Geometry Lesson Plan
What are the mathematics content standards and standards of mathematics practices (SMPs) associated with this
lesson?
PA Core Standards:
CC.2.3.4.A.1: Draw lines and angles and identify these in two-dimensional figures.
C.2.3.4.A.2: Classify two-dimensional figures by properties of their lines and angles.
SMPs:
1. Make sense of problems and persevere in solving them.
4. Model with mathematics.
7. Look for and make use of structure.
Rationale
Why is learning this concept in mathematics important for future learning and real-life situations?
This concept is utilized in engineering and architecture. These concepts are also key to proving future Euclidean
geometry theorems.
Learning Goals (Residue)
Students will understand the definitions of
vertical angles as well as their properties Evidence
and how to identify and construct them. Students will complete a worksheet and discuss their responses
Students will understand the definition of with the class.
supplementary angles and how to identify
them.
Task
Instructional Support—Tools, Resources, Materials
What is the main activity that students will
be working on in this lesson? GeoGebra
During the main activity, students will work Alternative: Paper, pencil, protractor
in small groups to construct a transversal on
GeoGebra, and label their groups given Past notes
angle pairs. They will identify properties of Textbook
the angles (i.e., congruence) and complete
the worksheet questions. They will then Worksheet
present their findings to the class.
Prior Knowledge Task Launch
Definitions of parallel, congruent, vertical How will you introduce and set up the task to ensure that students
angles, intersect, adjacent angles, understand the task and can begin productive work, without
perpendicular, alternate interior angles, diminishing the cognitive demand of the task?
corresponding angles, same-side interior To pique student interest, we will introduce the lesson using
angles, alternate exterior angles, GeoGebra. The students will be excited to work with technology.
supplementary angles The students will be given a few minutes to explore GeoGebra
General properties of angles and lines in prior to launching the task.
Euclidean geometry Prior to this lesson, students took notes on angle pair definitions:
Essential Questions ● alternate interior angles
● corresponding angles
Are vertical angles congruent? How do you ● same-side interior angles
know? ● alternate exterior angles
What are supplementary angles? Can you ● supplementary angles
identify the pairs? What do their angle ● vertical angles
measures add up to? Questions to stimulate prior knowledge:
● What are vertical angles?
● What does it mean for two lines to intersect?
● How many degrees is a straight line?
Expectations: Students will explore GeoGebra and complete the
worksheet to show that they understand the definitions and
properties of angle pairs. The end goal is for students to
understand that vertical angles are congruent, and to identify
supplementary angles.
Solution Strategy Assessing Questions Advancing Questions
Students will use GeoGebra to construct What does it mean for a Will the angle pairs still
two intersecting lines and use the Angle pair of angles to be be congruent if you
Measure tool to determine that vertical congruent? move the lines? How do
angles are congruent. you know these angles
are congruent?
Students will use paper and pencil to What does it mean for a Will the angle pairs still
construct two intersecting lines and use a pair of angles to be be congruent if you
protractor to determine that vertical angles congruent? move the lines? How do
are congruent. you know these angles
are congruent?
Students will construct two intersecting What does it mean for a Is there a more concrete
lines and visually determine that vertical pair of angles to be way that you can prove
angles are congruent. congruent? the angles are
congruent?
Students will use GeoGebra to construct What does it mean for a Will the angle pairs still
two intersecting lines and use the Angle pair of angles to be be supplementary if you
Measure tool to determine that adjacent supplementary? move the lines? How do
angles are supplementary. you know these angles
are supplementary?
Students will use paper and pencil to What does it mean for a Will the angle pairs still
construct two intersecting lines and use a pair of angles to be be supplementary if you
protractor to determine that adjacent supplementary? move the lines? How do
angles are supplementary. you know these angles
are supplementary?
Students will construct two intersecting What does it mean for a Is there a more concrete
lines and visually determine that adjacent pair of angles to be way that you can prove
angles are supplementary. supplementary?
the angles are
supplementary?
Sharing and Discussing the Task
Selecting and Sequencing
We want the students to share what they
notice about angles on a transversal, and
how they are related. We want students to
analyze the angle pairs using the definitions. Connecting Responses
We also want them to come to the
conclusion that vertical angles are Questions:
congruent. In addition, they should be able
to identify supplementary angles on a ● Do you notice any congruent pairs of angles?
transversal, and come to the conclusion that ● How do you know they are congruent?
supplementary pairs of angles sum to 180 ● Is there a definition for congruent angles?
degrees. ● Do you notice any supplementary angles?
● How do you know they are supplementary?
First, students that found angle pairs based ● Is there a definition for supplementary angles?
on their definitions will explain their ● What is the measure of supplementary angles?
findings. Last, students that discovered
vertical angles are congruent will present
their findings. In addition, students that
found that supplementary pairs of angles
sum to 180 degrees will present.
Homework/Assessment
What will you ask students to do that will allow you to determine what they learned and what they understand?
Students will be completing a worksheet in their small groups that we will use to determine if students
understood the lesson. They will also be explaining their findings to the class to describe what they have
learned. During the completion of the activity and the worksheet, we will know students understand the
mathematical ideas by walking around the classroom and checking in on each group. We will ask them
advancing questions to move them forward towards the conclusion. Additionally, we will ask questions during
student presentations to assess what they have learned.
Reflection:
How do you plan to attend to equity in your lesson plan?
Students who have limited English proficiency can translate GeoGebra to a language they feel more
comfortable with.
Students can change the colors of their lines and angles to make concepts more visually comprehensible.
Students who are not technologically proficient or who are physical learners can use pencil, paper, and a
protractor instead of technology.
Connections to The Five Practices are noted by the gray shading.
This template is taken from Smith, Steele, and Raith (2017, pp. 219–221) and was adapted from Smith, Bill, and Hughes (2008).
Source: Reprinted with permission from Smith, Steele, and Raith (2017), Taking Action: Implementing Effective Mathematics
Teaching Practices in Grades 6–8, Copyright 2017, by the National Council of Teachers of Mathematics. All rights reserved.
Angle Pairs Formed by a Transversal
Instructions: Go to [Link]/calculator. Click on “Tools” on the left.
In the box, sketch your graph from GeoGebra.
1. Identify the alternate interior angles on your transversal:
(Alternate interior angles are nonadjacent interior angles that lie on opposite sides of the transversal.)
2. Identify the same-side interior angles on your transversal:
(Same-side interior angles are interior angles that lie on the same side of the transversal.)
3. Identify the corresponding angles on your transversal:
(Corresponding angles lie on the same side of the transversal and in corresponding positions.)
4. Identify the alternate exterior angles on your transversal:
(Alternate exterior angles are nonadjacent exterior angles that lie on opposite sides of the transversal.)
Construct two lines and a transversal.
5. What do you notice?
6. Do you notice any congruent pairs of angles?
7. How do you know if they are or are not congruent?
8. Do you notice any supplementary angles?
9. How do you know if they are or are not supplementary?
Translate the transversal horizontally.
10. What, if anything, changed? What stayed the same?
Change the angle of the transversal.
11. What, if anything, changed? What stayed the same?
12. What happens if the lines you construct are perpendicular?