Lesson Plan 3

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher: Sarah Strikwerda

Date 11-16-16
Subject/ Topic/ Theme: Math/Triangles and Angles/Measuring Angles with parallel lines Grade 8
I. Objectives
How does this lesson connect to the unit plan?
This lesson gives students knowledge about how to measure angles and how angle measures are related when parallel lines are present.
cognitiveR U Ap An E C*
Learners will be able to:
Label angles using the correct terminology (adjacent, vertical, supplementary, complementary)
Find the angle measures of all 8 angles in a parallel lines and transverse line set up.
Use a protractor to check answers
Apply knowledge to a real-world problem and persevere in solving the problem.
physical
sociodevelopment emotional
Understand
and Apply
Apply
Evaluate
Apply
X
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
Working towards: CCSS.MATH.CONTENT.7.G.B.5
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple
equations for an unknown angle in a figure.
CCSS.MATH.CONTENT.8.G.A.5
Working towards: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles
created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
Working towards: CCSS.MATH.CONTENT.HSG.CO.C.9
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines,
alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line
segment are exactly those equidistant from the segment's endpoints.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTCE.MP4 Model with Mathematics
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to
do this lesson?
9-15-14
Students need to have a basic understanding of what an angle is along with what 90 degrees and 180
degrees looks like. Students should remember the relationship between vertical and angles that share
the same line from the week before.
Pre-assessment (for learning): Pointing out the types of angles that the students learned previously
Formative (for learning): Discussing the real-world problem with neighbor is a real-world assessment.
Formative (as learning): I will check if the students are finding the correct angles during the lesson.
Summative (of learning):
Provide Multiple Means of
Representation
Action and Expression
Engagement
Provide options for perceptionProvide options for physical
Provide options for recruiting
making information perceptible
action- increase options for
interest- choice, relevance, value,
interaction
authenticity, minimize threats
The tape on the table with written
angle measures. The paper cut to size
The real-world problem will engage
to show all the angles are one of two
some students and make the
sizes. Also the paper folding activity.
interested. Other students will be
engaged with the paper folding and
cutting (artistic students)
Provide options for language,

mathematical expressions, and
symbols- clarify & connect language
Provide options for expression

and communication- increase
medium of expression
Provide options for sustaining effort

and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
Students will be challenged when

cutting out angles and trying to
reach conclusions on their own.
They will be challenged in other
ways when we have a class
discussion. During the class
discussion, I will not correct
things students say, but try to
guide them into correcting each
other. This will take collaboration
and effort.
Provide options for comprehensionactivate, apply & highlight
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
How will your classroom

be set up for this lesson?
Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Dance dance transversals video on projector, plain white paper for paper folding activity, a paper with
an angle measure problem on it, two small pieces of paper with the two angle measurements on it from
the worksheet for each student,
The room is set up in clusters, so the students can easily ask each other questions if need be. However,
no one has his or her back towards the front, so that when instruction is happening up front everyone
can easily engage. The room has two person tables, so partners are easily established.
III. The Plan

Time
0-4
4-7
Components
Motivation
(opening/
introduction/
engagement)
7-10
1017
1721
2128
2832
9-15-14
Development
(the largest
component or
main body of
the lesson)
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or prompts.
(1) Review yesterdays lesson by running through a dance dance transversals Moving their feet into the
correct positions in time with
video:
the music
https://drive.google.com/drive/folders/0BwZuVW6X4o54WmtqWVVm
Z0JUYXM
Taping down parallel lines
(2) Have students create a parallel lines and transversals diagram by folding
with transversals
paper (two parallel line folds one transversal) label the numbers.
(3) Have students point out all the different types of angles from the days
Pointing out the different
before on their desk: interior, exterior, corresponding, alternate, same
types of angles with their
fingers. While listening to
side, vertical, adjacent, supplementary, complementary (Prior
what I am saying.
Knowledge from previous lesson)
(1) Have students cut out angles and see if they can reach any conclusions
on their own.
(2) Demonstrate to students how to use their knowledge of adjacent and
corresponding angles to find missing angle measures in a parallel line
transversal angle system. How are these two angles related? Are they
supplementary or complementary angles? How did we find the measure
of a missing supplementary angle before? How can we use the measure
of one angle to find the measurement of the other angle if we know they
are supplementary? What do corresponding angles have in common?
(3) Give students an angle measure problem to work on with their group
members. (One measurement is present and students have to find the
other seven)
(4) Have students measure all 8 angles with a protractor to check their work.
Cutting out and moving

around to discover anything.
Listening to directions and
answering questions.
Working with others to solve

for a missing angle measure.
(5) Students will be given two small pieces of paper in the shape of the two
angles they are working with. They will manipulate these pieces of paper
to see how all 8 angles measure one of the two measurements.
3235
3545
Closure
(conclusion,
culmination,
wrap-up)
Look at railing reconstruction problem. Found here:

https://www.youtube.com/watch?v=VV3xxxLF28Q
After this video ask students what they noticed? Encourage them to
think about how this could be related to our current lesson.
And https://www.youtube.com/watch?v=xr_3uKTiQo&feature=youtu.be
Lead students in a discussion where we brainstorm how to find the
answer. Use techniques such as letting students articulate strategies
and then summarizing their strategies. Then, let other students
decide if they agree or disagree with the answers given.
When multiple strategies are presented, have students vote on which
one they would use.
(https://tapintoteenminds.com/3acts-by-common-core/grade8-ccss/)
Measuring angles.
Compare all angles by
manipulating two pieces of
paper.
Watching video
Responding to the first video
in a class discussion.
Watching video
Brainstorming how to solve
the problem, and responding
to classmates answers.
Voting on what strategy they

agree with
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not get to teach this lesson. I think the first part would have gone well because the students get to visually see how the
angles are related in two different ways. The discussion at the end might have been challenging because there are 27 students
in my class, and I think it is hard to get everyone involved when the class is that large. However, when I had students vote on a
strategy, everyone would have to get involved.
9-15-14

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What are the different types of angles discussed in the lesson?

What are the different types of angles discussed in the lesson?

How can you find the measure of missing angles using properties of parallel lines?

How can you find the measure of missing angles using properties of parallel lines?

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Sarah Strikwerda

Learners will be able to:

II. Before you start

Provide options for language,

Provide options for expression

Provide options for sustaining effort

Students will be challenged when

How will your classroom

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

III. The Plan

Describe teacher activities

Cutting out and moving

Working with others to solve

Look at railing reconstruction problem. Found here:

Voting on what strategy they

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