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Mr. Bill Lester

Academic Geometry

Prove Geometric Theorems:

1. Objective: Students will be able to identify which pairs of angles are congruent when given parallel lines and a transversal and which angles are supplementary. Students will be able to prove that Alternate Interior Angles are congruent. Students will be able to prove that Alternate Exterior Angles are congruent. Students will be able to create a diagram given that two lines are parallel and cut by a transversal.

2. Standards: Prove geometric theorems. Prove geometric theorems

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.

Learning Goals (Behavioral Objectives) and Assessments:

Learning Objectives

Assessments

SWBAT identify congruent and supplementary angle pairs.

HW check Class discussion/guided example

SWBAT create a diagram given two parallel lines cut by a transversal.

Class discussion/guided example Circulate, monitor, assist

SWBAT prove the alternate interior angles theorem.

Class discussion/guided example Circulate, monitor, assist

SWBAT prove the alternate exterior angles theorem.

Exit Ticket Circulate, monitor, assist.

3. Materials:

- 3.1 HW answers overhead - 3.2 Proofs Packet - Warm up on board -Exit Ticket

4. Pre-lesson assignments and/or prior knowledge:

Warm Up: Given the diagram, what can conclusions can you make?

4. Pre -lesson assignments and/or prior knowledge: Warm Up : Given the diagram, what can conclusions

Prior Knowledge: Students need to know how to identify parallel lines, transversals, vertical angles, corresponding angles, linear pairs, alternate interior angles, and alternate exterior angles.

5.

Instructional Plan

1. Warm Up (5 min)

2. Go Over 3.1 Identifying Angle Pairs HW (5 min)

3. Distribute 3.2 Proofs Packet. Lead class discussion on congruent angle pairs and supplementary angle pairs formed by parallel lines cut by a transversal. Lead class example on Alternate Interior Angles theorem proof (15 min)

4. Split them into pairs to complete Alternate Exterior Angles Proof Exit Ticket (10 min).

Differentiation:

The partners were created ahead of time in order to put some stronger students with weaker students to enhance performance. Hopefully the stronger students can guide a struggling group member in the right direction.

Students who may be having difficultly seeing which angles are congruent and certain substitutions in the proofs, colored pencils are given out to use color-coding. This may help to organize ideas and visually see which angles are congruent.

For pairs who finish early, they can begin the additional practice problems assigned for homework.

5.

Instructional Management:

 

Teacher will

–Show them which conclusions can be made from a model. -Show students that you can be given information, like theorems give, and develop a model. -Lead class lesson on angle pair theorems -Split them into pairs for individual practice. Circulate, monitor and assist students.

Students will

-work in pairs on proofs

5.

Closure:

Bring the class back together, and make sure the class has the right drawing for Alternate Exterior Angles proof and the proper first step based on the given information. Highlight key steps to completing the proof.

Assessment: Exit Ticket. Prove the Alternate Exterior Angles theorem.

Homework: Complete 3.2 Angle Relationships Practice