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Parallel Lines Lesson Plan

Grade Level: 10th grade

Subject: Math, High School Geometry

Concept Being Taught: Parallel Lines & Geometric Proofs

Common Core Standards Being Taught:

CCSS.MATH.CONTENT.HSG.CO.A.1
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the
undefined notions of point, line, distance along a line, and distance around a circular arc.

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.

Objectives: Students will be able to know the properties of angles that are formed by parallel lines cut by
a transversal. They will be able to show proofs of these properties. Students will also be able to tangibly
analyze these properties with a protractor.

Teaching Methods: The beginning of class I will dedicate to review of yesterday’s material. I will have
students use protractors to analyze angles on their own. I will also have the students answer questions that
I will ask based on conclusions they should have drawn from their own analyzing. I will write out proofs
on the board and I will also have them try their own. Direct instruction will be utilized throughout the
lesson.

Description of Students in Class: This general education class consists of 23 10th graders. 9 of these
students have IEP’s. One IEP is for a visual impairment. Another is for a speech impairment; one is for a
physical handicapping (the student needs a walker to get from class to class). Three students have autism
(two are mild while the other is more severe). The other three have ADHD (one is comorbid with a
learning disability, and the other two are considered to have OHIs). Some of the IEP students have been
passed along from math class to math class without gaining a solid foundation in mathematical skills
needed, while a few of the students are bored with the topics and aren’t easily challenged.

Accommodations: This has been determined at the beginning of the year, but the student with a visual
impairment sits at the front of the class, while the student with a physical impairment sits by the door. I
will use the beginning of class to review for the students that missed class the previous day (many of the
students with IEPs miss class because of therapy or personal problems). I will also have hands-on
activities to stimulate kinesthetic learning for the learners that prefer hands-on. While students are
working with protractors, I will be walking around helping the students that have never used protractors
before. Extra questions relating to these types of angles will be at the bottom for the students that will
finish the activity in less than ten minutes. Handouts will be distributed to students after the activity to
help guide them during the proofs. I will also wait a while before asking questions to give the slower
learners a chance to think and to encourage more quiet students to answer.
Lesson Plan:

1. Have clear and concise classroom goals for the day (daily expectations) on the board before
students arrive. (Similar to those under “objectives”)
2. Review the following terms from yesterday in class: parallel lines, transversal, alternate exterior
angles, alternate interior angles, corresponding angles, vertical angles, same-side interior angles.
3. Have students use protractors to measure the angles on a sheet of paper that has parallel lines cut
by a transversal. They should be analyzing the properties of these angles and relating them to the
angle pairs listed above.
4. Ask them what we can conclude about each type of angle pairs that were learned from yesterday
in class. Wait for students to raise hands and answer. Show the proof of each on the board.
5. For same-side interior angles, have them try to work out the proof on their own. And after they
have worked for 2-3 minutes, give the answer.
6. If time permits, begin to review work from earlier about triangles. Include the definition of angle
and line segment. (Inform students that tomorrow we will be applying proofs to triangles)

Academic Language: Students need to understand what the words from the previous day mean and the
properties that the angles share (whether they are supplementary or congruent). They should also be able
to understand the words that relate to triangles (ie angle, line segment).

Assessment Methods/Lesson’s Success: Asking the students about the properties of the angles will
assess their benefit from the activity. I will also be observing their progress during the activity while I am
walking around the classroom. I will also view the work of the students as they attempt the final proof on
their own to evaluate their ability to use proofs in this case. (I naturally will also have a test on this
material at the end of the chapter)

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