Lesson Plan
PRE-PLANNING: KNOW, SO, SHOW
OBJECTIVE
CONNECTION TO THE BIG GOAL.
What will your students be able to do?
How does the objective connect to the big goal?
SWBAT identify pairs of angles formed when lines are cut by a transversal
Big Goal: Students will exceed expectations on
(alternate and consecutive, interior and exterior, corresponding).
the Geometry End-of-Course Test (EOCT).
ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
Students will have completed the “Angles Formed by Transversals” independent practice
KEY POINTS.
What key points will you emphasize?
 Alternate angles are on opposite sides of the transversal.
 Consecutive angles are on the same side of the transversal.
 Interior angles lie between the two lines that are being cut by the transversal.
 Exterior angles lie outside the two lines that are being cut by the transversal.
 Vertical angles and linear pairs are also formed by transversals.
 Corresponding angles are a pair of angles with one on the interior and one on the exterior that “play the same position” at
intersection points.
LESSON CYCLE: GO
OPENING. (8 min.)
MATERIALS
How will you communicate what is about to happen? How will you communicate how it
will happen? How will you communicate its importance? How will you communicate
connections to previous lessons? How will you engage students and capture their
interest?
 Greet students are the door and direct them to pick up an Angles and Transversals Learning Log Angles and Transversals
Sheet.
Sheet
 Have the objective written on the board.
 Have directions on the board: — “Please, fill out Objective in your Learning
Log.” - “Answer the Do Now question on the Angles and Transversals Sheet.”
 While students are working on the Do Now, quickly circulate and spot check that
they did their homework.
 “Can someone raise their hand and list all of the pairs of vertical angles in the
diagram?” » 4 pairs
 “Can someone raise their hand and list all of the linear pairs in the diagram?” » 8
pairs
 “When you worked with linear pairs and vertical angles you dealt with two
intersecting lines.
 Today we will take it to the next level by discussing the 6 types of angle pairs
formed when three lines intersect. We’re first going to talk about the important
ideas, then we’re going to play a game to practice the skill, and finally you will
have a chance to practice on your own. Mastering this skill will bring you one
step closer to reaching your goal on the End-of-Course Test.”
P-3(1): This part of the introduction to new material aligns with what students will be expected to do by the end of the lesson, the key
points and the objective. . (AP)
INTRODUCTION TO NEW MATERIAL. (10 min.)
Materials
What key points will you emphasize and reiterate? How will you ensure that students
actively take-in information? How will you vary your approach to make information
accessible to all students? Which potential misunderstandings will you anticipate?
 “Please flip to the next page in your Math Handbook and title the page: ‘Angles
formed by Transversals.”
 Definition: Transversal – a line that intersects two or more coplanar lines at different
points » Sketch a transversal of two non-parallel lines “How many angles are
formed?”
 “We are going to name important pairs of angles formed by transversals.”
 “Each pair has a first name and a last name.”
 “The first name is either alternate or consecutive. Alternate angles are on different
sides of the transversal. Consecutive angles are on the same side of the transversal.” »
Illustrate on board and list examples.




“The last name is either interior or exterior. Interior angles lie between the two lines
that are being cut by the transversal. Consecutive angles lie outside the two lines that
are being cut by the transversal.” » Illustrate on the board and list examples.
Pick a pair of angles (not linear or vertical) and ask the class the first and last name.
Repeat several times.
Pick a pair of corresponding angles and let students struggle for a moment to name
them.
“These angles cannot have a last name like we have discussed. Why?” » One angle is


interior and the other is exterior
“We call these angles corresponding.”
“Corresponding angles ‘play the same position’ at the intersection points.” » Illustrate
on the board.
GUIDED PRACTICE. (20 min.)
How will you clearly state and model behavioral expectations? How will you ensure that all students have multiple opportunities to
practice? How will you scaffold practice exercises from easy to hard? How will you monitor and correct student performance?
 Divide the class into heterogeneous groups of three or four. Issue dry- Individual Dry-Erase Boards (dry erase boards can be
erase boards to each student.
made cheaply out of shower board purchased and cut
 Sketch a transversal on the board and label all 8 angles.
down at a home improvement store) Dry-Erase Markers
 Clearly explain the rules:
Paper towels or tissue paper (for erasers)
1. This is not a speed game. I will not call on the first person with
their hand in the air.
2. Rather, after a set amount of time, I will call on a random
person from each group.
3. Groups or individuals that yell out will be disqualified.
4. It is in the interest of the group to make sure everyone knows
the answer.
 Ask the name of a pair and allow about 30 seconds to 1 minute wait
time. Have the students write their answers on the dry-erase boards or
on paper in big letters.
 Randomly call on one person from each group. Have them show you
their answer. If they get the answer correct then their team gets a
point. Ask a new question and repeat this process until each student


