Course: Geometry

Teacher: A.Crawford

Standard(s):

G-CO.9, G-GPE.5, G-MG.3, G-CO.10

LearningTarget:

  1. I can Identify angles formed by 2 lines and a transversal
  2. I can use properties of parallel lines to find angle measures.
  3. I can prove 2 angles are congruent when given 2 parallel lines.
  4. I can determine which lines in a diagram are parallel when given a special angle pair.
  5. I can recognize the significance of the slope of a pair of lines in relation to the definition of parallel and perpendicular.
  6. When given an equation of 2 lines or a graph of 2 lines, I can use knowledge of slopes to determine their relationship (perpendicular or parallel).
  7. I can determine the sum of the measures of the angles of a triangle using special angle pairs.
  8. I can construct one line parallel to the base of a triangle and use special angle pairs to determine the sum of the angles of the triangle.
  9. I can recognize where the exterior angle theorem came from.
  10. I can find the interior and exterior angles of a triangle given only 2 of the angles.

Essential Questions:

  • How do I know if 2 or more lines are parallel?
  • How do you know if angles are supplementary or congruent? (Besides “they look the same”)
  • How do I recognize the relationship between a pair of angles?
  • What is the significance of ‘special angle pairs’?
  • Do lines have to be parallel for the angles to be congruent or supplementary?
  • Which of our theorems tells you this pair of angles is equal in measure?
  • How do the special angles pairs confirm that two lines are parallel?
  • What did you do to determine the sum of the measures of the angles in a triangle?
  • Why is the angle outside of a triangle, when one side is extended, equal to the sum of the 2 opposite angles?

Order of content:

  • Slopes of parallel and perpendicular lines.
  • Graphing lines given equations
  • Determining, based on graphs, whether lines are parallel or perpendicular
  • Determining, based on equations, whether lines area parallel or perpendicular
  • Comparing the slopes of multiple lines or equations to determine a pattern/relationship
  • Writing the equation for a line parallel to another given only the slope and a point that the line passes through.
  • Transversal
  • Special angle pairs made when a transversal crosses two non-parallel lines.
  • What is different when a transversal instead crosses two lines that are parallel.
  • Identifying the special angles pairs whether the pair of lines is parallel or not.
  • Using the special angle pairs to figure out the measures of unknown angles.
  • When 2 angles that are congruent or supplementary, applying knowledge of special angles pairs to recognize which lines are parallel.
  • Proving 2 angles are congruent when given two parallel lines cut by a transversal.
  • Proving 2 lines are parallel when given the relationship between 2 angles formed by 3 lines.
  • Recognizing the parallel lines and transversal in a polygon.
  • Being able to find the angle measures in a polygon using knowledge of special angles.
  • Triangles:
  • Finding that the sum of the angles of a triangle is 180 degrees.
  • Being able to construct a line parallel to the base of a triangle and recognizing the special angle pairs.
  • Solving for missing angles in a triangle.
  • Learning why the exterior angles of a triangle are each the sum of the 2 furthest angles.
  • Applying the Triangle theorems to solve real world problems.

Classroom agenda:

  1. Warm-up/review/pop-quiz
  2. Homework check/concept review
  3. Notes on new concept/Learning activity
  4. Comprehension activity/Solidifying notes on a new concept
  5. Exit slip/Conclusions sharing/Quick Quiz

Checks for Understanding:

1)Fist of 5, level of understanding/readiness to continue

2)Red/yellow/green cup show readiness to continue

3)Asking essential questions to students as a whole and to individuals

4)Walking around to ask specific questions and check individual work

5)Calling on students during class for presentation assistance

Unit activities:

  • Triangle tear up –putting the angles of the triangle together to form a straight line verifying the Triangle angle sum theorem.
  • Dance, Dance, Transversal (Geometry Coach)
  • Mapping project with special angle pairs
  • 2 foldables for special angle pairs and theorems

Tier II Strategies:

1)One-on-one instruction during hw time/group work time.

2)Provide extra examples and walk-throughs.

3)Provide access to completed notes printed or online.

4)Reteach or minimize the amount of material and expectations, reintroducing all expectations more gradually

5)Provide an organizational tool to gather thoughts and important information.

Homeworks:

S1HW: Page 194 #10, 11, 16-18, 24, 27 & Page 202 #9-13, 23-25

S2HW Page 144 #11-13, 21-24

S3HW Page 153 #7-17 (not #11)

S4HW Page 160 #7, 8-16even, 17, 18-26even, 39

S5HW Page 175 #9, 10, 12, 13, 15, 17-21, 27, 30

Assessments:

Quiz on equations of lines-parallel and perpendicular

Unit 3 Test over special angle relationships

Quiz over Triangle Angle theorems