Lesson Plan Template

Date: February 25, 2018 Teacher’s Name: Ms. Salvatore

Subject: Geometry Grade level: 10th
Unit: Introduction to Proofs (Unknown Angle Proofs) Length of lesson: 45 minutes

Central Focus: The purpose of this learning segment is to build upon the student’s previous knowledge
about lines and angles and to introduce students to mathematical proofs. The students will learn what a
mathematical proof is and display that they can successfully prove a theorem about lines and angles.
This lesson will serve as building block for future Geometry lessons on different types of proofs as well
as real-life uses. Proving claims with clear, accurate, and appropriate reasons is a life skill that students
will need to apply in a variety of contexts.
Lesson Title: Solve for Unknown Angles
For unit, 1 out of 5:

Essential Question(s): How can I use facts I know about angles to solve for the missing
measure?

Learning Standards:

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.

CCSS.ELA.Literacy.CCRA.R.10: Read and comprehend complex literary and informational texts

independently and proficiently.

Pre-Assessment: Determines prerequisite skills and knowledge students have about the lesson
(Anticipation/Reaction Guide)

Learning Objectives: Assessments:

Students will identify knowledge on angles in
order to solve for unknown angles measures.
Students will solve linear equations in
order to find the measures of unknown
angles.
-Anticipation/Reaction Guide
-Packet (students will be solving unknown
angle problems and using mathematical
justifications to back up answers)
-Group presentations
-Homework

Students will write geometric

justifications to back up claims in order
to prepare to start writing proofs.

Differentiation:
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Approaching: Interaction with peers throughout the lesson will be useful for approaching
students. Students will read a short text which goes over some types of angles students should
be familiar with from middle school. This reading will help approaching students refresh their
memory. Drawing diagrams on the board to go through solving unknown angle problems will
help approaching students and ELL’s.

On Level: These students will benefit throughout the lesson from the anticipation/reaction
guide, short text, activities, chart, and group presentations. With this diversity of instruction all
students will be able to benefit.

Beyond: These students will have the opportunity to help their peers through the group work
activity. Not all exercises in the packet will be completed. In fact there will probably be at least
a page of problems uncompleted in class. Students who are beyond will most likely have time
to complete these more challenging problems in class while on level students may not get to in
within this lesson.

Academic Language: Vocabulary (throughout this lesson vocabulary is very important),

language functions (interpreting short text), discourse (writing mathematical justifications to
back up answers in order to get ready for proof writing).

Procedure:
Anticipatory Set

Engage

1. Hand out Anticipation/Reaction Guide to students. This contains four true/false

questions for students to answer. Next students will read a short text about types of angles.
This text should refresh students memory of vocabulary learned in middle school. After reading
students should go back to the anticipation/guide and see if they want to change any of their
answers. Students should also answer 5 questions attached to the short text.
2. Have class discussion going over Anticipation/Reaction Guide and questions that
followed the text.

Initial Phase

Explore

1. Continue to develop students knowledge on types of angles (should be review from

middle school vocabulary), give students 10 minutes to complete page 1 and 2 of packet.
Students should be talking and working with peers. Page 1 and 2 consists of very simple solving
for unknown angle problems and some reading comprehension where students fill in the words
missing. These exercises remind students of terms such as adjacent angles and vertical angles.
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2. Go over answers with students addressing any questions or concerns students have.
Draw pictures on the board when going over unknown angle questions to help students follow
along visually.
3. Hand out worksheet labeled “Key Facts and Discoveries From Earlier Grades”. This
worksheet sums up the key facts and definitions we went over and students are responsible to
know.

Middle Phase

Explain

1. Fill in chart on page 5 of the packet. This chart has three columns. The first column is
titled angle, the second column is titled angle measure, and the third column is titled reason.
This chart is an exercise to get students ready to start writing proofs because students need to
provide a mathematically correct reason backing up how they came to the conclusion of how
they got the answer.
2. You may want to do the first two with students so they understand what is expected
of them. This is the first time students are writing mathematical justifications/reasons to back
up their claims.
3. Students complete the rest of the chart EXPLAINING how they obtained the answer
with mathematical justifications. Worksheet that was handed out previously labeled, “Key
Facts and Discoveries From Earlier Grades” should be helpful to students in doing this.

Extend

4. Students use the rest of the class time to complete following questions in the packet.
As the questions progress, the problems get much harder. Instead of angles having a numerical
measure, the angles are labeled with numbers and variables. Students will have to solve linear
equations in order to find the measure of the angles in these unknown angle problems (we will
continue working with these problems in the next day’s lesson). Students have to problem
solve and think critically in order to solve these problems. This is a step up from the previous
problems students have done. Students can work on these problems in their groups.
5. Groups present a problem they have solved. Again we will be continuing solving
problems of this level in the next day’s lesson so students will get more practice with this and in
the homework.

Concluding Phase

Address any questions students have. Address any questions students have on other groups
work. Tell students the worksheet labeled “Problem Set” in their packet is homework and will
be checked the next day.
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Follow up: Homework worksheet in packet

Materials: white board, dry erase markers, packet, worksheet

References and Resources:

Engage NY, Geometry Module 1, Topic B, Lesson 6. Retrieved February 17, 2018,
from https://www.engageny.org/resource/geometry-module-1-topic-b- lesson-6