has answered once.
Draw a transversal of three lines on the board and ask round of
questions until each student has answered once.
Reward the three teams with the highest number of points.
INDEPENDENT PRACTICE. (17 min.)
How will you clearly state and model behavioral expectations? In what ways will students attempt to
demonstrate independent mastery of the objective? How will you provide opportunities for extension?
Materials
Angles and
Transversals Sheet


“Now please complete the Independent Practice exercises on the Angles and Transversals Sheet.”
Circulate to answer questions, monitor progress and correct errors.
CLOSING. (10 min.)
Materials
How will students summarize what they learned? How will students be
asked to state the significance of what they learned? How will you
provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
 With approximately 10 minutes left, ask for a volunteer to
summarize our learning from today by drawing a transversal on
the board and identifying the six types of angle pairs.
 Then call on students to answer questions on the independent
practice. Correct errors and re-teach if necessary.
 “Congratulations on mastering this important skill. On Monday
you’ll see how mastering this skill helps us with the next
objective.”
REINFORCEMENT
HOMEWORK (if appropriate). How will students practice what they learned? Materials
1st Period Week 2 Homework Problem Set #s 9-12
Name:__________________
Angles and Transversals:
Identify pairs of angles formed when lines are cut by a transversal (alternate and consecutive, interior and exterior, corresponding)
Mastery Table
Transversal
Interior
Exterior
Consecutive
Alternate Interior
Alternate Exterior
Consecutive Interior
Consecutive Exterior
Corresponding
Definition
Matching
n/a
Identifying
n/a
n/a
n/a
n/a
Do Now
1. Name all of the pairs of vertical angles in the diagram above.
2. Name all of the linear pairs in the diagram above.
Independent Practice
1. Define transversal, and label it “a” on the diagram above. (1 pt)
2. Define each of the following, types of angles, and name an example of one each in the diagram above:
a. Interior
1. Definition: ______________________________
2. Example _________________________________
b. Exterior
1. Definition: _______________________________
2. Example ______________________________
3. Define each of the following, types of pairs of angles, and name an example of one each of the following pairs in the diagram
above:
a. Consecutive
1. Definition: _____________________________
2. DO NOT WRITE AN EXAMPLE
b. Alternate Interior
1. Definition: _____________________________
2. Example:_______________________________
c. Alternate Exterior
1. Definition: _____________________________
2. Example _______________________________
d. Consecutive Interior
1. Definition:_____________________________
2. Example:_______________________________
e. Consecutive Exterior
1. Definition: _____________________________
2. Example
f. Corresponding
1. Definition: ______________
2. Example:
2
1
1
1
4
3
6
5
8
7
4. Name each of the following pairs of angles in the diagram above:
a.
b.
c.
d.
e.
∠ 1 and ∠ 8
∠ 4 and ∠ 6
∠ 3 and ∠ 7
∠ 4 and ∠ 5
∠ 1 and ∠ 7
5. Name each of the following pairs of angles in the diagram below.:
c.
d.
e.
f.
g.
∠ 1 and ∠ 12
∠ 4 and ∠ 6
∠ 3 and ∠ 8
∠ 4 and ∠ 5
∠ 7 and ∠ 10
Angles and Transversals: Teacher’s Grading Key
Identify pairs of angles formed when two lines are cut by a transversal (alternate and same side, interior and exterior,
corresponding).
Name:
Answer Key: Circle the questions that students got correct. Students get one point for each circle.
Transversal
Interior
Exterior
Consecutive
Alternate Interior
Alternate Exterior
Consecutive Interior
Consecutive Exterior
Corresponding
Defining
1
2a1
2b1
3a
3b1
3c1
3d1
3e1
3f1
Matching
1
2a2
2b2
n/a
3b2
3c2
3d2
3e2
3f2
Identifying
n/a
n/a
n/a
n/a
4d, 5c
4a, 5a
4b, 5d
4e, 5e
4c, 5b