Lesson Plan

Name: Maribel Hernandez

Cooperating Teacher: Ali Zelton
Subject & Grade Level: Geometry
Lesson Topic: Naming and Calculating Angle Pairs (Angle Relationships)
Date: October 31, 2022 Estimated Time: 84 minutes
1. Standards:
9-12.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.

2. Teaching Model: Direct Instruction and cooperative learning.

3. Objective(s): By the end of the lesson students will be able to identify angle relationships and
make calculations when given
Students will be able to
● identify adjacent, vertical, and complementary and supplementary angles and understand
their relationships.
● state and use the fact that the measures of two alternate angles and two corresponding
angles are equal when the two lines are parallel.
● state and use the fact that two interior angles on the same side of the transversal are
supplementary.
4. Materials/Resources:
● Students will need their class notebooks.
● Students will be given the warm up paper.
● Students will be given the angle relationship guided notes.
● Students will need a pencil or pen to complete their guided notes and activity.
● Students will be given the Angle Relationship Scavenger Hunt activity worksheet.

5. Instructional Procedures:
a. Motivation/Engagement: The lesson will take an entire class period which is 84
minutes. The objectives of the lesson will be communicated to the students when going
over the warm up since the questions are related to parallel lines cut by a transversal line
and complementary and supplementary angles. The lesson links to prior knowledge
because students have recently learned how to find the missing angles on parallel lines
cut by a transversal line and angle definitions. Now the students will learn how to find
missing angles by setting up a one step equation and using angle pair relationships.
b. Activities or Learning Experiences:
1. 00:00- 00:15 Warm Up: Students will read the instructions that are displayed on
the projector. They will use their prior knowledge on parallel lines cut by a
transversal line and angle definitions to answer the questions. Then as a whole
class we will discuss the relationship between the questions and it will provide
insight for the lesson.

Answers:
1. Angles 1,3,5,7 are 113°.
Angles 2,4,6,8 are 67°.
2. 180 degrees.
3. 90 degrees.

2. 00:15 - 00:35 Direct Instruction/Guided notes: Students will be given examples of

complementary, supplementary, and vertical angles. Students will also continue to
practice finding angles on parallel lines cut by a transversal line. Lemov Strategy
-Retrieval Practice this strategy is used throughout the examples since students
will be reminded of the angle definitions and the angle notation. Also students
will be able to practice finding the missing angles on parallel lines cut by a
transversal line. Students will also be able to create an equation to solve for the
missing angle in complementary and supplementary angles.
 Example:

3. 00:35 - 01:20 Cooperative Learning: Students will work with a partner to

complete the Angle Relationship Scavenger Hunt activity. For the scavenger hunt
activity, the problem sheets are placed around the classroom. Students have the
liberty to choose any problem and when they answer the problem. Then they
search for the answer on the sheets and continue to solve the next problem on the
sheet. Students are able to help each other if they do not know how to find the
angles or know the angle relationships.

c. Closure: The lesson will end by restating the objective to the students and they will
know the importance of understanding how to find the missing angles on angle pairs
since they will continue to learn about angle pairs and solving equations. Students will be
instructed to turn in what they completed from the activity.

d. Extension/ Contingency Plan:

● If students need more time to complete the activity, they will be provided with an
extra 15 minutes from the next class period to finish.
● If time remains in the lesson, students will start independent work where they are
given practice problems with solving one and two step equations. Students will be
able to review some algebra since it is a topic they will need to remember for an
upcoming lesson.
● If the lesson needs to be cut short due to unforeseen circumstances, two of the
examples of the parallel lines cut by a transversal line can be removed. This
would not affect the students' learning outcome because they have been
introduced to the concept before.
6. Accommodations/Modifications: I will follow all IEP and 504 accommodations. The lesson
can be modified and/or accommodates a classroom environment of diverse learners by including
interactive learning, hands-on activities, cooperative learning, and independent practice. Most of
these were included in the lesson. I will also use color coding and annotations to highlight the
different angles in parallel lines cut by a transversal line. Students can use color pencils and
notes to help them throughout the lesson.

7. Assessment/Evaluation of Learning: The type of assessment for this lesson will be formative
to see if the students are making progress toward the objective goals. Students will be assessed
during the instructional process by being observed while circulating and by how they are
answering questions. Also, students will be assessed by participation during the lesson activities
and guided note-taking. Formative assessments include the warm up, the guided practice, and the
Angle Relationship Scavenger Hunt activity.
8. Homework Assignment: Homework is not assigned because lesson objectives were met
during class time.

9. Post-Lesson Reflection:
The expectations and objectives were met for my lesson since I was able to explain and
teach students how to find the angle in complementary angles, supplementary angles, vertical
angles, and parallel lines cut by a transversal line. Some of the strengths of the lesson were that
students were provided with differentiated instruction such as guided examples where the
examples were color coordinated, independent practice, and partner discourse. Also, I was clear
with my directions and would check on the students’ understanding throughout the lesson. The
activity went well and I decided to do a scavenger hunt since students responded well to
something similar in the beginning of the year and I think it is necessary for them to get up and
move. A challenge for me is moving around the classroom while teaching. I am usually by the
overhead when teaching since I display the guided notes from there even though throughout the
lesson I would circulate when students do the warm up and practice problems. Another challenge
for me was having more student interaction in other class periods especially first period since
that is the one at the beginning of the day. Even though I feel like the student interaction and
participation was better for this lesson than my previous ones. Some modifications I would do
for future replication of the lesson would be to do more practice problems for the guided notes
where students can do them on white boards and I can actively see if the students know how to
find the missing angles. Overall, the lesson went well and after each period I would reflect on my
teaching and would make accommodations so that I can explain the concept more clearly.