2013-2014 Week of_11.04.13 – 11.08.13_
Grade Level __8th___ Content___ Math___
Monday
Tuesday
Wednesday
Thursday
Friday
Lesson Title
Explaining Facts About Angle
Properties - Transversals
Explaining Facts About Angle
Properties – Transversals
Explaining Facts About Angle
Properties – Triangle Similarity
Explaining Facts About Angle
Properties – Triangle Similarity
Test
AKS/CC Objectives:
use informal arguments to establish
facts about the angle sum and exterior
angles of triangles, about the angles
created when parallel lines are cut by a
transversal, and the angle-angle
criterion for similarity of triangles. (e.g.,
arrange three copies of the same
triangle so that the three angles appear
to form a line, and give an argument in
terms of transversals why this is so)
use informal arguments to establish
facts about the angle sum and
exterior angles of triangles, about the
angles created when parallel lines are
cut by a transversal, and the angleangle criterion for similarity of
triangles. (e.g., arrange three copies
of the same triangle so that the three
angles appear to form a line, and give
an argument in terms of transversals
why this is so)
use informal arguments to establish
facts about the angle sum and
exterior angles of triangles, about
the angles created when parallel
lines are cut by a transversal, and
the angle-angle criterion for
similarity of triangles. (e.g., arrange
three copies of the same triangle so
that the three angles appear to
form a line, and give an argument in
terms of transversals why this is so)
use informal arguments to establish
facts about the angle sum and
exterior angles of triangles, about
the angles created when parallel
lines are cut by a transversal, and
the angle-angle criterion for
similarity of triangles. (e.g., arrange
three copies of the same triangle so
that the three angles appear to
form a line, and give an argument in
terms of transversals why this is so)
use informal arguments to
establish facts about the
angle sum and exterior
angles of triangles, about the
angles created when parallel
lines are cut by a transversal,
and the angle-angle criterion
for similarity of triangles.
(e.g., arrange three copies of
the same triangle so that the
three angles appear to form
a line, and give an argument
in terms of transversals why
this is so)
Essential Question:
How do you use parallel lınes and
transversals to determıne angle
relatıonshıps?
How do you use parallel lınes
and transversals to determıne
angle relatıonshıps?
How can you justify that two
triangles are congruent?
How can you justify that two
triangles are congruent?
Am I prepare for today’s
test?
Standards of
Learning :
Standard 7: Look for and make use
of structure by correctly identifying
congruent angles and their
measurements of two or more
parallel lines cut by a transversal.
Standard 7: Look for and make
use of structure by correctly
identifying congruent angles and
their measurements of two or
more parallel lines cut by a
transversal.
Standard 4: Model with
mathematics by explaining why
two triangles could be similar
and what finding an unknown
angle in a given triangle.
Standard 4: Model with
mathematics by explaining why
two triangles could be similar
and what finding an unknown
angle in a given triangle.
Standard 1: Make sense
of problems and
persevere in solving them
by analyzing what has
been learned and
applying it to the quiz
Notebook, pencil, paper, large
triangle that can be ripped at
corners for each class, teacher
provided examples for guided
practice, teacher provided
worksheet for independent
Notebook, pencil, paper,
Notebook, pencil, paper, Tree
colored markers,
Map black line template,
hardwood/carpet advertisement workbook
or display from web, chart paper
for Thinking Map, workbook
Materials/Resources Notebook, pencil, paper, ruler,
scissors, teacher provided
Needed:
examples for guided practice,
teacher provided worksheet for
independent practice
Paper, pencil, bubble
sheet, and test
2013-2014 Week of_11.04.13 – 11.08.13_
Grade Level __8th___ Content___ Math___
practice
Anticipatory Set :
Students fold a piece of paper in a
tri-fold “hot-dog” style. Using a
ruler and marker trace the folded
lines. Have students draw a
diagonal line that crosses the two
parallel lines (called a transversal).
Students need to label the angles
formed with the numbers 1-8 (have
on board to show where to label).
Have students cut out each of the
angles and separate into piles to
show congruency.
Students fold a piece of paper in
a tri-fold “hot-dog” style. Using a
ruler and marker trace the folded
lines. Have students draw a
diagonal line that crosses the two
parallel lines (called a
transversal). Students need to
label the angles formed with the
numbers 1-8 (have on board to
show where to label). Have
students cut out each of the
angles and separate into piles to
show congruency.
