Common Core Aligned Lesson Plan
Subject: Geometry
Unit: Lines and Transversals
Week: 4
Teacher: Mr. Ives
LESSON ELEMENT: Transversals and Angle Pairs
Common Core Learning Standards Addressed:
Grade:
10 - 11
Day: 4
Rocinante High School
STUDENT-FRIENDLY TRANSLATION
8-G.05 (Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion
for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.)
G-CO.09; G-GPE.05
Learning Goals and Objectives: (What will students know & be able
to do as a result of this lesson?)
The student will be able to identify alternating Interior angles,
alternating exterior angles, consecutive interior angles, vertical
angles, and corresponding angles.
The student will be able to completely fill in all missing angles
given a pair of parallel lines, a transversal and a single angle
measure.
I can name the angle pairs in
a transversal problem and
find all the missing angles.
Vocabulary Support: (What vocabulary will student need for this
lesson?)
alternating Interior angles, alternating exterior angles, consecutive
interior angles, vertical angles, and corresponding angles.
I understand the names of the
transversal angle pairs.
Formative Assessment Criteria for Success: (What does success on
this lesson’s outcomes look like?)
The student will identify all angle pairs and relationships and
will be able to fill in all missing angles given a single angle
measure.
The student will complete the assignment with a rubric of 7 or
higher.
All notes and diagrams will be complete in their data folder.
I will find all the missing
angles in a parallel lines /
transversal problem.
Activities/Tasks: (What learning experiences will students engage in?)
Sideshow of parallel lines in construction.
"helicopter and School bus" demonstration
Guided practice
Independent / small group practice
Vocabulary graphic organizer
Student reflection on learning.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
A combination of :
Agile Mind software and resources
Technology / Science / mathematics slideshow
Education Youtube videos
Glencoe Geometry textbook and resources
Glencoe Algebra II textbook and resources
Holt Algebra I Textbook and resources
manipulatives and Puzzles
Geometric Templates and drawing tools
laptop computer
pencil and paper
Data folder and formula sheet
Actual Lesson Timeline:
1. Focus Activity: Sideshow of parallel lines in construction.
2. "helicopter and School bus" demonstration - "The Double Bow Tie" visual mnemonic device.
3. Guided practice
4. Independent / small group practice
5. Vocabulary graphic organizer
6. Student reflection on learning.
Modifications/Accommodations: What curriculum modifications and classroom accommodations will you
make for Students with Disabilities in your class?
Extended time for completion of assignments or tests.
Additional time for reading assignments.
Time for repeated drill and review.
small groups.
Data folders with study sheets, vocabulary sheets, and other supplemental aids.
Visual demonstrations which include the presentation of material in small steps.
Multisensory materials and activities (written, spoken, demonstration, kinesthetic.)
Mneumonic devices and aids.
Word processor with spell checker and calculator as well as graphing calculator.
Assisted note-taking and note-taking guidelines.
Credit for participation, effort and attendance as well as completed work.
One-to-one teacher contact daily.
Assistance with organization and planning as well as organized classroom procedures and
materials.
Peer / pair tutoring and cooperative learning.
Emphasis on success.
Seating to reduce distractions.
Clearly defined limits and classroom procedures.
Cooling off periods and concrete, positive re-enforcement.
 Does this lesson reflect one of the Common Core shifts in instruction (See: Common Core Shifts
EngageNY.org)
 In addition, please choose ONE question below to respond to after you have taught the lesson
OR create your own question and respond to it after you have taught the lesson.
1. How did this lesson support 21st Century Skills?
2. How did this lesson reflect academic rigor?
3. How did this lesson cognitively engage students?
4. How did this lesson engage students in cooperative learning and cooperative learning skills?
5. How effective was the work in this lesson?
Common Core Aligned Lesson:
Reflection
+ Using an example of a helicopter hovering over a city intersection and watching a school bus come down their street connects to the
student's previous learning and cultural knowledge. The intersections are corresponding angles.
+ "The Double Bow Tie" is a great way to visually teach the pattern of transversals. It sticks in the memory.
+ Here's one lesson I definitely excel in.
∆ Don't forget to use the Agile Mind constructed response!