Sample Lesson Plan - Math
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School
Sam Houston State University *
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Course
MISC
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
6
Uploaded by DoctorWolverine1776
Lesson Plan
Title of lesson: Transversal angle universe
Grade level: 10
th
grade
Subject Area: Geometry
Integrated subjects:
Music will be incorporated into the intro of this lesson.
Time Frame/Constraints:
This lesson should take 3 days.
Overall Goal(s):
The goal is to have students get an understanding of all the different
types of angles that can be created when a transversal cuts parallel lines. Thus after gaining understanding of the terms as well as being
able to apply algebra to these terms.
TEKS & Expectations:
§111.41. Geometry
(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student
is expected to:
(A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems;
ELPS:
§74.4. English Language Proficiency Standards.
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an
awareness of his or her own learning processes in all content areas.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the
student's level of English language proficiency. The student is expected to:
(A) use prior knowledge and experiences to understand meanings in English. Objective(s):
The learner will classify angles formed by parallel lines cut by a transversal.
Rationale:
This lesson is important for students because it will help them when they start learning of congruence of triangles. In order to know if a triangle is congruent the students will need to apply one of the congruence conditions: Side-Angle-Side, Angle-Side-Angle, Side-
Side-Side, Angle-Angle-Side, or Hypotenuse-Leg. Knowing two angles are congruent due to the fact they are alternate interior angles will help students towards proving congruence.
This objective is written in the analyzing level of revised blooms taxonomy.
Readiness/Prior Knowledge:
Students will need to know what parallel lines are and how to identify them prior to learning this lesson. Students will also need to know what congruence means. Sponge Activity:
When students enter, they will begin working on a warm-up that will be written on the white board with three questions. The first identifying which picture has parallel lines. The second question over deciding whether two angles are congruent. The last question over what the students think a transversal line is.
Focus/Intro/Anticipatory Set:
Students will watch a 3 minute video that has music in the background that will review some of the topics the students will already know, like parallel line, along with terms that will be discussed in the current lesson (transversal lines). https://www.youtube.com/watch?v=8eD3wODClh
Materials:
The materials needed will be a laptop, projector, speakers, scissors, markers, white board markers and a white board.
Instructional Procedure:
The students will start on their warm-up when entering class. After about five minutes, the warm-up will be discussed.
Next, they will watch a video that shows them vocabulary they should already know and some that they will be learning.
The video will then lead to a discussion on the vocabulary and what the definition is and looks like. 2 parallel lines with a
transversal crossing them will be displayed on the board to aid in the discussion. Different pictures of real life examples of the vocabulary will be displayed as well. For example a parking lot to represent transversal lines.
During the discussion students will make a foldable on their vocabulary. The vocabulary words will already be written for the students on the foldable. With the foldable students will need to cut 8 flaps and write down the definition of each vocabulary word inside the foldable.
During the last 5 minutes of class students will complete an exit ticket to allow the teacher to see what vocabulary the students are still struggling on.
Content Knowledge:
Vocabulary that needs to be known to teach this lesson:
o
Parallel lines
o
Transversal line
o
Alternate interior/exterior angles
o
Corresponding angles
o
Vertical angles
o
Co-interior angles
o
Congruent
Some errors that could occur is students mixing up vocabulary like co-interior angles and corresponding angles. To correct these errors
the teacher could refer to the foldable on this vocabulary that the students will have. The teacher could also do a quick review on the board of what each term means.
Assessments:
1. Pre-Assessment
The pre-assessment will be given verbally.
Questions could include:
What does the word transversal mean?
What do parallel lines look like?
What are vertical angles?
2. Formative Assessments
The formative assessment will be an exit ticket that the students will respond to at the end class about the lesson. The students will be asked to draw 2 parallel lines and a transversal. They will be given 4
vocab words and asked to pick two of them. With the chosen vocab students will label them in their picture and state what the two words
mean.
3. Summative Assessment
The summative assessment will be a quiz that will be given the next morning. The quiz will be a 5 question quiz with a picture of a transversal given. The students will have fill in the blank questions asking what the meaning of vocabulary is and applying vocabulary to the picture. In order to master this, students will need to have a strong understanding of all their vocabulary words.
Closure:
This is when students will complete their exit ticket. The exit ticket will give the students a chance to go over their vocabulary one last time before class ends. This will give them a chance to see what they are understanding and the teacher as well a chance to make sure they understand the topics.
Environmental Concerns:
There are no environmental concerns for this lesson.
Setting:
Desks will be put into groups of three or four. Students will be in their normal assigned seats. Safety:
The students will need to be reminded of the rules when using scissors. Anticipated Problems:
There is no special seating needed.
Student Needs:
1.
Special Education
To make sure all definitions are understood, definitions will be restated by the teacher and the students. A foldable will be given to help students follow along, as well as for quizzes students will be allowed to have the teacher read the test and directions to them.
2.
ELL
The teacher will give out a copy of the link showing where to get the video watched at the beginning of class. Using pictures on the board
of the vocabulary will also be helpful for the students.
3. GT
The teacher can brainstorm with these students on what jobs or activities these words are used in.
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Reflection
:
Write down what went right and what went wrong. AND write what will make this lesson more effective when it is taught again. (completed AFTER lesson is taught)
Exit angle left
Directions: Draw 2 parallel lines and a transversal line. Pick 2 of the 4 given vocabulary and label them
in your picture and state their meaning.
Vocabulary:
Alternate Interior angles
Alternate exterior angles
Vertical Angles
Corresponding Angles
Transversal Quiz
1.
What type of angles are 1 and 4? __________________
2.
Name two angles that would be considered alternate Interior angles.
____________________
3.
What angles are co-interior angles? ____________________
4.
What does it mean for two angles to be vertical angles? ____________________________________________________________________________
____________________________________________________________________________
5.
What does it mean for a line to be transversal?
____________________________________________________________________________
____________________________________________________________________________
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