Lesson Plan

Teacher: Mine Arslan

Grade: 8

Monday: 4.25.2021 Subject: Math

Topic: Transversals

Time Allocation: 90 min

8.8D
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles
TEKS created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
Supporting Standard

The student will be able to determine angle relationships created by a transversal line intersecting two non-
Content Objective
parallel lines.

• ELPS C.1c Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing,
Language Objectives
contrasting, and reviewing to acquire basic and grade-level vocabulary.

Engagement- Introduction For the Warm-Up, students will watch the video about previous topic “Angle Relationship”.
(5 min) Angle relationship song: https://www.flocabulary.com/unit/angle-relationships/

After this video students will state the relationships between vertical angles, complementary angles,
supplementary angles, and a linear pair. After this video students go to the following link:
https://www.geogebra.org/m/D74bDNc6
Exploration
Instructional Activities This will take them to the Geogebra page Angle Properties of Parallel Lines
(30 min) I will tell the students they will be exploring angles created by parallel lines and a transversal. Students will work
with a partner through the Angle Relationships activity. Students should manipulate the page to investigate
what happens when the parallel lines and/or transversal are moved.
They will write down any observations they notice about how the angles formed relate to one another. Students
can identify there are eight angles. Each group of four angles makes a circle. When the lines move, the
measures of the angles change.

Some angles look like they are the same but some are not the same. Angles that are right next to each other
make up a line, which means they have to add up to 180 degrees. Angles that are vertical always are
congruent. All of the angles have the same measure when the transversal is perpendicular to the pair of parallel
lines. Some students can struggle with the finding relationship. I can help them figure out. After this they can
figure out red and gray, and brown and green are both pairs of vertical angles, so they are congruent. But all
four of them appear to be congruent as well. (Same for blue, black, pink and purple.) The linear pairs are
angles that are right next to each other and form a line. Thus, these pairs are supplementary. However, other
angles that are not linear pairs are also supplementary (such as blue and brown). According the onsite or online
learning I can guide the students. If we are on campus I can talk each group and help them. If we have online I
can create a breakout room and visit their room and help them.

***Some students may struggle with understanding that angles can be both congruent and supplementary. If
this is the case, have the manipulate the picture so all angles are 90 degrees.

After students have completed the activity each student should receive a vocabulary guide and a
parallel/transversal diagram. At this point in the lesson, students have not learned the vocabulary of alternate
interior angles, alternate exterior angles, corresponding angles, etc. Students will use their Edgenuity Guided
Notes to find the definitions of each vocabulary term, define it, draw and picture, and write any relationship
between the pairs of angles. After students have completed the vocabulary guide, they should look at their
diagram and identify which angles are corresponding, alternate interior angles, same side interior angles, etc).
Students may use colored pencils to color the angles look like the Geogebra activity. It will help them compare
angles and multiple ways.
 I can use Edgenuity Guided Notes and explain the topic.

https://docs.google.com/presentation/d/1lTXC8pqShIRmok2CJiCDmFYyFGz3p7jOmj2G6NTpQKc/copy

Explain(15 min)
 Independent Practice Activity

Lines, Transversals, and Angles • Activity Builder by Desmos

Some students can struggle them. I can see all the students work on Desmos teacher page. If someone
struggle I can help them.

Some students can finish early. I can provide them higher order thinking questions Go Math page number 198

Evaluation/Formative
Practice (30 min)

o Student centered
evaluation

Before students leave, I am going to summarize what the students have investigated. They defined types of
angles formed from parallel lines and a transversal. They also discovered the relationships between each of
these angle pairs.
Closure (10 min)
Let`s end with fun-Song https://www.youtube.com/watch?v=8eD3wODClh8
 ELPS.c.1C, ELPS.c.2C, ELPS.c.2E, ELPS.c.3D, ELPS.c.5B
Accommodations
ELPS/GT/ Higher Order Thinking Questions
SPED Extending Time

Materials Chromebooks, Angle Relationship Diagram, Geogebra, Desmos, Edgenuity, notebook, pencil, pen