Using a large triangle have a
student or three “rip” off each
angle in the triangle; teacher will
demonstrate that when the
angles meet at one point they
form a straight line, which
measures at 180
Using a large triangle have a
Q/A prior to test
student or three “rip” off each
angle in the triangle; teacher will
demonstrate that when the
angles meet at one point they
form a straight line, which
measures at 180
At end of class
SWBAT:
Identify angle relationships when
two parallel lines are cut by a
transversal and determine all angle
measurements when given one
angle.
Identify angle relationships when
two parallel lines are cut by a
transversal and determine all
angle measurements when given
one angle.
Find the missing angle of a
triangle when given two angles
and find the exterior angles of
triangles given the interior
angles.
Find the missing angle of a
triangle when given two angles
and find the exterior angles of
triangles given the interior
angles.
represent the knowledge
they have learned about
transversal and angle
Teacher Input:
(Model, Background
Knowledge, etc)
Model how to set up the paper and
label each of the angles. Discuss
similarities and differences with
each of the angles in the pile. Point
out significant relationships
(supplementary angles) Have
Model how to set up the paper
and label each of the angles.
Discuss similarities and
differences with each of the
angles in the pile. Point out
significant relationships
--Model / discuss how to find a
missing angle measurement
given two angle measurements.
Review what similar figures are
and discuss how to find missing
angles given similar triangles.
-Model/ discuss how to find the -
--Model / discuss how to find a
missing angle measurement
given two angle measurements.
Review what similar figures are
and discuss how to find missing
angles given similar triangles.
-Model/ discuss how to find the
Make sure testing
environment is in placed
for CA
2013-2014 Week of_11.04.13 – 11.08.13_
Grade Level __8th___ Content___ Math___
students put the cut out pieces
back together like a puzzle. Ask:



Guided Practice:
(whole group, pair
and share, elbow
partners,
MONITORED
LEARNING
FEEDBACK
Do you notice a pattern
about where the angles
from each pile are now?
Which angles are
congruent?
Which angles are
different?
- Teacher will model with the whole
group how we can use the
relationships learned in the
anticipatory set to find angle
measurements of unknown angles.
– Have students pair and share to
solve a provided set of angles in
parallel lines split by a transversal.
Differentiation can be used by
changing the level of difficulty in the
angle calculations. (ex. Higher level
students may have variables, lower
level will have no variables)
Finding angle measurements
Independent
worksheet and workbook
Practice: (When you
(supplementary angles) Have
students put the cut out pieces
back together like a puzzle. Ask:
exterior angle given an interior
angle and how to find an interior
angle given the exterior angle.
-Model/discus the angle-angle
 Do you notice a pattern relationship and similarity of
about where the angles triangles with this relationship
from each pile are
now?
 Which angles are
congruent?
 Which angles are
different?
(Parallel Teach)
exterior angle given an interior
angle and how to find an interior
angle given the exterior angle.
-Model/discus the angle-angle
relationship and similarity of
triangles with this relationship
Teacher will model with the
whole group how we can use the
relationships learned in the
anticipatory set to find angle
measurements of unknown
angles. – Have students pair and
share to solve a provided set of
angles in parallel lines split by a
transversal. Differentiation can be
used by changing the level of
difficulty in the angle calculations.
(ex. Higher level students may
have variables, lower level will
have no variables)
-Tell your elbow partners what
the sum of the interior angles
will ALWAYS equal.
- Different sets of triangles and
selected angles will be given,
groups of four will work together
to find the missing angles.
- Groups will identify similar
triangles using proportional
reasoning and solve for a side
and or a missing angle
-Tell your elbow partners what
the sum of the interior angles
will ALWAYS equal.
- Different sets of triangles and
selected angles will be given,
groups of four will work together
to find the missing angles.
- Groups will identify similar
triangles using proportional
reasoning and solve for a side
and or a missing angle
N/A
Interior angles worksheet and
workbook
Sum theorem triangle
worksheet and workbook
Sum theorem triangle
worksheet and workbook
And review study guide
Teacher Created TEST
(Workshop/Station Model)
2013-2014 Week of_11.04.13 – 11.08.13_
Grade Level __8th___ Content___ Math___
know you know)
Closure:
Ticket out the door
Class summary: Have each
student write one paragraph
about what the class was about.
Ticket out the door
Pair Share: tell the person next
to you 2 things you have
learned today.
Homework:
Complete worksheet if not
completed in class
Complete worksheet if not
completed in class
Complete worksheet/workbook
if not completed in class
Complete worksheet/workbook
if not completed in class