Lesson2

Lesson 2** Chapter 10 Geometry ** ** I. ****Previous Student Knowledge** Students know how to construct and measure angles with a protractor. They know different angle relationships such as congruent angles, vertical angles, supplementary angles, and complimentary angles. ** II. ****Objectives and Standards** ** A. ****Objectives** -Students will construct parallel lines cut by a transversal. -Students will use previous knowledge to calculate the measures of the angles. -Students will discover and recognize alternate interior angles, alternate exterior angles, corresponding angles, consecutive interior angles, and vertical angles. -Students will identify alternate interior angles, alternate exterior angles, corresponding angles, consecutive interior angles, and vertical angles. ** B. ****Standards** 7.G.1.2. (Knowledge) Identify and describe elements of geometric figures. 7.M.1.1. (Comprehension) Select, use, and convert appropriate unit of measurement for a situation including capacity and angle measurement. **National Standards** 6-8.G.1.1. Precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties. 6-8.G.4.1. Draw geometric objects with specified properties, such as side lengths or angle measures. 6-8.M.1.3. Understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume. 6-8.M.2.2. Select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision. ** III. ****Introduction** To begin the lesson, I will ask the students what they believe to be parallel lines and will draw as they speak. Once we have parallel lines, I will ask them what they think a transversal is and again construct as they speak. After the picture is drawn, I will define for them what parallel lines and a transversal line are so they understand. For assessment of my introduction, I will be looking for students who are willing to freely answer my questions and describe to me what they believe to be parallel lines and a transversal line. I will then have them copy the picture down in their notes. I will have the students get into pairs and with the picture on the board and in their notes we will label the eight angles. I will then have the students measure all the angles, observing if there are any that are congruent. If there do exist congruent angles, I will have them label them so we know. After all the angles are measured I will go through each angle and describe to the students how they relate to one another. (i.e. alternate interior, alternate exterior, corresponding, vertical) For assessment, I will be using directive and non-directive questions so that the students will participate in class. To conclude, I will review the meaning of each angle relationship and use the diagram to better express the definitions. For further practice, I designed an assignment to be completed by the students for the following class period.
 * Section 10-3b Hands-on Lab: Constructing Parallel Lines **
 * South Dakota Standards **
 * IV. Body **
 * V. Closure **
 * VI. Student Practice **