivation (20 mins) :

Allow students to recall our discussion of exploring the angles formed by the Louvre Pyramid
and tourist Triangle in Paris, along with Queens Boulevard, which leads to proofs of the isosceles
triangle and equilateral triangle theorems. Explain to students the concept of intersecting lines
within the mapped triangle with a central focus on visual association with vocabulary.

Vocabulary: interior angles, exterior angle, congruent, perpendicular bisector, parallel, triangle
sum theorem, equilateral, intersection, postulate, corollary, remote interior angle, intersecting
lines, line segment, locus point.
Discus with students how they have used experimentation and the triangle sum theorem to
derive a formula for finding the sum of the interior angles of different triangles. We will use an
example of this experimentation when we perform our culminating Real Estate Activity, etc and
verify parallel and perpendicular lines. can intersect. This will be utilized to show angle
properties of a triangle,

Procedure: (30 mins)

Students will review the concepts of parallel lines and several angles. Students will use
the constructions of an area to visualize the properties of parallel lines that may interlap, and
transversals and triangles formed. This will be an interactive lesson based on students' prior
knowledge and recognition of previous examples of real life connections. Students will utilize
the activity to manipulate lines and angles so that they understand how to construct triangles of
different variations, and the relationships amongst each of these elements. During the activity,
students may come up to the board, and, acting as de facto “real estate consultants”, be able to
diagram and account for the exact middle location between distances in order to accommodate
“clients” looking for a piece of property.
Upon completion, they will be aware of the learning objectives that will be incorporated into
the final product and represent their calculations verbally.
Student understanding can be assessed verbally and via their product, while working
individually or assigned to model in small groups.

Guiding Questions (10 mins)

Have students explain their calculations from the diagram shown:
How can you use geometric transformations and algebra to determine whether the route they
created are parallel or perpendicular, has a locus point, are the equidistant, etc.?
Which triangle congruence statements and relationships in triangles are valid for all triangles?

Conclusion (15 mins)

Students explain in complete sentences the difference between types of tringles and angles .
Students will research suburban mapped areas in order to determine if a new area fits the
needs of the people. They then will decide if and how they need to make adjustments and use
their understanding of GEometry to draw a pathway to convergence. Students prepare a
statement for presentation as representatives of the individuals. Teacher will encourage
students to use our maps/ diagrams to allot for self assesment. Students shall identify key
concepts such as the ones listed above.

Follow up/Assignments

See the attached examples