Lesson Plan

Date November 17, 2023 Lesson Title Angles Associated with Parallel Lines Grade Level 11

Time in Lesson 66 minutes Subject Math 20-2 Lesson # 2

Developed By Richard Van and Saymah Chaudry

Identify Desired Results

Learner Outcomes from the Program of Studies
(Include CONTENT objectives and LANGUAGE OBJECTIVES THAT YOU CAN INTEGRATE INTO THE CONTENT)
What are the SPECIFIC outcomes to be addressed in this lesson?
Explain HOW you will integrate language and content so that the content is a model to grow students’ language.

● “Derive proofs that involve the properties of angles and triangles. [CN, R, V]”
● “Solve problems that involve properties of angles and triangles. [CN, PS, V]”
● Analyze and prove conjectures, using inductive and deductive reasoning, to solve problems. [C, CN, PS, R]”

(Alberta Education, 2008)

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result What will I accept as evidence of learning/development? Have I
of this lesson? employed formative assessment? Do I make use of prior
assessments in this lesson?

By the end of this lesson students will… develop an Formative Assessment:

understanding of the angles associated with parallel lines ● Class discussion
and transversals. ● I Do, We Do, You Do

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

● Laptop ● This lesson offers multiple modes of learning such

● iPad as visual learning, inquiry-based learning,
● Projector classroom discussions, and so on.
● Notes template
● Homework questions:
○ p. 116 Q1, 2, 3, 4, 6, 8

Adapted from Wiggins, Grant & J. McTighe (1998)

Lesson Plan Sequence
Introduction: The HOOK (5 min)
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

After giving the students time to settle down and prepare, the lesson will begin with a quick review of the previous class,
that being “Investigating Angle Relationships”. The teacher will ask if there are any questions the students have and do a
brief overview of the main concepts.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes?

What is the TEACHER doing? What is your plan for What are the STUDENTS doing? How are they Approx. time
the body of the lesson? What steps are taken engaged while you are teaching the lesson?
during the lesson?

Teacher will be introducing parallel lines and Students should be paying attention and 5 min
transversal lines. In particular, the teacher should participating in class discussions when necessary.
be covering the following: Additionally, they should be asking questions if
● Parallel lines are two or more lines that are there is any confusion.
equal distances apart and never intersect
● Parallel lines are often denoted by arrows
● Just because 2 lines may look parallel, that
is not always the case.
● Point out the angles in the diagram and
mention that this lesson is about finding
the relationships between the angles.

Introduce corresponding angles. Do two examples, 8 min

one from the book and one you make up:
● Demonstrate to the students the different
sections of the parallel lines/transversals
and state that they are equal
● Utilize a protractor to prove your above
statements
● Demonstrate the F-shape to show how to
find corresponding angles

Next, complete the workbook example. Do the first
one as a class, then let the students work on the
next two. When doing this, make sure to emphasize
how you use the F-shape to denote the
corresponding angles.
Students should try their best to complete the 8 min
example. Additionally, they should be asking
questions if there is any confusion.

Introduce alternate interior angles. Students should be paying attention and 8 min
● Let the students know that it may be participating in class discussions when necessary.
beneficial for them to extend the lines Additionally, they should be asking questions if
● Demonstrate the Z-shape on both the there is any confusion.
example diagram and original diagram
● On the diagram, demonstrate how if you
extend the lines, you create a new angle,

Adapted from Wiggins, Grant & J. McTighe (1998)

 and using what you just learned regarding
corresponding angles, you know a and the
new angle are the same.
● Can verify with protractor
● Further, mention that with what you
learned from last class regarding
supplementary angles, you can figure out
the other angle is 180-50 = 130.

Demonstrate the above on the original diagram as

well.

Let the class try the next example then go through Students should try their best to complete the 5 min
it. example. Additionally, they should be asking
questions if there is any confusion.

Introduce co-interior angles by using the rules that
we just learned, as well as verifying it with a
protractor. Do this to the original diagram as well.
Guide the students towards seeing the 180 degree
relationship on their own.
Students should be paying attention and 8 min
participating in class discussions when necessary.
Additionally, they should be asking questions if
there is any confusion.

Give the students a few minutes to work on the 5 min

problem, then complete it as a class.

Conclusion
What activity can you do (or what questions can you ask) to close the lesson to ensure that students walk away with a sense of
understanding the PURPOSE of the lesson and its IMPORTANCE to their learning

Assign the homework questions to the students. If there is remaining time before the period ends, give the students time
to work on the homework questions and ask questions as needed.

Adapted from Wiggins, Grant & J. McTighe (1998)

Pre-Service Teacher Self-Reflection
In your self-reflection of your lesson, please consider the following questions:
1. What went well in your lesson? What were the strengths of the lesson?
2. What needs refinement? What might you do differently next time?

Addition Questions:
● How do you feel your students experienced this lesson?
● How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● How did you employ formative assessment for/of/as learning?
● Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
● What went well and what needs refinement? What might you do differently next time?

● I think that most aspects of this lesson went well. I did stray away from the lesson plan a bit when it came to
proving using a protractor as I sensed that the students would not be interested in it.
● Strengths of this lesson (in my opinion):
○ All of the concepts we learned in this lesson are very visual. I thought that my use of my iPad, pre-made
notes/visuals, and different pens/highlights made it easier for the students to understand.
○ The lesson was very interactive - I was constantly asking questions and the students were answering back.
This demonstrates that the students were engaged and serves as a method of formative assessment.
○ Effectively covered all the desired learning objectives.
○ Little emphasis on memorization.
○ Balance of both conceptual and procedural understanding.
● Weaknesses of this lesson (in my opinion):
○ This will come with time, but I found myself messing up my words every now and then.
○ The lesson ended up being longer than I wanted it to be. I was able to cover all the concepts, however I
left out all the additional examples and gave the students time to work on their own instead.
○ Did not address common student misconceptions.
● When I prepare my lesson, it is always catered around the low to average student (low-floor). One question that I
asked myself after the lesson is “How can I keep those who are excelling in math engaged?” (high-ceiling). One
thing that I will actively work on in the future is how I can curate a lesson that addresses diverse levels of
understanding (making it more inquiry-based).

Adapted from Wiggins, Grant & J. McTighe (1998)

 References

Alberta Education. (2008). The Alberta K-9 mathematics program of studies with achievement indicators.

Government of Alberta. Retrieved from

https://open.alberta.ca/dataset/4dec2f65-5609-49b2-8424-4fa35bfef666/resource/be1a833f-1f5

0-4e63-b139-5a851cbadfe2/download/2016kto9mathachind.pdf